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Sumargi, Agnes Maria, Eli Prasetyo, and Benedicta Winona Ardelia. "PARENTING STYLES AND THEIR IMPACTS ON CHILD PROBLEM BEHAVIORS." Jurnal Psikologi 19, no. 3 (September 15, 2020): 269–85. http://dx.doi.org/10.14710/jp.19.3.269-285.
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Managing child problem behaviors as early as possible is crucial. Several studies have shown the impact of parenting on child problem behavior; however, the studies did not investigate the influence of paternal and maternal parenting on child behavior separately. This study aimed to test the effect of mothers’ and fathers’ authoritative and authoritarian parenting on child problem behavior. Furthermore, this study examined the influence of family adjustment on parenting styles. Participants were 105 pairs of parents (fathers and mothers). They completed a set of questionnaires assessing their parenting styles, child problem behavior, and family adjustment. Multiple regression analyses resulted in a significant effect of mothers’ authoritative parenting on child emotional problems, as well as significant effects of fathers’ authoritative and authoritarian parenting on child behavioral problems. Another key finding was that parental teamwork predicted the effectiveness of parenting.
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Dieleman, Lisa M., Sarah S. W. De Pauw, Bart Soenens, Geert Van Hove, and Peter Prinzie. "Behavioral Problems and Psychosocial Strengths: Unique Factors Contributing to the Behavioral Profile of Youth With Down Syndrome." American Journal on Intellectual and Developmental Disabilities 123, no. 3 (May 1, 2018): 212–27. http://dx.doi.org/10.1352/1944-7558-123.3.212.
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Abstract This study aimed to describe problem behaviors and psychosocial strengths, examine the problem-strength interrelations, and evaluate profiles of problems and strengths in youth with Down syndrome (DS). The community-based sample consisted of 67 parents of children with DS aged between 4 and 19 years. Parents reported about the developmental age (Vineland screener), behavioral problems (Child Behavior Checklist), and psychosocial strengths (Behavioral and Emotional Rating Scale) of their child. Results indicate that attention, social, and thought problems were most prevalent, whereas family involvement and receiving/expressing affection were identified as strengths. A confirmatory factor analysis identified problems and strengths as distinct, yet related, variables. Moreover, a cluster analysis of problems and strengths identified four different profiles. Implications for interventions are discussed.
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Ali, Elena, Nicole Letourneau, Karen Benzies, Henry Ntanda, Deborah Dewey, Tavis Campbell, and Gerry Giesbrecht. "Maternal Prenatal Anxiety and Children’s Externalizing and Internalizing Behavioral Problems: The Moderating Roles of Maternal-Child Attachment Security and Child Sex." Canadian Journal of Nursing Research 52, no. 2 (December 19, 2019): 88–99. http://dx.doi.org/10.1177/0844562119894184.
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Background Prenatal anxiety is associated with child behavioral problems. Prenatal anxiety is predictive of postnatal anxiety which can interfere with the security of maternal-child attachment and further raise the risk of child behavior problems. Secure maternal-child attachment is essential for optimal emotional health. Sex influences the type of behavior problem experienced. There is a gap in understanding whether attachment security and the sex of the child can moderate association between prenatal anxiety and children’s behavioral problems. Purpose To examine the association between prenatal anxiety and child behavioral problems and to test the moderating effects of attachment security and child sex on the association between prenatal anxiety and child behavioral problems. Methods Secondary analysis of data from 182 mothers and their children, enrolled in the Alberta Pregnancy Outcomes and Nutrition Study using Hayes' (2013) conditional process modeling. Results Prenatal anxiety was associated with both externalizing ( b = −0.53; standard error ( SE) = 0.20; p = 0.009) and internalizing ( b = −0.32; SE = 0.13; p = 0.01) behaviors only in children with an insecure style of attachment. Child sex did not moderate the association between prenatal anxiety and children's behavioral problems. Conclusions Attachment security moderated the association between prenatal anxiety and children’s externalizing and internalizing behavioral problems.
