Sentences with phrase «subsequent child problems»

Not exact matches

Social and emotional problems in young children can be traced to mothers» prenatal health, 1,2 parents» caregiving3, 4 and their life - course (such as the timing of subsequent pregnancies, employment, welfare dependence).5, 6 Home visiting programs that address these antecedent risks and protective factors may reduce social and emotional problems in children.

and elaborated on in subsequent posts (e.g.,» A Follow - Up to the Infamous «Cheetos - and - Nach0 - Sauce» Photo «-RRB-, the shame of being seen in line for the federally reimbursable meal can prevent economically disadvantaged children from eating lunch, a problem that's exacerbated when when attractive, for - cash - only, snack - bar items are also made available by schools in so - called «a la carte» lines.

«We found that children whose fathers were more engaged in the interactions had better outcomes, with fewer subsequent behavioural problems,» explains Dr Ramchandani.

It found that fathers» symptoms of depression were related to harsh, over-reactive parenting, but not to children's subsequent behavior problems.

«The question of whether or not male Zika patients develop subsequent fertility problems ought to be answerable by comparing the numbers of children born to that group, and their sperm counts, against a social and age matched Zika - negative group.

Two studies have examined infant media use and subsequent attention problems in school - aged children.45, 46 One of these studies found that the effects of television watching on infants» attention span varied with the content of the programming.

Dee has enough problems just getting on with life - trying to raise her children, with her children's deadbeat dad and his abusive girlfriend in the same building, and yet even after her conviction is overturned, her subsequent case (spearheaded by the A.C.L.U.) puts her in the D.A.'s crosshairs - who uses his substantial infuence to not only prevent her from returning to her job of 7 years, but even makes sure that she is terminated from the minimum wage job she finally manages to procure.

Quite simply, a lack of fluency in basic math fact recall significantly hinders a child's subsequent progress with problem - solving, algebra and higher - order math concepts.

The role of speech pathologists in the early identification of children with language problems which could lead to interventions which might prevent or ameliorate subsequent reading problems was noted, and the LDA submission put the view that more routine collaboration between speech pathologists and educators could improve literacy outcomes for all students.

Results indicated that: (1) individual differences in decoding ability have little effect on children's reading comprehension, and vice versa; (2) early language understanding predicts reading comprehension; (3) emerging knowledge about reading predicts subsequent decoding ability; (4) children's early interest in and involvement in literacy predicts gains in reading and (5) home problems had a negative prediction on reading.

Dheenshaw v Gill 2017 BCSC 319 deals with an increasingly commonly litigation problem - the advancement of large sums of parents money to their children and the subsequent determination whether the monies were a gift or a loan when matters go» sideways».

increased children's subsequent levels of psychological problems through its association with

Our findings add insight into the pathways linking early childhood adversity to poor adult wellbeing.29 Complementing past work that focused on physical health, 9 our findings provide information about links between ACEs and early childhood outcomes at the intersection of learning, behavior, and health.29 We found that ACEs experienced in early childhood were associated with poor foundational skills, such as language and literacy, that predispose individuals to low educational attainment and adult literacy, both of which are related to poor health.23, 30 — 33 Attention problems, social problems, and aggression were also associated with ACEs and also have the potential to interfere with children's educational experience given known associations between self - regulatory behavior and academic achievement.34, 35 Consistent with the original ACE study and subsequent research, we found that exposure to more ACEs was associated with more adverse outcomes, suggesting a dose — response association.3 — 8 In fact, experiencing ≥ 3 ACEs was associated with below - average performance or problems in every outcome examined.

These types of problems are not only harmful to the child but also increase the risk that a cycle of placement instability will be perpetuated (Fanshel et al.); each new disruption provides an increased risk for subsequent disruptions with new caregivers.

Indeed, during the 1970s, child welfare services were specifically targeted at two types of children — those without extraordinary behavior problems who needed protection from parental abuse and those with extraordinary behavior problems whose parents often needed the assistance of treatment or placement services.27 Although the Adoption Assistance and Child Welfare Act of 1980 and subsequent child welfare legislation made federal funding for child welfare services contingent on parental incapacity or abuse, many children continue to enter care because of behavior probchild welfare services were specifically targeted at two types of children — those without extraordinary behavior problems who needed protection from parental abuse and those with extraordinary behavior problems whose parents often needed the assistance of treatment or placement services.27 Although the Adoption Assistance and Child Welfare Act of 1980 and subsequent child welfare legislation made federal funding for child welfare services contingent on parental incapacity or abuse, many children continue to enter care because of behavior probChild Welfare Act of 1980 and subsequent child welfare legislation made federal funding for child welfare services contingent on parental incapacity or abuse, many children continue to enter care because of behavior probchild welfare legislation made federal funding for child welfare services contingent on parental incapacity or abuse, many children continue to enter care because of behavior probchild welfare services contingent on parental incapacity or abuse, many children continue to enter care because of behavior problems.

