Sentences with phrase «parental emotional functioning»

Improved Parental Emotional Functioning After Circle of Security 20 - Week Parent — Child Relationship Intervention.

A review of recent literature suggests relationships between communication, cognition, behavior, parental emotional functioning, and functional outcome in deaf children.

Not exact matches

The authors state: «Contrary to expectations, those children who had not had previous professional attention for emotional or behavioral problems coslept more frequently than did children who were known to have had psychiatric intervention, and lower parental ratings of adaptive functioning.

The Scope of this project is to: - Provide seed funding and support pilot implementation of ideas resulting from the June 2014 design workshop on improving outcomes for babies in foster care; - Launch pilots of co-designed strategies for working collaboratively with parents in creating daily, regularized family routines in four sites and evaluate executive function skills, child development, child literacy and parental stress levels of participants pre -, during, and post-intervention; - Build a core group of leaders to help set the strategic direction for Frontiers of Innovation (FOI) and take on leadership for parts of the portfolio; - With Phil Fisher at the University of Oregon and Holly Schindler at the University of Washington develop a measurement and data collection framework and infrastructure in order to collect data from FOI - sponsored pilots and increase cross-site and cross-strategy learning; Organize Building Adult Capabilities Working Group to identify, measure and develop strategies related to executive function and emotional regulation for adults facing high levels of adversity and produce summary report in the fall of 2014 that reviews the knowledge base in this area and implications for intervention, including approaches that impact two generations.

The parent, peer, teacher and school subscales correlate with measures of social adjustment and emotional functioning in the expected direction (e.g positive correlations between parental attachment and emotional adjustment).

IY program goals include: Improved parent - child interactions, improved parental functioning, increased parental social support and problem solving, prevention and treatment of early onset conduct behaviors and emotional problems in children, and promotion of child social competence, emotional regulation, academic readiness and problem solving.

Regression analyses on the FIFO partners sample indicated that child and family functioning were best predicted by family factors, including harsh parenting and parental emotional adjustment.

The Parents» Evaluation of Developmental Status identified parental concerns regarding their child's development.26 It consists of 10 items that elicit concerns about speech and language, motor development, behavior, social - emotional health, self - help skills, school skills, and global cognitive function.26 A dichotomous variable indicated whether parents had significant concerns regarding their child's development.

Even when study is limited to family processes as influences, multivariate risk models find support.9 - 12 For example, Cummings and Davies13 presented a framework for how multiple disruptions in child and family functioning and related contexts are supported as pertinent to associations between maternal depression and early child adjustment, including problematic parenting, marital conflict, children's exposure to parental depression, and related difficulties in family processes.10, 11 A particular focus of this family process model is identifying and distinguishing specific response processes in the child (e.g., emotional insecurity; specific emotional, cognitive, behavioral or physiological responses) that, over time, account for normal development or the development of psychopathology.10

Enhance the social and emotional well - being of children, youth, parents, and caregivers by increasing parental and child / youth resilience, achieving positive personal growth and change, and improving family functioning, self - esteem, and happiness

This process model has been considerably elaborated by more recent research, which showed that parental personal factors, environmental factors and child factors are mediated by social support in terms of their impact on parental emotional well - being, quality of parenting, and family functioning, and also child functioning, in terms of self - esteem, competence and resilience (Armstrong 2005).

Considering that conduct - problem children with CU traits demonstrate significant interpersonal deficits in their emotional functioning, and that parents play a fundamental role in socializing the ways in which children understand, experience, express, and regulate emotions [22]; it is surprising that the topic of parental emotion socialization in the families of children with CU traits has received very limited attention from researchers.

Furthermore, regarding the authentic functioning of the brain, when children are dealing with parental behaviors that are unresponsive and problematic, this problematic parental behavior dysregulates the integrated functioning of the child's brain systems so that the child produces disregulated emotional and behavioral displays (i.e., protest behavior) designed to elicit the involvement of the parent to serve as a «regulating other» for the child in providing scaffolding support for the child's transition back into a regulated state, thereby building all of the neural networks associated with the developmental challenge that the child had difficulty independently mastering.

During the prenatal and infant periods, families have been identified on the basis of socioeconomic risk (parental education, income, age8, 11) and / or other family (e.g. maternal depression) or child (e.g. prematurity and low birth weight12) risks; whereas with preschoolers a greater emphasis has been placed on the presence of child disruptive behaviour, delays in language / cognitive impairment and / or more pervasive developmental delays.6 With an increased emphasis on families from lower socioeconomic strata, who typically face multiple types of adversity (e.g. low parental educational attainment and work skills, poor housing, low social support, dangerous neighbourhoods), many parenting programs have incorporated components that provide support for parents» self - care (e.g. depression, birth - control planning), marital functioning and / or economic self - sufficiency (e.g. improving educational, occupational and housing resources).8, 13,14 This trend to broaden the scope of «parenting» programs mirrors recent findings on early predictors of low - income children's social and emotional skills.

Nevertheless, the degree to which parental emotion talk is related to positive social - emotional functioning in children is likely to be influenced by the quality of the interaction (Eisenberg et al. 1998).

Given that psychological problems often reflect disturbances in emotional functioning (Kring and Bachoroswki 1999), one area of parenting that might be particularly prone to the impact of parental psychological problems is emotion socialization, i.e., parents» emotional expressiveness, their reactions to child emotions, and parental emotion talk (Eisenberg et al. 1998).

Reduced parental involvement due to poor emotional functioning can have an adverse effect on the deaf child's cognitive and socioemotional development (Koester & Meadow - Orlans, 1999).

[jounal] Herring, S. / 2006 / Behaviour and emotional problems in toddlers with pervasive developmental disorders and developmental delay: Associations with parental mental health and family functioning / Journal of Intellectual Disability Research 50: 874 ~ 882

Generally, authors agree that decreases in parental control over both adolescent behavioral and emotional functioning domains are necessary to promote healthy adolescent adjustment (Baumrind, 1991c), as is consistency of high levels of warmth and acceptance (Hauser et al., 1984; Holmbeck, Paikoff et al., 1995; Powers, Hauser, Schwartz, Noam & Jacobson, 1983).

Unique effects of socioeconomic and emotional parental challenges on children's executive functions.

Behaviour and emotional problems in toddlers with pervasive developmental disorders and developmental delay; associations with parental mental health and family functioning.