Sentences with phrase «problems with cognitive development»

Exposing infants and children to higher amounts of sugar during growth and development can produce problems with cognitive development and learning as well as create lifelong risk for obesity, diabetes, fatty liver disease and heart disease, said Goran, founding director of the Childhood Obesity Research Center at the Keck School of Medicine.

Not exact matches

Another part of the same research found that children interacting with sensitive, calm and less anxious fathers during a book session at the age of two showed better cognitive development, «including attention, problem - solving, language and social skills.»

Physical punishment is associated with a range of mental health problems in children, youth and adults, including depression, unhappiness, anxiety, feelings of hopelessness, use of drugs and alcohol, and general psychological maladjustment.26 — 29 These relationships may be mediated by disruptions in parent — child attachment resulting from pain inflicted by a caregiver, 30,31 by increased levels of cortisol32 or by chemical disruption of the brain's mechanism for regulating stress.33 Researchers are also finding that physical punishment is linked to slower cognitive development and adversely affects academic achievement.34 These findings come from large longitudinal studies that control for a wide range of potential confounders.35 Intriguing results are now emerging from neuroimaging studies, which suggest that physical punishment may reduce the volume of the brain's grey matter in areas associated with performance on the Wechsler Adult Intelligence Scale, third edition (WAIS - III).36 In addition, physical punishment can cause alterations in the dopaminergic regions associated with vulnerability to the abuse of drugs and alcohol.37

Both conditions are associated with cognitive and sensory - processing problems, both are strongly heritable, and both involve atypical brain development.

At the ages of six and eight, cognitive and motor development as well as behaviour problems were assessed by psychologists and paediatricians with standard assessments.

It's pretty simple: EDs are chemicals that can wreak havoc with your hormones — making them do things they shouldn't — like stimulating cancer development and triggering immunity, fertility, metabolic, developmental and cognitive problems just to name a few — while stopping them from doing what they should be doing — namely protecting you from the aforementioned and keeping your body's natural hormones balanced.

«This finding supports the argument that it's not just a few students who are having trouble using retrieval - based strategies when they are expected to do so, and the prevalence of this problem suggests that researchers need to stop looking for explanations that are based on cognitive deficit, which are thought to originate with the child, but focus more on understanding how teaching practices can contribute and even hinder children's development of basic number fact fluency.»

This evaluation problem is further complicated by the fact that schools have goals other than cognitive achievement (for instance, promoting citizenship, fostering individual development, and reducing drug use and violence) that are difficult to measure and are often achieved only with teachers» cooperation.

For example, impactful Early Head Start and Head Start (EHS / HS) programs effectively provide family members with support, training, and materials to help them stimulate their children's cognitive development, handle discipline and health problems, and develop vocational and home management skills (U.S. Department of Health and Human Services, Administration for Children and Families, 2010).

• Demonstrated ability to provide care and encourage learning and developmental activities and specialized programs • In depth knowledge of creating age - appropriate curriculum and lesson plans to meet the individual needs of students • Communication: Experience communicating with preschoolers by coming down to their intellectual level • Instruction: Ability to create instruction plans aimed at physical, cognitive and social development of children • Management: Knowledge of handling behavior problems and commanding respect in a classroom environment

Charted and recorded information in client files.Tracked client movement on and off the unit by documenting times and destinations of clients.Checked facility for open windows, locked doors, malfunctioning smoke detectors and other safety hazards.Quickly responded to crisis situations when severe mental health and behavioral issues arose.Efficiently gathered information from families and social services agencies to inform development of treatment plans.Documented all patient information including service plans, treatment reports and progress notes.Collaborated closely with treatment team to appropriately coordinate client care services.Developed comprehensive treatment plans that focused on accurate diagnosis and behavioral treatment of problems.Consulted with psychiatrists about client medication changes, issues with medicine compliance and efficacy of medications.Organized treatment projects that focused on problem solving skills and creative thinking.Referred clients to other programs and community agencies to enhance treatment processes.Created and reviewed master treatment and discharge plans for each client.Guided clients in understanding illnesses and treatment plans.Developed appropriate policies for the identification of medically - related social and emotional needs of clients.Assisted clients in scheduling home visits and phone calls and monitored effectiveness of these activities.Evaluated patients for psychiatric services and psychotropic medications.Monitored patients prescribed psychotropic medications to assess the medications» effectiveness and side effects.Evaluated patients to determine potential need to transfer to specialized inpatient mental health facilities.Administered medication to patients presenting serious risk of danger to themselves and others.Conducted psychiatric evaluations and executed medication management for both inpatient and outpatient facilities.Led patients in individual, family, group and marital therapy sessions.Diagnosed mental health, emotional and substance abuse disorders.Recorded comprehensive patient histories and coordinated treatment plans with multi-disciplinary team members.Consulted with and developed appropriate treatment and rehabilitation plans for dually diagnosed patients.Referenced and used various therapy techniques, including psychodynamic, family systems, cognitive behavioral and lifespan integration psychotherapy.

Conclusions Although findings are at best mixed with respect to the effectiveness of home - visiting programs in preventing child neglect, evidence is mounting that these programs can positively alter parenting practices and, to a lesser extent, children's cognitive development.121 Given the many measurement problems associated with accurately tracking substantiated cases of abuse and neglect, what is needed is not more evaluations of CPS reports attempting to show reductions in child abuse and neglect, but rather the development of new measures by which researchers can make sensitive and accurate assessments of child maltreatment.

