Sentences with phrase «significant emotional difficulties»

The remaining two groups of children displayed greater conduct problems; for one group this was combined with significant emotional difficulties, and for the other with extreme hyperactivity.

Not exact matches

«I believe that the connection established during the nine months in utero is a profound connection, and it is my hypothesis that the severing of that connection in the original separation of the adopted child from the birth mother causes a primal or narcissistic wound, which affects the adoptee's sense of Self and often manifests in a sense of loss, basic mistrust, anxiety and depression, emotional and / or behavioral problems, and difficulties in relationships with significant others.»

Recent research suggests that a significant number of individuals with MS have difficulty with emotional processing, specifically, in recognizing the emotions of others through facial expressions.

In a complex climate of challenging pupil behaviour, emotional difficulties and ongoing policy changes, the effect on health and wellbeing is significant.

Behavioral and Emotional Support Services are provided to students who demonstrate significant social, emotional, learning, and / or behavioral difficulties that adversely impact their success iEmotional Support Services are provided to students who demonstrate significant social, emotional, learning, and / or behavioral difficulties that adversely impact their success iemotional, learning, and / or behavioral difficulties that adversely impact their success in school.

Generally, the experience of people returning from prison to the wider community «involves dealing with the negative experiences of imprisonment, in a context all too often characterised by isolation, accommodation difficulties, financial and material constraints and a lack of significant emotional support».

For parents of children who have more significant social - emotional - behavioural difficulties, a more intensive parent - training program that runs concurrently with the school program is available.

Kids in Mind Run by Mater Child and Youth Mental Health Service (CYMHS), Brisbane, Kids in Mind provides specialist assessment and treatment services for infants, children, adolescents and their families who experience significant emotional and / or behavioural difficulties.

This pattern of change in means over the decade between the 2005 study and ours appears consistent with the small, but significant, increases observed between 2007 and 2012 in the self - report subscale means for Total Difficulties, Emotional Symptoms, Peer Relationship Problems and Hyperactivity - Inattention (but a decrease in Conduct Problems) in nationally representative New Zealand samples of children aged 12 — 15 years, 28 and with a similar increase in Emotional Symptoms and decrease in Conduct Problems between 2009 and 2014 in English community samples of children aged 11 — 13 years.29 The mean PLE score in the MCS sample aligned closely with that reported previously for a relatively deprived inner - city London, UK, community sample aged 9 — 12 years19 using these same nine items, although the overall prevalence of a «Certainly True» to at least one of the nine items in the MCS (52.2 %) was lower than that obtained in the London sample (66.0 %).8

Dependency: Difficulties in future relationships are likely as Molly has not learned to self - regulate and has come to rely on significant others to maintain her positive emotional equilibrium, often at the cost of not knowing her own mind.

Despite the programme's positive impact on children's emotional literacy skills, results from the Strengths and Difficulties Questionnaire [33] revealed that the programme did not have a significant positive effect on the intervention group's emotional and behavioural problems including the subscales, emotional symptoms, hyperactivity, peer relationship problems and prosocial behaviour.

She is a Master Trainer in TF - CBT, a conjoint child and parent psychotherapy approach for children and adolescents who are experiencing significant emotional and behavioral difficulties related to traumatic life events.

A whole - school approach should address the full continuum of needs, ranging from milder and more transient needs to difficulties that are severe and enduring (for example, significant learning, sensory, physical, communication, social, emotional and behavioural difficulties).

Both MCS and GUS results suggest that parenting is more strongly associated with social, behavioural and emotional difficulties than with general health, in terms of the greater number of significant associations between parenting measures and difficulties.

The magnitude of these significant associations did not differ greatly between child health and health behaviours, although high conflict was unique in its particularly strong association with social, emotional and behavioural difficulties.

Counsellors support students where stress, significant emotional, relationship or behavioural difficulties, mental health issues and other factors significantly impact on a student's wellbeing and learning.

A whole - school approach should address the full continuum of needs - ranging from milder and more transient needs to difficulties that are severe and enduring (for example, significant learning, sensory, physical, communication, social, emotional and behavioural difficulties).

There are significant challenges in navigating the emotional and behavioural difficulties associated with head injuries

The ECN sought to achieve the following goals: (1) establish a comprehensive, sustainable SOC with a reliable infrastructure for young children ages 0 - 5 and their families; (2) reduce stigma and increase community awareness about early childhood mental health needs and the importance of responding to their needs early and effectively; (3) improve outcomes for young children 0 - 5 who have significant behavioral or relational symptoms related to trauma, parent / child interaction difficulties or impaired social emotional development; (4) provide statewide training and local coaching for providers, families, and community members regarding evidence - based practices for effectively treating early childhood mental health and social emotional needs; and (5) develop a seamless early childhood SOC using a public health model for replication in other areas of the state.