Subsequent speeches will address issues ranging from the very serious problem of a lack of engagement with Indigenous peoples in policy making and significant failures in the whole of government machinery currently in operation federally; to the Northern Territory intervention and child abuse issues; to a positive vision for our communities such as by closing the gap in life expectancy, and creating an equal life chance for Indigenous children.

The existence of mental health problems is also an added risk factor for developing mental health complications and poor fetal outcomes during a subsequent pregnancy, and can negatively affect the attachment to this child.

The effect of home visiting programs on mothers» life - course (subsequent pregnancies, education, employment, and use of welfare) is disappointing overall.10 In the trial of the nurse home visitor program described above, there were enduring effects of the program 15 years after birth of the first child on maternal life - course outcomes (e.g., interpregnancy intervals, use of welfare, behavioural problems due to women's use of drugs and alcohol, and arrests among women who were low - income and unmarried at registration).21 The effects of this program on maternal life - course have been replicated in separate trials with urban African - Americans20, 23,24 and with Hispanics.18

Social and emotional problems in young children can be traced to mothers» prenatal health, 1,2 parents» caregiving3, 4 and their life - course (such as the timing of subsequent pregnancies, employment, welfare dependence).5, 6 Home visiting programs that address these antecedent risks and protective factors may reduce social and emotional problems in children.

Subsequent research suggested that children who are securely attached in their early years: to better recognize, judge and understand emotions, have more competent social problem - solving skills; and are less lonely than those children who are insecurely attached (Raikes & Thompson, 2008; Steele, Steele, & Croft, 2008; Thompson, 2008).

Outcomes consisted of women's number and timing of subsequent pregnancies, months of employment, use of welfare, food stamps, and Medicaid, educational achievement, behavioral problems attributable to the use of substances, rates of marriage and cohabitation, and duration of relationships with partners and their children's behavior problems, responses to story stems, intellectual functioning, receptive language, and academic achievement.

For example, maternal employment during a child's first year appeared to negatively affect subsequent cognitive test scores and was associated with increases in behavioural problems.

Further research should be conducted regarding factors that may emerge as early as infancy, factors that may place children at risk for subsequent behavioural and emotional problems.

Indeed, young children who manifest severe and pervasive forms of aggression demonstrate significant levels of social impairment and are therefore significantly more likely to develop subsequent mental health problems.

Inappropriate responsiveness from caregivers to emotional and behavioural dysregulation in young children appears to increase the risk of subsequent problems with aggression.

The special problems of children of divorce are more fully recognized in a subsequent book by Garbarino and Stott, in which Gardner's work is cited numerous times, including his work on PAS (16).

More specifically, some authors (McGrath and Repetti, 2002; Ybrandt, 2008) have found that children's negative academic self - perceptions were linked to subsequent internalizing / externalizing problems, with significant differences depending on age - related factors and gender differences.

The main finding highlighted by Amato and Hetherington is this: while parental divorce may expose children to more risk factors for subsequent social and psychological problems, that association is moderate and the majority of youth (75 %) reach adulthood as well - functioning individuals.

For this reason, child problem behavior was excluded from the subsequent analyses.

Maternal cortisol over the course of pregnancy and subsequent child amygdala and hippocampus volumes and affective problems

Although mothers» report of child victimization predicted subsequent problem behaviors, witnessed violence was related to these problems only when both mothers and children reported its occurrence.

In this review, we first describe the magnitude of the peer problems faced by children with ADHD, as well as the potential impact of these peer difficulties on children's subsequent behavioral, emotional, and academic maladjustment.

Past research has shown that positive parenting can predict later sound social development of children [18, 19, 20], and negative parenting can also predict children's subsequent problem behaviors and interpersonal conflict [6, 17].

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].

Decreases in child behavioural problems with age predicted a subsequent decline in maternal reports of depression and anxiety.

The present study examined the role of early fathering in subsequent trajectories of social emotional and academic functioning of preschool children with behavior problems.