Sentences with phrase «of emotional problems among»

Soaring rates of emotional problems among our young people are disturbing enough in their own right, but they are also harbingers of even greater problems as these children grow up to be university students, workers, partners and parents themselves.

Not exact matches

Mintz does cite one study showing that «serious social, emotional or psychological problems» are 2.5 times more frequent in the long term among children of divorced parents, but the citation is buried in a footnote.

In an article in the latest edition of Psychology of Popular Media Culture, Karla Murdock reported that texting was a direct predictor of sleep problems among first - year students in a study that examined links among interpersonal stress, text - messaging behavior, and three indicators of college students» health: burnout, sleep problems and emotional well - being.

Bearing in mind previous research, the main objective of this study was to identify the factors relating to greater emotional and behavioural problems among children, in the context of foster care (behavioural problems, impulsivity and attention deficit).

In what is thought to be among the first studies of frustration in free - ranging animals, the findings, published online in the Journal of Comparative Psychology, suggest that animal tail movements reveal their emotional states, particularly the exasperation they feel when stymied during problem - solving tasks.

Among st all the problem of culturally - ingrained concepts and real shallowness, men and some women neglect to check for emotional issue.

Among those having identity problems in «Welcome to Happiness» is Nyles (Brendan Sexton III), whom we meet during a visibly emotional thought of suicide.

Among those skills: the social and emotional ability to understand and work with people from diverse cultures; the creativity to develop sustainable solutions to complex problems; and a sense of confidence that individuals can (and are obligated to) make a...

Three big factors will increasingly differentiate student outcomes: (1) development of students» self - motivation (2) effectiveness addressing learning barriers, like time - management, emotional disruptions, and social pressures that affect learning even among advantaged children; and (3) students» higher - order capabilities like analytical, conceptual and creative thinking, especially as applied to solve real problems.»

A recent recipient of the Sanford McDonnell Award for Lifetime Achievement in Character Education, among Dr. Elias» numerous books are ASCD's Promoting Social and Emotional Learning: Guidelines for Educators, the Social Decision Making / Social Problem Solving curricula for grades k - 8, the new e-book, Emotionally Intelligent Parenting (via Kindle and Nook) and a book for young children: Talking Treasure: Stories to Help Build Emotional Intelligence and Resilience in Young Children (www.researchpress.com, 2012).

A large - scale national study of Head Start classrooms found that the PATHS program improved outcomes in student emotional knowledge and social problem - solving skills among preschool students!

Putting this into practice means that effective classroom managers: develop caring, supportive relationships with and among students; organize and implement instruction in ways that optimize students» access to learning; use group management methods that encourage student engagement with academic tasks; promote the development of social emotional learning (self - awareness skills, social skills, self - regulation, responsible decision making, building healthy relationships); and use appropriate interventions to assist students who have behavior problems.

Teachers around the country report emotional and behavioral problems among their students as a result of ICE raids.

Still, this sort of writing may create emotional problems among writers because it is not fair to skip sleeping and utilize more energy for a single process.

In 2010, more than 1 in 5 children were reported to be living in poverty.6, 10 Economic disadvantage is among the most potent risks for behavioral and emotional problems due to increased exposure to environmental, familial, and psychosocial risks.11 — 13 In families in which parents are in military service, parental deployment and return has been determined to be a risk factor for behavioral and emotional problems in children.14 Data from the 2003 National Survey of Children's Health demonstrated a strong linear relationship between increasing number of psychosocial risks and many poor health outcomes, including social - emotional health.15 The Adverse Childhood Experience Study surveyed 17000 adults about early traumatic and stressful experiences.

Recent children's health surveys have documented a high prevalence of emotional, developmental, and behavioral problems among children.

Many studies link inept parenting by resident single parents with a variety of negative outcomes among children, including poor academic achievement, emotional problems, conduct problems, low self - esteem, and problems forming and maintaining social relationships.

A similar relationship was noted in the Western Australian Aboriginal Child Health Survey where an independent association between the number of dietary indicators met and a child's odds of experiencing emotional or behavioural problems was demonstrated.5 Other research with Australian adolescents has also demonstrated an association between dietary quality and mental health, even after controlling for socioeconomic status and a range of individual and family - level characteristics.41, 42 It appears that a more detailed exploration of the link between diet and mental health among Aboriginal children is warranted.

For the parent report version of the SDQ used in the current study, the new four - band classification system for total difficulties scores is as follows: 0 — 13 «close to average», 14 — 16 «slightly raised», 17 — 19 «high» and above 19 «very high».17 For the purposes of analysis, we considered that all children with a total difficulties score below the threshold for high risk of emotional or behavioural problems (< 17) had «good» mental health.18 — 20 The SDQ has previously been found to be acceptable, 21 reliable and valid22 among the SEARCH cohort.