Aggressive behaviour Conflict with peers and / or difficulty making and keeping friends Social withdrawal Tantrums and excessive / intense emotional upsets Low mood or persistent sadness Frequent stomachaches, headaches or other physical complaints School refusal Reduced academic functioning and / or significant upset at school Excessive accommodation by parents Increased family stress

Children who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, have problems with regulation and control of negative emotions, and display oppositional, hostile - aggressive behaviours, and coercive styles of interaction.2, 3 They may exhibit low self - esteem, internalizing and externalizing problems in the early school years, poor peer interactions, unusual or bizarre behaviour in the classroom, high teacher ratings of dissociative behaviour and internalizing symptoms in middle childhood, high levels of teacher - rated social and behavioural difficulties in class, low mathematics attainment, and impaired formal operational skills.3 They may show high levels of overall psychopathology at 17 years.3 Disorganized attachment with a primary attachment figure is over-represented in groups of children with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attachment.

In terms of studies regarding behavioral problems, one extensive meta - analysis of the relationship between sleep deprivation and cognition in school - aged children found a significant increase in behavioral problems in children with shorter sleep duration.25) Additionally, sleep deprivation resulted in a significant increment in alertness and emotional reactivity in children, which led to delinquency, long - term emotional and behavioral difficulties.26 — 28) Consistent with such findings, sleep deprived subjects were more alert to negative stimuli, 29) and more susceptible to exaggerated aggressive impulses.30) Emotional lability and impulsivity were all strongly correlated with sleep deprivation, 31) with the severity of emotional dysregulation worsening as a function of the degree of sleep restriemotional reactivity in children, which led to delinquency, long - term emotional and behavioral difficulties.26 — 28) Consistent with such findings, sleep deprived subjects were more alert to negative stimuli, 29) and more susceptible to exaggerated aggressive impulses.30) Emotional lability and impulsivity were all strongly correlated with sleep deprivation, 31) with the severity of emotional dysregulation worsening as a function of the degree of sleep restriemotional and behavioral difficulties.26 — 28) Consistent with such findings, sleep deprived subjects were more alert to negative stimuli, 29) and more susceptible to exaggerated aggressive impulses.30) Emotional lability and impulsivity were all strongly correlated with sleep deprivation, 31) with the severity of emotional dysregulation worsening as a function of the degree of sleep restriEmotional lability and impulsivity were all strongly correlated with sleep deprivation, 31) with the severity of emotional dysregulation worsening as a function of the degree of sleep restriemotional dysregulation worsening as a function of the degree of sleep restriction.32)

Despite the intra-class correlations all being significant with p < 0.001, they were lower than expected ranging between 0.40 for teacher rated Emotional Symptoms to 0.79 for parent rated Peer Problems with only two other correlations ≥ 0.70 (parent rated Conduct Problems and Total Difficulties).

Although some parents may be experiencing emotional difficulties around the time of child's evaluation, the severity of emotional functioning was not high enough to be considered clinically significant (above 90th percentile).

However, the association between measures of emotional and behavioral problems in childhood and later psychopathology, while statistically significant, shows variation over time with evidence for a considerable portion of children exhibiting emotional or behavioral difficulties in early life, but without evidence of psychopathology at later ages [8, 9].

There are clear associations between family and household factors and risk of clinically significant emotional and behavioural difficulties experienced by Aboriginal children and young people.

The WAACHS revealed that Aboriginal children experience a high risk of clinically significant emotional or behavioural difficulties.

Previous MCS studies have related broad composite measures of father engagement in caring activities to subsequent child behavioural outcomes using subscales of total difficulties (emotion, conduct, attention or peer problems)[38 — 40]: most effects were very small and not statistically significant, but (among the large number of analyses performed), inverse associations were reported for (a) engagement at 9 months with emotional problems at 3 years [38], (b) engagement at 3 years with attention problems at 5 years [39] and (c) engagement at 5 years with peer problems at 7 years [40].

These children were 2.3 times more likely to be at high risk of clinically significant emotional or behavioural difficulties.

It reported that 1 in 4 Indigenous children are at high risk of developing clinically significant emotional or behavioural difficulties.

The factor most strongly associated with high risk of clinically significant emotional or behavioural difficulties in children was the number of major life stress events (e.g. illness, family break up, arrests or financial difficulties) experienced by the family in the 12 months prior to the survey.

As adolescence is a period marked by significant biological, cognitive, emotional, and social changes (Holmbeck et al., 2006), researchers should attend to the implications of negative affect and adjustment difficulties among those with diabetes for metabolic control.