Sentences with phrase «problems during early adolescence»

stronger association between insecurity and psychological problems during early adolescence.

Not exact matches

In the long term, any resulting anxiety and depression would then be the forbearers of later emotional problems during early school years, adolescence, and in adulthood.

During adolescence, nutritional problems originating earlier in life can potentially be corrected, in addition to addressing current ones.

Most traumatic childhood experiences occur well before the age of 13, and early intervention is key to preventing learning and behavioral problems during adolescence and adulthood.

Early adolescence behavior problems and timing of poverty during childhood: A comparison of lifecourse models.

insecurity in early adolescence confer greater risk for adjustment problems than insecurity during

Prior work has shown that family support and problem - solving skills delivered during later childhood and early adolescence can help protect youth from adverse physiological stress reactions (Chen et al., 2011; Brody et al., 2014) whereas parental maltreatment or other adverse events in childhood contribute to vulnerability to chronic diseases later in life (Repetti et al., 2002; Shonkoff et al., 2009).

However, problems with pregnancy (including cigarette smoking during pregnancy) and / or delivery, head injuries, toxin exposure, heavy marijuana use beginning in early adolescence, marital or family dysfunction, and low social class have all been associated with ADHD (ADD).

The first year of life is a period of rapid development critical to infants» health, emotional well - being and developmental trajectories.1, 2 The first signs of mental health problems are often exhibited during infancy; however, the symptoms may be overlooked by parents and healthcare providers because they can be less intrusive when a child is young.3 — 8 Early onset of emotional or behavioural problems increases the risk of numerous adverse outcomes that persist into adolescence and adulthood, such as delinquency, violence, substance abuse, mental health problems, teen pregnancies, school dropout and long - term unemployment.1, 2, 4, 9 — 14

The moderating role of prepubertal individual factors (emotional problems in late childhood) and interpersonal factors (deviant peer affiliation, early dating, perceived peer popularity, and perceived parental rejection during adolescence) were tested.

Children with early onset of either internalizing problems such as anxiousness and withdrawn behavior (e.g., [4]-RRB- or persistent externalizing problems such as defiant and disruptive behavior (e.g., [5 — 7]-RRB- are also at higher risk for continued severe and debilitating mental health problems during adolescence and adulthood [8, 9].

Whereas once we may have thought that peers began to have an influence on children during the primary school years and adolescence, it now seems possible that very early interactions with peers at home and in child - care settings could set the stage for later problems.

This is unfortunate, considering that early onset is one of the strongest identified risk factors for substance use problems in later life (Breslau et al. 1993; Chen et al. 2005; De Wit et al. 2000) and these personality predispositions may play a particularly important role in explaining risk behavior and receptivity for substance use during the period of adolescence (e.g., Carver et al. 2009; Malmberg et al. 2010b).

Parenting interventions that are delivered during this developmental period are necessary in order to capture the groups of youth and families (i) currently experiencing problems, but who did not receive an intervention during early childhood; (ii) those who received an intervention in early childhood, but who continue to experience problems and (iii) those who are not currently experiencing problems, but are at risk for developing problems later in adulthood.7 In Steinberg's 2001 presidential address to the Society for Research on Adolescence, a concluding remark was made for the need to develop a systematic, large - scale, multifaceted and ongoing public health campaign for parenting programmes for parents of adolescents.8 Despite the wealth of knowledge that has been generated over the past decade on the importance of parents in adolescent development, a substantial research gap still exists in the parenting literature in regards to interventions that support parents of adolescents.

Given that antisocial behaviour during adolescence is an important early marker of adverse health outcomes, youth exhibiting serious behavioural problems should be targeted for preventive interventions.

The main results can be summarized as follows: (1) Synchrony during early mother - child interactions has neurophysiological correlates [85] as evidenced though the study of vagal tone [78], cortisol levels [80], and skin conductance [79]; (2) Synchrony impacts infant's cognitive processing [64], school adjustment [86], learning of word - object relations [87], naming of object wholes more than object parts [88]; and IQ [67], [89]; (3) Synchrony is correlated with and / or predicts better adaptation overall (e.g., the capacity for empathy in adolescence [89]; symbolic play and internal state speech [77]; the relation between mind - related comments and attachment security [90], [91]; and mutual initiation and mutual compliance [74], [92]-RRB-; (3) Lack of synchrony is related to at risk individuals and / or temperamental difficulties such as home observation in identifying problem dyads [93], as well as mother - reported internalizing behaviors [94]; (4) Synchrony has been observable within several behavioral or sensorial modalities: smile strength and eye constriction [52]; tonal and temporal analysis of vocal interactions [95](although, the association between vocal interactions and synchrony differs between immigrant (lower synchrony) and non-immigrant groups [84]-RRB-; mutual gaze [96]; and coordinated movements [37]; (5) Each partner (including the infant) appears to play a role in restoring synchrony during interactions: children have coping behaviors for repairing interactive mismatches [97]; and infants are able to communicate intent and to respond to the intent expressed by the mother at the age of 2 months [98].