Sentences with phrase «toward emotional faces»

Attentional Orientation Patterns toward Emotional Faces and Temperamental Correlates of Preschool Oppositional Defiant Problems: The Moderating Role of Callous - Unemotional Traits and Anxiety Symptoms.

To sum up, there are several limits of previous research relating CU traits, anxiety symptoms, ODD symptoms and attentional orientation toward emotional faces in children, which we aim to address in this article.

Citation: Susa Erdogan G, Benga O and Marină C (201 Attentional Orientation Patterns toward Emotional Faces and Temperamental Correlates of Preschool Oppositional Defiant Problems: The Moderating Role of Callous - Unemotional Traits and Anxiety Symptoms.

In consequence, the current study aims to investigate, within a community sample of preschoolers, the cognitive correlates (attentional orientation patterns toward emotional faces) of combined ODD problems and CU traits, by also taking in consideration the role of anxiety symptoms.

The first parameter is Mean TL - BS and is a bi-dimensional parameter, calculated twofold for each of the congruent and incongruent set of trials, in the case of each participant; Mean TL - BS positive (Mean TL - BS Toward) indicates individual differences in the degree to which the attention is oriented toward the emotional face or to which the mean TL - BS > 0 ms, whereas Mean TL - BS negative (Mean TL - BS Away) reflects individual differences in the degree to which the attention is oriented away from the emotional face or the degree to which TL - BS < 0 ms.. The second parameter is Peak TL - BS, which is also bi-dimensional and calculated twofold; Peak TL - BS positive (Peak Toward) shows the individual differences in the maximum phasic expression of the trial - level orientation toward the emotional face, while Peak TL - BS negative (Peak Away) indicates the individual differences in the maximum phasic expression of the trial - level attention away from the emotional face.

Not exact matches

This ongoing awareness of the emotional wellness challenges in body acceptance drive Ivy toward changing the face of wellness from skewed social standards to love and appreciation based lifestyle choices for people of all sizes.

Gifted with mystical healing and empathy powers for some unexplained reason, only she can offer Jesus effective emotional support as he slouches toward Jerusalem to face rough Roman justice.

We understand the legal, financial and emotional stress you face and are here to guide you toward getting your life back on track.

That might be recognised in a mother's habitual behaviour toward her youngest son, usually precipitated by his childishness, where the absence of emotional involvement with her husband (whose occupational role has taken him increasingly out of family life) was a disposing factor because neither parent have acknowledged the family life cycle issues they face after 25 years of marriage.

Specifically, our prediction was that children with combined CU traits and oppositional related problems would orient attention less toward negative emotional faces, especially fearful ones.

However, these previous results also report divergent findings, that range from attentional avoidance (see Hodsoll et al., 2014, who found that boys aged 8 — 16 with clinical levels of conduct problems and high levels of CU showed reduced attentional capture by angry faces) to attentional orientation toward angry faces (see Ezpeleta et al., 2017b, who showed that children with high but non-clinical levels of CU traits and ODD - related problems oriented their attention to angry faces to the same degree as children with low CU traits and low ODD - related problems, during an emotional version of the Go / No - Go task).

Finally, regarding the three way interaction (CU × anxiety × ODD) we expected the effect of attentional orientation toward negative emotional faces to be most pronounced for children with high levels of CU traits, anxiety and ODD - related problems.

On the other hand, for the moderator effects, as seen in CU × anxiety; CU × ODD, CU × anxiety × ODD, we anticipated that high levels of CU traits and high levels of anxiety would be linked to greater attention toward angry and fearful faces, while high levels of CU traits and high levels of ODD - related problems would be associated with less orientation toward these negative emotional faces.

First, attentional orientation patterns, as indexed through TL - BS parameters, revealed that the direction of peaks (phasic expression of the trial - level orientation, which can be toward or away from emotional faces — Peak Toward, respectively Peak Away) varied, based on the interactions between individual differences in CU traits and ODD - related protoward or away from emotional faces — Peak Toward, respectively Peak Away) varied, based on the interactions between individual differences in CU traits and ODD - related proToward, respectively Peak Away) varied, based on the interactions between individual differences in CU traits and ODD - related problems.

Based on previous findings on attention to emotional stimuli in children with disruptive behaviors (e.g., Kimonis et al., 2012; Hodsoll et al., 2014), we hypothesized that higher levels of CU traits would be associated with reduced attention toward fearful and angry faces, while higher levels of ODD - related problems would be associated with greater attention toward both negative and positive (happy) emotional faces.

Furthermore, to our knowledge, the present study is the first addressing the question on how children with various levels of CU traits, anxiety and ODD - related problems process both negative and positive emotional faces, by indexing attentional orientation patterns toward these stimuli through a dynamic computation procedure.

I believe therapy is a process by which one can in a safe and supportive environment face emotional struggles and work toward living a life that is valuable and fulfilling.

Core aspects of mindful parenting include: (a) listening with full attention, (b) maintaining emotional awareness of oneself and one's child during parenting interactions, (c) practicing nonjudgmental openness and receptivity when children share their thoughts and feelings, (d) regulating one's own automatic reactivity to child behaviors, and (e) adopting compassion towards oneself as a parent and toward the struggles one's child faces (e.g., in becoming a teenager).