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Barkauskienė, Rasa. "MOTINOS LŪKESČIŲ, JAUSMŲ IR PARAMOS VAIKUI SĄRYŠIS SU TURINČIŲ MOKYMOSI NEGALĘ VAIKŲ ELGESIO BEI EMOCINIAIS SUNKUMAIS." Psichologija 31 (January 1, 2005): 39–53. http://dx.doi.org/10.15388/psichol.2005..4339.
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Straipsnyje nagrinėjama veiksnių, susijusių su turinčių mokymosi negalę vaikų elgesio bei emociniais sunkumais, problema. Tyrimas buvo skirtas įvertinti vaikų, turinčių mokymosi negalę, elgesio bei emocinių problemų ypatumus, vaiko atitikimo motinos lūkesčius laipsnį, motinos jausmų, įsitraukimo į vaiko mokymosi veiklą pobūdį ir šių kintamųjų tarpusavio sąryšį. Eksperimentinę grupę sudarė turinčių mokymosi negalę, kontrolinę – vidutiniškai besimokančių vaikų šeimos. Tyrimo duomenys rodo, kad turintys mokymosi negalę vaikai pasižymi didesne nei jų bendraamžiai emocinio pobūdžio sunkumų rizika bei aukštesniu bendru elgesio ir emocinių problemų lygiu. Eksperimentinėje grupėje motinos ir vaiko tarpusavio santykiams būdingas prastesnis vaiko atitikimas motinos lūkesčius, stipresni motinų neigiami jausmai vaikui ir nepasitenkinimas savimi, didesnis įsitraukimo į vaiko mokymosi veiklą laipsnis, tačiau teigiami motinų jausmai vaikui tiriamųjų grupėse nesiskyrė. Didesni turinčių mokymosi negalę vaikų elgesio ir emociniai sunkumai susiję su mažesniu atitikimo motinos lūkesčius laipsniu, stipresniais jos neigiamais jausmais vaikui, didesne negatyvia namų darbų atlikimo kontrole bei retesniais motinos ir vaiko pokalbiais apie mokymąsi ir mokyklą.
LINKING MOTHERS’ EXPECTATIONS, FEELINGS AND SUPPORT TO EMOTIONAL AND BEHAVIORAL PROBLEMS IN CHILDREN WITH LEARNING DISABILITIESRasa Barkauskienė
SummaryThough psychological studies reveal that children with learning disabilities are at greater risk for behavioral and emotional disturbances than other children are little is known about factors related to behavioral and emotional difficulties in these children. It has been claimed that the psychological difficulties faced by children with learning problems are not necessarily simple linear correlates of their academic deficits, social information processing or organic dysfunctions. Recently a need to explore a role of family on behavioral – emotional problems in learning disabled children has been stressed. Maternal expectations and child’s goodness of fit within these expectations, mother’s involvement with child’s learning as well as mother’s disappointment and other emotional reactions toward a child have been hypothesized as contributing to the level of emotional and behavioral problems in children with learning disabilities.The aim of this study was to explore the interplay between behavioral and emotional problems and mother – child interactions, as measured by child’s goodness of fit level with maternal expectations, mother’s positive feelings, negative feelings toward child and feelings of dissatisfaction, involvement with child’s learning (support for homework, negative control of homework, encouragement of child, mother – child discussions about school and learning activities) in children with learning disabilities. The experimental group consisted of 102 children with learning disabilities. Subjects in the control group were average chieving children selected from the same classes that contained learning disabled children. Child Behavior Checklist (CBCL 4/18; Achenbach, 1991) was used to collect data on children’s emotional and behavioral problems. Child’s goodness of fit within maternal expectations was assessed via Goodness of Fit Questionnaire (Feagans et al., 1991). Measures on mother’s feelings toward child and involvement with child’s learning were obtained via Scale of Parents’ Feelings toward child and Involvement with Child Learning Questionnaire, respectively.Comparative analysis of behavioral – emotional problems in the groups revealed that children with learning disabilities scored significantly higher on internalizing problems and total problems score but not on externalizing problems. As it was expected groups differed on mother – child interaction aspects: children with learning disabilities had lower goodness of fit level with maternal expectations, their mothers reported higher levels of negative feelings and more intensive dissatisfaction with themselves. In contrary, positive feelings did not differ between groups. Mothers of learning disabled children were more involved with their children learning: they provided more support, encouragement and negative control. Mother – child interactions variables had significant associations with problem behaviors in children with learning disabilities. Child’s level of goodness of fit with maternal expectations was significantly related to all CBCL 4/18 scores indicating that children with poorer fit had more behavioral – emotional problems. Mother’s negative feelings were the second consistent correlate of behavioral – emotional problems in both groups. As it was predicted, measures of mother’s involvement also correlated with problem behaviors in children with learning disabilities. Specifically, negative control was related to total problem scores on CBCL 4/18, and higher scores on mother – child discussions subscale were associated with lower scores on internalizing problems, externalizing problems and total problems.
