Sentences with phrase «negative difference in your child»

According to an article on Psychology Today, a sudden or negative difference in your child's usual sleep pattern could be the result of emotional distress from bullying.

Not exact matches

In two studies, mothers reported more negative emotional behaviour in their preschool - aged children who formerly had colic, although there were no differences in all other reported behaviour problems when compared to infants who did not have colic.20, 21 Finally, several studies have also examined mental development in infants with colic and likewise have demonstrated no effect of colic.15, 16,20,22 In one study, although differences on the Bayley MDI were revealed at six months, both groups were within the normal range, and no differences were found at 12 months of age.In two studies, mothers reported more negative emotional behaviour in their preschool - aged children who formerly had colic, although there were no differences in all other reported behaviour problems when compared to infants who did not have colic.20, 21 Finally, several studies have also examined mental development in infants with colic and likewise have demonstrated no effect of colic.15, 16,20,22 In one study, although differences on the Bayley MDI were revealed at six months, both groups were within the normal range, and no differences were found at 12 months of age.in their preschool - aged children who formerly had colic, although there were no differences in all other reported behaviour problems when compared to infants who did not have colic.20, 21 Finally, several studies have also examined mental development in infants with colic and likewise have demonstrated no effect of colic.15, 16,20,22 In one study, although differences on the Bayley MDI were revealed at six months, both groups were within the normal range, and no differences were found at 12 months of age.in all other reported behaviour problems when compared to infants who did not have colic.20, 21 Finally, several studies have also examined mental development in infants with colic and likewise have demonstrated no effect of colic.15, 16,20,22 In one study, although differences on the Bayley MDI were revealed at six months, both groups were within the normal range, and no differences were found at 12 months of age.in infants with colic and likewise have demonstrated no effect of colic.15, 16,20,22 In one study, although differences on the Bayley MDI were revealed at six months, both groups were within the normal range, and no differences were found at 12 months of age.In one study, although differences on the Bayley MDI were revealed at six months, both groups were within the normal range, and no differences were found at 12 months of age.23

The most recent U.K. data for planned place of birth shows no significant differences in negative outcomes between births at home, at birth centers, and obstetric units for mothers who have already had children.

In Other People's Children, Lisa Delpit explores the dissimilar styles of communication exhibited by people from different racial and class backgrounds, and how these differences might have a negative impact on learning.

That makes a huge difference in how children's brains develop, and scientists are now able to trace a direct route from those early negative experiences to later problems in school, health, and behavior.

«In a society that believes in the validity of its own opinions,» Pauline Hawkins notes regarding the importance of teaching children the difference between opinions and facts, «It is only through patience and informed discussions that we can help our children / students open their eyes to the biases that have formed those weightless, negative opinions.&raquIn a society that believes in the validity of its own opinions,» Pauline Hawkins notes regarding the importance of teaching children the difference between opinions and facts, «It is only through patience and informed discussions that we can help our children / students open their eyes to the biases that have formed those weightless, negative opinions.&raquin the validity of its own opinions,» Pauline Hawkins notes regarding the importance of teaching children the difference between opinions and facts, «It is only through patience and informed discussions that we can help our children / students open their eyes to the biases that have formed those weightless, negative opinions.»

I want to be the one to help make a difference in the lives of kids — but the way this system is set up, we're just making a negative difference in the lives of children.»

Results indicated that: (1) individual differences in decoding ability have little effect on children's reading comprehension, and vice versa; (2) early language understanding predicts reading comprehension; (3) emerging knowledge about reading predicts subsequent decoding ability; (4) children's early interest in and involvement in literacy predicts gains in reading and (5) home problems had a negative prediction on reading.

The ratings system can't tell you if you'll like your child's teacher (which, really, is the difference in a great school experience and a not - so - great one), or if your child's dear friends are waiting to be met there (which is the other difference in a great school experience and a negative one).

No differences were found between baseline and posttreatment in the WL condition, but both child disruptive behavior and negative parenting were lower at the 12 - month follow - up.

The generation differences show evidence of the stake in the older (G1 — G2) and younger (G2 — G3) generation relationships in which parents report lower negative relationship quality than children.