As we discuss below, one recent study found that family stability trumps family structure as it pertains to early cognitive development even after controlling for economic and parental resources.26 It has been shown that children living in stable single - parent families (that is, families that were headed by a single parent throughout childhood) do better than those living in unstable two - parent families (that is, families that had two parents present initially but then experienced a change in family structure).27 Another study finds that children living in stable cohabiting homes (that is, families where two parents cohabit throughout the child's life) do just as well as children living with cohabiting parents who eventually marry.28 But other research challenges the conclusion that it is family stability that is crucial for child wellbeing One study, for instance, found that children who experience two or more family transitions do not have worse behavioral problems or cognitive test scores than children who experience only one or no family transitions.

Research shows that high - quality father involvement and support are associated with a number of positive child outcomes, including decreased delinquency and behavioral problems, improved cognitive development, increased educational attainment, and better psychological wellbeing.8 Children with involved fathers, on average, perform better in school, have higher self - esteem, and exhibit greater empathy, emotional security, curiosity, and pro-social behavior.

Triple P draws on social learning, cognitive behavioral and developmental theory as well as research into risk factors associated with the development of social and behavioral problems in children.

Higher - quality child care (in the form of responsive and stimulating care) is associated with better cognitive and language development, positive peer relations, compliance with adults, fewer behaviour problems, and better mother — child relations.

Antenatal depression may not only alter development of stress - related biological systems in the fetus, but may also increase risk of obstetrical complications.6 Postnatal depression may also be an early life stressor given known associations with lower levels of sensitive, responsive care needed for infants» development of health attachment relationships, emotional regulation skills, interpersonal skills and stress response mechanisms.7 Early life stressors, such as those that might be associated with maternal depression, can influence brain development, which continues at a rapid pace at least for several years after birth.8 Problems in any of these aspects of development may disrupt the earliest stages of socio - emotional and cognitive development, predisposing to the later development of depression or other disorders.

Sexual behaviors and development; sexual offending behaviors; problems with cognitive functioning, social functioning, and / or emotional functioning; victimization history (if applicable); sexual attitudes (if applicable); nonsexual delinquency; self - concept; problems with family functioning

US research has shown household chaos to be associated with behaviour problems, inattention and cognitive development problems in children (Deater - Deckard et al., 2009; Dumas et al., 2006).

Abstract: The current study investigated developmental trajectories of teacher - reported aggressive behavior and whether these trajectories are associated with social - cognitive development (i.e., aggressive problem - solving) across the first three elementary grades in a large sample from Switzerland (N = 1,146).

After assessment with the ATF - A, the Problems - to - Components Grid (PCG) is used to suggest relevant ITCT - A treatment components, including affect regulation training, titrated exposure, cognitive processing, psychoeducation, relationship building and support, trigger management, identity development, and social advocacy.

The current study investigated developmental trajectories of teacher - reported aggressive behavior and whether these trajectories are associated with social - cognitive development (i.e., aggressive problem - solving) across the first three elementary grades in a large sample from Switzerland (N = 1,146

A longer - term goal will be to examine associations with children's outcomes including cognitive development and behavioural and emotional problems.

Home visitors meet with parents in the comfort of their home and cover a variety of topics including attachment and bonding, cognitive, gross motor, fine motor, problem solving, and social - emotional development, nutrition, positive discipline, and family specific values.

High - quality father involvement and support are associated with positive child outcomes, such as decreased delinquency and behavioral problems, improved cognitive development, increased educational attainment, and better psychological well - being.8

Parent - child interactions affect many different domains of development.41, 42,43 Child - focused, responsive and moderately controlling parenting attitudes have been positively associated with self - esteem, academic achievement, cognitive development and fewer behaviour problems.44, 45 Furthermore, high warmth and contingent responsiveness promote a wide range of positive developmental outcomes.46, 47,48,49 Parental management style and affective involvement may be especially salient for children's prosocial development, self - control and internalization of behaviour standards.41 The quality of parenting has been found to be important for child socialization, 50,51 and parenting variables show direct links with child adjustment.52

16 Parental knowledge is thought to provide a global cognitive organization for adapting to or anticipating developmental changes in children.17 Mothers who are knowledgeable respond more sensitively to their child's initiations, 18 while mothers with inaccurate expectations about their child's development tend to be more harsh.19, 20,21 Studies have indicated that when mothers have higher knowledge of infant and child development, they show higher levels of parenting skills, 16,22,23 their children have higher cognitive skills, 16,24 and there are fewer child behaviour problems.16 Furthermore, a positive association has been found between parental self - efficacy and parenting competence when knowledge of child development is high.

Postnatal depression, particularly in disadvantaged communities, has been shown to be associated with impairments in the child's growth, 36 and his / her social, emotional, and cognitive development.37 By school age, children of women who suffer postnatal depression are at risk for showing externalising and internalising behavioural problems, and they have lower social skills and academic achievement.38 A key way in which maternal depression affects children's development is by disrupting the mother - infant relationship as well as routine parenting functions, 37 and two studies have shown that HIV infection is associated with similar disturbances in mother - child interactions.13, 39 Currently, no studies in the HIV literature have examined maternal psychosocial functioning in relation to mother - child interactions or child development.

Results suggest that aspects of early father functioning play an important role in the psychosocial, cognitive, and academic development of preschool - aged children with behavior problems.

Deficits in self - regulation across multiple domains of functioning, from the physiological to the cognitive, are associated with early behavior problems, and may place children at greater risk for the development of later antisocial behavior.

We identified 22 experiments involving 3,257 participants with various developmental outcomes (e.g., externalizing problems, internalizing behaviors, and cognitive development).