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Quebles, Irina, Olga Solomon, Kathryn A. Smith, Sowmya R. Rao, Frances Lu, Colleen Azen, Grace Anaya, and Larry Yin. "Racial and Ethnic Differences in Behavioral Problems and Medication Use Among Children With Autism Spectrum Disorders." American Journal on Intellectual and Developmental Disabilities 125, no. 5 (September 1, 2020): 369–88. http://dx.doi.org/10.1352/1944-7558-125.5.369.
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Abstract We examined racial and ethnic differences in the prevalence of behavioral problems measured by the Child Behavioral Checklist (CBCL), sleep disturbances measured by the Child Sleep Habits Questionnaire (CSHQ), and medication use among children with Autism Spectrum Disorders (ASD). We analyzed data from the Autism Treatment Network (ATN) dataset for 2,576 children ages 6 to 18 years of age diagnosed with ASD. Multivariable logistic regression accounting for age, gender, Diagnostic and Statistical Manual of Mental Disorders (4th Edition – Text Revision), diagnosis (Autistic Disorder, PDD-NOS, Asperger's Disorder), and parents' education did not show any racial or ethnic differences in behavioral challenges, conduct problems, or sleep disturbances for any of the groups, but Black children had lower odds of Total Problem Behaviors and Asian children had lower odds of Hyperactivity compared to White children. As a group, children from racial and ethnic minorities had lower odds of Total Problem Behaviors and Conduct Problems compared to White children. Hispanic children had lower odds of medication use for Behavioral Challenges, Total Problem Behaviors, Hyperactivity, and Conduct Problems. Asian children had lower odds of medication use for Behavioral Challenges, Total Problem Behaviors, and Hyperactivity; and had close to lower odds in medication use for Conduct Problems. Black children had lower odds for medication use for Total Problem Behaviors only. As a group, children from racial and ethnic minorities had lower odds for medication use for Behavioral Challenges, Total Problem Behaviors, Hyperactivity, and Conduct problems, but not for Sleep Disturbances. While these results are consistent with previous studies showing that White children are significantly more likely to receive psychotropic medication compared to children from racial and ethnic minority groups, we found no such differences for sleep challenges, suggesting that they are more consistently identified and equitably treated than other behavioral problems associated with ASD. We draw upon Andersen's (1995) Behavioral Model of Healthcare Use to suggest predisposing, enabling, and needs factors that may contribute to this pattern of racial and ethnic differences in the use of medications among children ASD.
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Vervloed, Mathijs P. J., Evelien Hoevenaars, and Anneke Maas. "Behavioral Treatment of Sleep Problems in a Child with a Visual Impairment." Journal of Visual Impairment & Blindness 97, no. 1 (January 2003): 28–37. http://dx.doi.org/10.1177/0145482x0309700104.
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In this study, treatment focused on parenting practices for a 4½-year-old girl with a visual impairment caused by Leber's congenital amaurosis and problems initiating and maintaining sleep. The sleep problem was effectively treated with a graduated extinction procedure.
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Moore, Steven R. "The Behavior Objective Checklist: Reliability and Validity with Child Psychiatric Patients." Behavioral Disorders 10, no. 4 (August 1985): 253–56. http://dx.doi.org/10.1177/019874298501000406.
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The present study assesses the reliability and validity of the Behavior Objective Checklist (BOC) with child psychiatric patients. The BOC is a 137-item problem behavior checklist in which each item addresses a specific measurable problem behavior for consideration as an IEP short-term objective. The 27 participants were psychiatric day- or inpatients who attend preschool to sixth grade self-contained behavioral disorder classrooms in a residential program. Four certified teachers of the behaviorally disordered and four paraprofessionals also participated in the study. A percent agreement analysis indicated an average test-retest reliability of 87% and an average interrater reliability of 77%. A Pearson Product Moment Correlation was used to determine concurrent validity and yielded a correlation of .69 with another behavior problem checklist.