Generational differences in negative relationship qualities also were evident for (G2) targets and (G3) their children.

In this study we tested the hypothesis that parents» differential treatment of their children would be associated with differences in siblings» negative emotionalitIn this study we tested the hypothesis that parents» differential treatment of their children would be associated with differences in siblings» negative emotionalitin siblings» negative emotionality.

Children's temperament is often defined as biologically - based differences in reactivity and self - regulation.1 Research has focused most on temperament dimensions of self - regulation or effortful control, general positive emotional reactivity, general negative emotional reactivity, and more specific aspects of negative emotionality reflecting fearfulness and inhibition on the one hand, and anger and irritability on the other hand.

In addition, behavior genetic studies suggest genetic factors contribute to temperamental differences among children and influence the association between temperament and child outcomes.23 Children with tendencies toward negative emotionality and poor self - regulation may be especially difficult to provide optimal care for, and their parents appear particularly likely to use less firm control over time, 24 but they are also the very children who especially need calmly - persistent caregiver children and influence the association between temperament and child outcomes.23 Children with tendencies toward negative emotionality and poor self - regulation may be especially difficult to provide optimal care for, and their parents appear particularly likely to use less firm control over time, 24 but they are also the very children who especially need calmly - persistent caregiver Children with tendencies toward negative emotionality and poor self - regulation may be especially difficult to provide optimal care for, and their parents appear particularly likely to use less firm control over time, 24 but they are also the very children who especially need calmly - persistent caregiver children who especially need calmly - persistent caregiver efforts.

Studies demonstrating this greater susceptibility of neurobiologically responsive children to both positive and negative aspects of their environments have implicated a wide variety of stressors and adversities, including paternal depression (67), marital conflict (68, 69), parental psychopathology (70), and overall family distress (71); of positive environmental features, including parental warmth (72) and supportive interventions (73); and of defining biological parameters, including physiological reactivity (e.g., 74, 75), differences in brain circuitry (76), and gene polymorphisms (77, 78).

He discuss the warning signs to watch out for in your children, and how to tell the difference between your child's normal feelings of anger or sadness during and after divorce, and negative emotions inflamed by the other parent.

The stronger effect sizes for child report measures may be due to more negative views of youngsters who engage in delinquency and not to actual parenting differences per se.

Regarding the fine - grained temperament traits, within the dimension negative affectivity, differences were found between the groups only in soothability: the referred children had more difficulty to recover from distress than the general population children.

Therefore, a critical question remains whether there are differences between parent - child dyads with AD children and non-AD children in levels of dyadic emotional expressivity (i.e., dyadic positive and negative affect).

There were no group differences in the number of parent - dependent negative life events for anxious children compared to controls.

The results revealed that (1) for females and males, higher levels of depressive symptoms correlated with a more depressive attributional style; (2) females and males who met diagnostic criteria for a current depressive disorder evidenced more depres - sogenic attributions than psychiatric controls, and never and past depressed adolescents; (3) although no sex differences in terms of attributional patterns for positive events, negative events, or for positive and negative events combined emerged, sex differences were revealed on a number of dimensional scores; (4) across the Children's Attributional Style Questionnaire (CASQ) subscale and dimensional scores, the relation between attributions and current self - reported depressive symptoms was stronger for females than males; and (5) no Sex × Diagnostic Group Status interaction effects emerged for CASQ subscale or dimensional scores.

Group differences in expressivity were examined in SPSS21 using repeated measures ANOVAs, with expressivity type (positive and negative affect) and parents» gender (mother and father) as within - subjects factors, and group (AD children, and non-AD children) as between - subject factor.

We have shown that individual differences in children's EF (but not general cognitive ability) mediate the relations between each of two aspects of parental behavior (that is, «parental scaffolding» or the proclivity to modify instructions and support in response to children's behavior and «negative parent - child interaction» or the extent to which parents are critical, controlling and display negative affect on the other) and children's early academic ability.

Explored gender differences in parents on measures of positive and negative psychological wellbeing (anxiety, depression, stress, positive perceptions) and the impact of child characteristics (ASD symptoms, adaptive behaviours, behavioural and emotional concerns) on parent outcomes.