For example, some have found significant differences between children with divorced and continuously married parents even after controlling for personality traits such as depression and antisocial behavior in parents.59 Others have found higher rates of problems among children with single parents, using statistical methods that adjust for unmeasured variables that, in principle, should include parents» personality traits as well as many genetic influences.60 And a few studies have found that the link between parental divorce and children's problems is similar for adopted and biological children — a finding that can not be explained by genetic transmission.61 Another study, based on a large sample of twins, found that growing up in a single - parent family predicted depression in adulthood even with genetic resemblance controlled statistically.62 Although some degree of selection still may be operating, the weight of the evidence strongly suggests that growing up without two biological parents in the home increases children's risk of a variety of cognitive, emotional, and social problems.

The most recent National Survey of Children's Health mirrored results of previous surveys regarding rates of diagnosed emotional, developmental, and behavioral problems, including an escalating diagnosis of autism among children.

The unique relation of childhood emotional maltreatment with mental health problems among detained male and female adolescents.

A review of twenty studies on the adult lives of antisocial adolescent girls found higher mortality rates, a variety of psychiatric problems, dysfunctional and violent relationships, poor educational achievement, and less stable work histories than among non-delinquent girls.23 Chronic problem behavior during childhood has been linked with alcohol and drug abuse in adulthood, as well as with other mental health problems and disorders, such as emotional disturbance and depression.24 David Hawkins, Richard Catalano, and Janet Miller have shown a similar link between conduct disorder among girls and adult substance abuse.25 Terrie Moffitt and several colleagues found that girls diagnosed with conduct disorder were more likely as adults to suffer from a wide variety of problems than girls without such a diagnosis.26 Among the problems were poorer physical health and more symptoms of mental illness, reliance on social assistance, and victimization by, as well as violence toward, partamong non-delinquent girls.23 Chronic problem behavior during childhood has been linked with alcohol and drug abuse in adulthood, as well as with other mental health problems and disorders, such as emotional disturbance and depression.24 David Hawkins, Richard Catalano, and Janet Miller have shown a similar link between conduct disorder among girls and adult substance abuse.25 Terrie Moffitt and several colleagues found that girls diagnosed with conduct disorder were more likely as adults to suffer from a wide variety of problems than girls without such a diagnosis.26 Among the problems were poorer physical health and more symptoms of mental illness, reliance on social assistance, and victimization by, as well as violence toward, partamong girls and adult substance abuse.25 Terrie Moffitt and several colleagues found that girls diagnosed with conduct disorder were more likely as adults to suffer from a wide variety of problems than girls without such a diagnosis.26 Among the problems were poorer physical health and more symptoms of mental illness, reliance on social assistance, and victimization by, as well as violence toward, partAmong the problems were poorer physical health and more symptoms of mental illness, reliance on social assistance, and victimization by, as well as violence toward, partners.

Membership in a single - parent family or stepfamily is associated with increased levels of significant behavioral, emotional, and academic problems in children.1, 2 The mechanisms underlying this connection are likely to involve, among other factors, financial adversity, increased stress directly related to family transitions, and increased exposure to additional psychosocial risks.3, 4 Compared with the extensive research base connecting family type (ie, membership in a 2 - parent biological family, stepfamily, or single - parent family) and children's psychological adjustment, little is known about the physical health consequences of membership in diverse family types.

Research from the United States reported prevalence rates as high as 9 % for anxiety disorders and 2 % for depression among preschool children.4 A recent study in Scandinavia also found 2 % of children to be affected by depression, but rates for anxiety disorders were much lower (1.5 %).5 While most childhood fears and transient sadness are normative, some children suffer from emotional problems that cause significant distress and impairment, limiting their ability to develop age - appropriate social and pre-academic skills and / or participate in age - appropriate activities and settings.

Interview - based assessments of attachment organization, using the Adult Attachment Interview, were examined as predictors of the lack of agreement between self - and other reports of behavioral and emotional problems among 176 moderately at - risk adolescents.

The scales meet psychometric standards, and can serve as a reliable tool to measure the severity of common emotional, study and sociality problems among Chinese adolescents.

In China, however, most studies employed translated versions of foreign scales, 30 — 34 and no dedicated scale has been developed, validated and used to screen the common emotional and behaviour problems among adolescents in middle school.

Development and validation of brief scales to measure emotional and behavioural problems among Chinese adolescents

In spite of the limitations, the study provides new short scales to measure common emotional and behavioural problems among adolescents in middle schools.

Over time, DBT has been adapted and used to help people with a variety of complex emotional problems, such as those with borderline personality disorder (BPD), people with eating or substance related disorders, suicidal adolescents, people struggling with treatment - resistant depression, among many other difficulties.

We developed and validated four short scales to measure emotional and behavioural problems among adolescents in middle schools of Hunan, China.

Given the documented presence of social - emotional / behavioral problems and lower social competence among toddlers with language delays (e.g., Irwin, Carter, & Briggs - Gowan, 2002), it is important to examine overlap between positive BITSEA scores and low language skills.

TIF showed that all scales had strong reliability, and they were most discriminative among adolescents with moderate to high levels of emotional / behavioural problems.