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Assari, Shervin. "Are Teachers Biased against Black Children? A Study of Race, Amygdala Volume, and Problem Behaviors." Journal of Education, Teaching and Social Studies 3, no. 1 (December 9, 2020): p1. http://dx.doi.org/10.22158/jetss.v3n1p1.
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Introduction: While the amygdala has a core role in behaviors, less is known about racial variation in the association between amygdala volume and teachers’ behavioral rating of children. According to the Minorities’ Diminished Returns (MDRs) phenomenon, the effects of individual-level risk and protective factors tend to be weaker for Black than White children due to structural factors such as social stratification and racism. Purpose: Built on the MDRs framework and conceptualizing race as a social rather than a biological factor, this study explored racial variation in the magnitude of the effects of amygdala volume on teachers’ behavioral ratings of children. Methods: For this cross-sectional study, we used baseline socioeconomic data and structural magnetic resonance imaging (sMRI) data of 4305 American children ages 9-10 who had participated in the Adolescent Brain Cognitive Development (ABCD) study. The primary outcome was the teachers’ behavioral rating of the child. The independent variable was amygdala volume. Age, sex, parental education, parental marital status, and ethnicity were the covariates. Race was the moderator. We used mixed-effect models for data analysis to adjust for the participants’ nested nature within families and study sites. Results: Teachers rated children with larger amygdala volumes as having lower behavioral problems. The concordance between size of amygdala volume and teachers’ behavioral rating of the child was modified by race. For while children, teachers reported the children to have lower behavioral problems when they had a large amygdala. For Black children, teachers reported high behavioral problems across all amygdala sizes. Conclusions: The results can be explained in two ways. The first explanation is minorities’ diminished returns hypothesis (MDRs). In line with MDRs, due to structural inequalities and school segregation, a large amygdala would result in a more favorable behavioral rating of the White children than Black children, as we expect an unequal effect of equal resources across racial groups in the presence of racism. The second explanation is systemic bias of teachers against Black children: meaning that due to their anti-Black bias, teachers report high behavioral problems in Black children, across all amygdala sizes (behavioral profiles). That means, race may trigger some cues and biases in the teachers, so they do not pay attention to the details of the behavioral profile of the Black child. For White children, however, in the absence of such racial bias, teachers behavioral rating of a child reflects the child’s amygdala size.
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Castro Prados, Ariadna, and Luis Valero Aguayo. "Application of parent-child interaction therapy (PCIT) to two girls with behavioral problems." Behavioral Psychology/Psicología Conductual 29, no. 1 (April 1, 2021): 145–65. http://dx.doi.org/10.51668/bp.8321108n.
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Parent-child interaction therapy (PCIT) is a form of behavioral therapy to deal with various behavioral problems in children. It works directly with parents and their home interactions with their children. In this paper the application of PCIT to a seven-year-old girl with oppositional defiant disorder (ODD) and her three-year-old sister with behavioral problems is described. A single-case A-B design with concurrent baseline was used. The positive behaviors and problems were assessed for both young girls using self-monitoring and parent video recordings during playtime and home interactions. The treatment was developed in 12 sessions for 3 months. A progressive evolution was observed in both girls’ baseline and in pre- and post-treatment measures of the problem behaviors. Finally, there was a reduction of stress and an increase in the self-efficacy of the parents’ abilities.
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Moskowitz, Lauren J., Edward G. Carr, and V. Mark Durand. "Behavioral Intervention for Problem Behavior in Children With Fragile X Syndrome." American Journal on Intellectual and Developmental Disabilities 116, no. 6 (November 1, 2011): 457–78. http://dx.doi.org/10.1352/1944-7558-116.6.457.
