Sentences with phrase «specific child behaviour»

Findings highlight a variety of program and delivery options that could be offered to meet a range of father parenting support needs, including concerns about coping with specific child behaviours and emotions, and managing personal and parenting stress.

Not exact matches

Some children may react to specific foods, similar to an allergic response, but manifested in behaviour.

The researchers say that the apparent similarity between human children and young chimpanzees in the observed male bias in object manipulation, and manipulation during play in particular, may suggest that object play functions as motor skill practice for male - specific behaviours such as dominance displays, which sometimes involve the aimed throwing of objects, rather than purely to develop tool use skills.

While we know from other research that teacher - student relationships are important for younger children in relation to learning and student development, much less was known about the specific effects on behaviours and even more specifically in adolescence.

These reports can act as a full profile on the pupils, including factors such as their subject grades, attendance, behaviour and comments from teachers, thereby allowing parents to see whether their child is on track in specific subjects.

A spokesperson for Islington council, which is within Corbyn's constituency, said teachers have told the council that children's behaviour and concentration «have improved» as a result of the policy, but admitted the authority had not conducted any specific research.

It is best if your child and your family have several different types of help with ADD / ADHD including ways of helping your child in the classroom, plans to help with specific behaviours, support for any learning difficulties, family support and treatment with medications.

This level is for parents with a specific concern about their child's behaviour or development.

Prenatal tobacco exposure and obstetrical complications have both been implicated in the development of externalizing behaviour problems in children; 1,2 there is now evidence that the impact of prenatal tobacco exposure is greatest in the presence of a specific genetic vulnerability.11

Some parents described specific improvements in their children's behaviour; for example, reductions in biting others, or in night waking.

Nick, for someone who has seemingly had little difficulty in accepting the term «Parental Alienation» as an all encompassing reference to the specific phenomena associated with high conflict separation and ensuing alienation of one parent from the child / ren, I am surprised at the extent to which these different terms and their meanings are freeing me to think more broadly and away from being confined to a more limited context and to limited categories of behaviours.

Each chapter offers specific strategies for teachers to use, including setting up a proactive preschool environment, helping children learn life skills, managing behaviour, helping children with autism communicate, encouraging children with autism to play, helping them to get along with others, and working with families.

Whether you're a mum, dad, single parent family, step parenting or a carer — the Triple P positive parenting program can help you with a specific problem, or provide tips on parenting and help with understanding your child's development and behaviour.

More information, specific examples and case - studies can be found in the KidsMatter webinar on managing aggressive behaviours in primary school children.

Target group: Selected Triple P (Level 2) All parents interested in parenting education and information about promoting their child's development, or with specific concerns about their child's development or behaviour.

Target groups: Primary Care Triple P (Level 3) Parents with a specific concern / s about their child's behaviour or development who require consultations or active skills training.

Primary Care Triple P Brief consultation framework combining advice, rehearsal and self - evaluation to teach parents to manage a discrete child problem behaviour or develop a specific parenting plan.

Educators can support children better when they respect and understand that they come from diverse backgrounds and have different cultural identities (including specific expectations of behaviour and communication).

Teach children specific social and emotional skills (confidence, persistence, organisation, getting along with others) to help them take responsibility for their learning, behaviour and emotional wellbeing.

The most consistent findings suggest that both child negative reactivity and self - regulation are predictive of, and predicted by, specific dimensions of parenting behaviour.

According to Benoit, one recently identified pathway to disorganized attachment is children's exposure to specific forms of aberrant caregiving behaviours that are referred to as «atypical.»

Rather fewer meet the diagnostic criteria for research, which for the oppositional defiant type of conduct disorder seen in younger children require at least four specific behaviours to be present.7 The early onset pattern — typically beginning at the age of 2 or 3 years — is associated with comorbid psychopathology such as hyperactivity and emotional problems, language disorders, neuropsychological deficits such as poor attention and lower IQ, high heritability, 8 and lifelong antisocial behaviour.9 In contrast, teenage onset antisocial behaviour is not associated with other disorders or neuropsychological deficits, is more environmentally determined than inherited, and tends not to persist into adulthood.9

PCIT has continued to benefit the families I work with even when a behaviour disorder diagnosis has been made and more specific behaviour management strategies, intense support for family and the child's school has been provided.

The second phase of PCIT is the PDI phase where parents learn to use specific behaviour management techniques as they play with their child.

As noted in the previous chapter, health inequalities can be fairly broadly defined to include differences in: specific health outcomes (such as low birthweight, obesity, long - term conditions, accidents); health related risk factors that impact directly on children (such as poor diet, low levels of physical activity, exposure to tobacco smoke); as well as exposure to wider risks from parental / familial behaviours and environmental circumstances (maternal depression and / or poor physical health, alcohol consumption, limited interaction, limited cognitive stimulation, poor housing, lack of access to greenspace).

During the prenatal - to - infancy period interventions such as nurse home visitation programs have been shown to reduce children's early emotional vulnerability23 and decrease later criminal and substance use behaviour among high risk groups, 24 although the nature of the specific maternal at - risk factors has varied across studies.

A bidirectional relationship between specific form of parental stress such as parenting stress and child behaviours has been documented in some studies.12 13 But little is known about the relationship between general form of parental stress and child health.

While ideally it should remain a goal to identify and attribute changes in child behaviour to specific changes in parenting, this aim might become less realistic to achieve as more parenting programs apply a multisystemic perspective to targeting the multifaceted needs of families from high - risk environments.

Based on previous research findings, parenting programs tend to be effective when they cover multiple domains, including the child's and family's social ecology, target specific behaviours or developmental transitions, offer peer support, and involve parents (e.g., through role - modelling).

The effects of the intervention also generalized to positively influence parent and child behaviours during a shared book reading activity, even though this activity was not a specific focus of the intervention.23 The intervention worked equally well with children who were or were not at high biological risk.13, 22 This supports the notion that responsiveness facilitates learning through parental sensitivity and willingness to meet young children's individual needs.

In addition, different aspects of children's learning were specifically improved by certain specific responsive behaviours.

Recent findings from experimental studies demonstrate that some areas of a child's learning are best supported by specific responsiveness behaviours or combinations of these.

In addition, she has specific training in working with parents, helping them to better understand their children behaviour and gain confidence in managing it.

Although the findings are important in revealing cultural similarities and differences, they provide limited information about what specific cultural beliefs and values are associated with children's social behaviours and emotions and their development.

A meta - analysis in children and adolescents aged from 3 to 18.5 years by Ortiz and Raine [4], suggests that low resting heart rate is diagnostically specific for both males and females with antisocial behaviour.

Assessed the impact of child characteristics (ASD severity, behaviour, social skills, empathy) on parent outcomes (anxiety, depression, stress, parenting - specific stress).

This study, however, recruited from general referrals to child and adolescent mental health services where patients were identified to have self harming behaviour, rather than from specific self harm referrals, and it only recruited 57 % of its target for analytical power.

Adding to prior research which did not always distinguish specific aspects of children's behaviour, we found that food insecurity is distinctively associated with children's symptoms of hyperactivity / inattention.

Thus it remains unclear which child characteristics most impact parent stress, supporting the need for specific and accurate measures of both child behaviour and core ASD symptoms to be included in studies [43].

To determine whether parent - training interventions are effective in reducing ADHD symptoms and associated problems (e.g. disruptive behaviour disorders or child - specific impairments such as learning difficulties) in children and young people aged 5 - 18 with ADHD, compared to controls with no parent - training interventions.