On social - emotional measures, foster children in the NSCAW study tended to have more compromised functioning than would be expected from a high - risk sample.43 Moreover, as indicated in the previous section, research suggests that foster children are more likely than nonfoster care children to have insecure or disordered attachments, and the adverse long - term outcomes associated with such attachments.44 Many studies of foster children postulate that a majority have mental health difficulties.45 They have higher rates of depression, poorer social skills, lower adaptive functioning, and more externalizing behavioral problems, such as aggression and impulsivity.46 Additionally, research has documented high levels of mental health service utilization among foster children47 due to both greater mental health needs and greater access to services.

[jounal] Weisz, J. R. / 1987 / Epidemiology of behavioral and emotional problems among Thai and American children: Parent reports for age 6 to 11 / Journal of American Academic Child Psychiatry 26: 890 ~ 897

The treatment was developed to address immediate needs, to resolve the crisis of running away, and to facilitate emotional re-connection through communication and problem solving skills among family members.

Empirical studies have documented prevalence rates of emotional and behavior problems among preschool children as high as 20 to 40 percent, such that four to seven children in any given Head Start classroom may require additional assistance in managing their emotions and behavior.

Encourages a range of programs such as systems of care to respond to the increasing number of mental, emotional, and behavioral problems among America's children

Among Dr. Elias» books are ASCD's Promoting Social and Emotional Learning: Guidelines for Educators, the Social Decision Making / Social Problem Solving curricula for grades k - 3), The Educator's Guide to Emotional Intelligence and Academic Achievement: Social - Emotional Learning in the Classroom (Corwin Press, 2006), Bullying, victimization, bullying, and peer harassment: A handbook of prevention and Intervention (Taylor & Francis, 2007), Urban Dreams: Stories of Hope, Character, and Resilience (2008, Hamilton Books), and the new e-book, Emotionally Intelligent Parenting.).

These findings reflect those of a study conducted in Finland among schoolchildren, which found that children with widespread pain reported more emotional and behavioural problems than those without pain, and showed that tiredness during the day was a risk factor for the persistence of pain.18 Furthermore, a recent study of children aged 3 — 17 years attending a medical practice in Australia found that children experiencing frequent abdominal pain were more likely to be anxious and experience sleep disturbances when compared to children with no abdominal pain.19

According to the U.S. Dept. of Health and Human Services, approximately 13 percent of children ages 9 - 17 experience an anxiety disorder - making it among the most common emotional problems to occur during childhood and adolescence.

Because early adolescence is not only a period of major physical change for girls, but also a time in which peer relationships become increasingly significant, a key question linking these two aspects of development is whether signs of pubertal maturation are related to one's social reputation among peers and, furthermore, whether such reputational factors might help us understand why early maturing girls display emotional adjustment problems.

Our Research Advisory Group consists of leading experts in research on social and emotional learning, child development, and the prevention of problem behavior among youth.

The main results showed that deliberate self - harm among girls, as well as conduct problems, hyperactivity, aggressive behaviour, and the use of alcohol, were more strongly associated with poor emotional relations to their parents than with poor emotional relations to friends.

Societal concern about antisocial behaviours of children and adolescents has increased over the years, in part due to the enormous financial costs of youth crime.1 Conduct problems (especially among boys) are the most frequent childhood behavioural problems to be referred to mental health professionals.2 Aggressive and disruptive behaviour is one of the most enduring dysfunctions in children and, if left untreated, frequently results in high personal and emotional costs to children, their families and to society in general.

A recent recipient of the Sanford McDonnell Award for Lifetime Achievement in Character Education, among Dr. Elias» numerous books are ASCD's Promoting Social and Emotional Learning: Guidelines for Educators, the Social Decision Making / Social Problem Solving curricula for grades k - 8, the new e-book, Emotionally Intelligent Parenting (via Kindle and Nook) and a book for young children: Talking Treasure: Stories to Help Build Emotional Intelligence and Resilience in Young Children (www.researchpress.com, 2012).

Specifically, the ACE Study model relies strongly on the idea that adverse childhood experiences create a burden of psychological stress that changes behavior, cognitions, emotions, and physical functions in ways that promote subsequent health problems and illness.22 Among the hypothesized pathways, adverse childhood experiences lead to depression and posttraumatic stress disorder, which in turn can lead to substance abuse, sleep disorders, inactivity, immunosuppression, inflammatory responses, and inconsistent health care use, possibly leading to other medical conditions later in life.23, 24 Therefore, childhood behavioral and emotional symptoms very likely represent a crucial mediator linking adverse childhood experiences and the longer term health - related problems found in the ACE substudies.

Clinical mental health counselors combine psychotherapy with problem - solving approaches to support to clients who are dealing with a variety of mental, emotional and behavioral health issues to include, but certainly not limited to, anxiety, depression, stress, grief, or low self - esteem, among other concerns.

Effects of Multiple Maltreatment Experiences Among Psychiatrically Hospitalized Youth Boxer & Terranova (2008) Child Abuse and Neglect, 32 (3) View Abstract Examines the extent to which different forms of maltreatment may account for variations in youths» emotional and behavioral problems.