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Abstract Parents and professionals typically report problem behavior as a significant concern for children with fragile X syndrome. In the present study, the authors explored whether behaviorally based interventions would result in a reduction in problem behavior and an improvement in quality of life for 3 children with fragile X syndrome and their families. A multiple baseline design was used to demonstrate intervention effects for specific high-priority contexts (i.e., bedtime, running errands, and toileting). A multicomponent intervention plan was developed to teach the parents and child to effectively cope with the particular context. After intervention, there were substantial improvements in problem behavior and family quality of life within the given contexts. Results of this study demonstrated the effectiveness of behavioral intervention for children with fragile X syndrome.
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Hanna, Katherine J., Craig K. Ewart, and Peter O. Kwiterovich. "Child problem solving competence, behavioral adjustment and adherence to lipid-lowering diet." Patient Education and Counseling 16, no. 2 (October 1990): 119–31. http://dx.doi.org/10.1016/0738-3991(90)90086-z.
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Amalia, Rizki. "Intervensi terhadap Anak Usia Dini yang Mengalami Gangguan ADHD Melalui Pendekatan Kognitif Perilaku dan Alderian Play Therapy." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 2, no. 1 (June 10, 2018): 27. http://dx.doi.org/10.31004/obsesi.v2i1.4.
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ADHD is a neurodevelopmental disorder in which a child presents a significant problem due to a lack of attention or hyperactivity-impulsivity. ADHD can interfere with the development of children in terms of cognitive, behavioral, socialization and communication. A common mistake that ADHD treatment through pharmacological therapy will eliminate all the symptoms of hyperactivity and impulsive problems in children with ADHD, but the use of ADHD drugs in the long term then it will affect the children. Another alternative for dealing with ADHD children using a counseling approach is behavioral cognitive behavioral approach and Adlerian play therapy.Understanding of behavioral cognitive approaches and Adlerian play therapy can help address early childhood problems especially those with ADHD disorders.
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Oh, Yunhye, Youngmi Kim, and Yoo-Sook Joung. "A Latent Profile Analysis of Problematic Media Device Use and Its Association With Executive Function and Behavioral Problem Among Children: A Population-Based Study." Psychiatry Investigation 18, no. 9 (September 25, 2021): 895–903. http://dx.doi.org/10.30773/pi.2021.0133.
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Objective Despite the rapid increase in problematic media device use, relatively little is known about specific characteristics and extent of problematic media device and how they relate to different psychological features.Methods Data extracted from the Panel Korea Study for the Child Cohort Study were used. At the age of 9 years, media device addiction severity was assessed using the K-scale, and children’s behavioral outcomes were assessed using the Child Behavior Checklist. Among children with problematic media device use (n=339), we performed latent profile analysis using the K-scale to identify subtypes of problematic media device use, and then compared the child behavioral problems and executive function according to the different subtypes of problematic media device use.Results Children with problematic media device use were divided into class 1 (n=51), class 2 (n=138), and class 3 (n=150). Compared with classes 2 and 3, class 1 had more severe problematic media device use, including daily activity disturbance, withdrawal, and tolerance. Class 1 had the most serious behavioral problems and executive function difficulties among classes. Class 2 had greater daily activity disturbance and tolerance than those of class 3, but executive function showed no significant difference between the two classes. In logistic regression analysis, behavioral problems except for somatization were more common in class 1 than in the control group.Conclusion Results suggest that problematic media device use is associated with significant behavioral problem and executive function difficulties and underscore the need for further clinical and research attention for these specific subgroup members.
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Feil, Edward G., and Wesley C. Becker. "Investigation of a Multiple-Gated Screening System for Preschool Behavior Problems." Behavioral Disorders 19, no. 1 (November 1993): 44–53. http://dx.doi.org/10.1177/019874299301900101.
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The problem of behavioral disorders in preschoolage children is ever increasing. With the exponential rise in the utilization of child care compounded by growing social problems such as poverty and child abuse, methods for the early identification and remediation of behavioral disorders in preschool children are needed. In the May 1993 issue of Behavioral Disorders, Sinclair, Del'Homme, and Gonzalez reported a pilot study using the Walker/Severson Systematic Screening for Behavior Disorders (SSBD) with preschool children. While their results were encouraging, they found that changes were needed to make the SSBD more appropriate for the preschool population. The present research extensively revised the SSBD for preschool children. The revision consists of three hierarchical stages of increasingly time-consuming methodologies: (a) teacher rankings, (b) teacher ratings, and (c) direct behavioral observations. Subjects for this study were 121 children, aged 3 to 6 years old, enrolled in several typical and specialized preschools (e.g., programs for children with behavior problems). The Behar Preschool Behavior Questionnaire and the Conners Teacher Rating Scale were included to examine concurrent validity. The results show significant reliability and validity coefficients. The screening procedures select those children with emotional/behavioral problems accurately.
