Sentences with phrase «labeled child negative»

Based on guidelines developed by Shields, Lunkenheimer, and Reed - Twiss [60], we coded emotion coaching as parents» statements and questions that validated or labeled child negative emotion and encouraged the child to reflect on his affect (e.g., «How did you feel about that?»

Not exact matches

Nor do I like any label for a child that anticipates a negative outcome.

plan for success with a simple, four - step program; discover the power of positive, rather than negative, labels; understand your child's and your own temperamental traits; cope with tantrums and blowups when they do occur; develop strategies for handling mealtimes, bedtimes, holidays, school, and many other situations.

In fact, even positive labels, like referring to your child as «the athletic one» or the «math star,» could have a negative impact on your child's self - worth.

They fear admitting to negative feelings during the perinatal period may lead to their children being taken away or they will be labeled as bad mothers.

New research, commissioned by the National Education Union (NEU), has found that using «ability» groups takes place with children as young as three and that teachers worry that «low ability» labels could have a lasting negative impact on children.

Criticizes the currently popular label attention deficit disorder as being too simplistic and negative, and provides instead a wellness perspective with 50 solid strategies to help parents, teachers, and health care professionals deal with children's difficult behavior.

A principal components analysis of these scales yielded a single component that we labeled negative parent - child interaction, which displayed less extreme skew at baseline (skew = 0.7) and at the 12 - month follow - up (skew = 1.1).

Avoid negative labeling by steering clear of global, enduring critiques of your child's personality traits.

Furthermore, ≥ 50 % of the children who receive the intervention may not need it and may be subjected to the negative effects of labelling.

Compared with control children, they had more difficulties with friendships, 29 poorer theory of mind, 16 difficulties labelling and understanding the causes of common emotions, 16 increased fantasy proneness and difficulty distinguishing fantasy and reality, 31 increased negative attributional style, dysfunctional attitudes, rumination and self - criticism.32 They also experience difficulties in the mother — child relationship, with four studies reporting high levels of disrupted attachment styles, 21, 29, 31, 32 and in role - play scenarios elevated levels of role - reversal with parents, fear of abandonment, and negative expectations of parents.31 These factors are known to put children at risk of poor mental health outcomes, and indeed, this appears to be the case.

Early interventions to address seriously disruptive behavior in the preschool years can reduce the likelihood of later behavior problems — and the associated labeling stigma and negative consequences — when children enter elementary school.

When the favored parent's behavior contributes significantly to the children's negative attitudes, leading authorities in the field label this emotional abuse.

Specifically, mothers were able to learn and implement greater use of positive do skills, such as labeled praises and behavioral descriptions, and fewer directive and negative verbalizations when interacting with their children in a child - led play situation.

The writers advocate for giving parents more support in this arena because «negative feelings dissipate when children can talk about their emotions, label them, and feel understood» (p. 93).

Child emotion labeling (Definition: measures identification of positive or negative feelings)

The research reviewed thus far indicates that: 1) having positive peer relationships is developmentally important for all children, whether ADHD or not; 2) low acceptance or rejection by peers places children at risk for a host of serious negative outcomes; 3) peer impairment is present in both boys and girls with ADHD; 4) once rejected, overcoming a negative reputation with peers is extremely difficult; 5) once labeled «ADHD» by peers, a negative process is set in motion whereby children suffer more negative treatment by peers; and 6) treatment of peer problems in children with ADHD is extremely difficult — we have yet to identify a treatment method that normalizes the peer functioning of children with ADHD.