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Ma, Jasmine, Pashupati Mahat, Per Håkan Brøndbo, Bjørn H. Handegård, Siv Kvernmo, and Anne Cecilie Javo. "Parent reports of children’s emotional and behavioral problems in a low- and middle- income country (LMIC): An epidemiological study of Nepali schoolchildren." PLOS ONE 16, no. 8 (August 3, 2021): e0255596. http://dx.doi.org/10.1371/journal.pone.0255596.
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Background As epidemiological data on child mental health in low- and middle-income countries are limited, a large-scale survey was undertaken to estimate the prevalence and amount of child emotional and behavioral problems (EBP) in Nepal as reported by the parents. Methods 3820 schoolchildren aged 6–18 years were selected from 16 districts of the three geographical regions of Nepal, including rural, semi-urban and urban areas. We used the Nepali version of the Child Behavior Checklist (CBCL)/6-18 years as screening instrument. Comparisons of child problems between genders and between the seven largest castes and ethnic groups were carried out by analysis of variance. Prevalence was computed based on American norms. Results Adjusted prevalence of Total Problems was 18.3% (boys: 19.1%; girls:17.6%). The prevalence of internalizing problems was higher than externalizing problems. The mean scores of Total, Externalizing, and Internalizing problems were 29.7 (SD 25.6), 7.7 (SD 8.0), and 9.1 (SD 8.1), respectively. The Khas Kaami (Dalit) group scored the highest, and the indigenous Tharu group scored the lowest on all scales. In the Mountains and Middle Hills regions, problem scores were higher in the rural areas, whereas in the Tarai region, they were higher in the urban areas. Conclusion The prevalence and magnitude of emotional and behavioral problems in Nepali children were found to be high compared to findings in meta-analyses worldwide. Problem scores varied according to gender, castes /ethnic groups, and living areas. Our findings highlight the need for a stronger focus on child mental problems in a low-and middle-income country like Nepal.
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Qi, Cathy Huaqing, and Ann P. Kaiser. "Problem Behaviors of Low-Income Children With Language Delays." Journal of Speech, Language, and Hearing Research 47, no. 3 (June 2004): 595–609. http://dx.doi.org/10.1044/1092-4388(2004/046).
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Children from low-income families are at increased risk for significant behavioral and language problems. Early identification of these problems is essential for effective intervention. The purpose of the present study was to use multiple behavioral assessments to examine the behavioral profiles of sixty 3- and 4-year-old children from low-income families enrolled in Head Start programs and to compare the behavior characteristics of 32 children with language delays with those of 28 children with typical language development. Teachers completed the Child Behavior Checklist/Caregiver-Teacher Report Form/2–5 (CTRF; T. M. Achenbach, 1997) and the Social Skills Rating System (SSRS; F. M. Gresham & S. N. Elliott, 1990), and children were observed in the classrooms during structured and unstructured activities. Children with language delays exhibited more problem behaviors and poorer social skills on some of the observational measures than did children with typical language development, as predicted, but not on all.
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Molineux, J. Bailey, and Tom Hamilton. "Comparison of Outcomes of Behavioral Family Therapy Given Families with Children and Families with Adolescents." Psychological Reports 60, no. 1 (February 1987): 159–62. http://dx.doi.org/10.2466/pr0.1987.60.1.159.
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In a modified replication of an earlier study, 92 parents from 55 families with behaviorally disordered offspring were telephoned 6 to 12 months after termination of therapy to inquire about the presenting problem and family functioning. In the Child Program, 28 families were taught to decide on clear rules, reward acceptable behavior, and give time-out for unacceptable behavior. In the Adolescent Program, 27 families were taught communication, negotiating, and contracting skills. A significant difference was found in reported improvement between families who completed treatment and those who dropped out for the presenting problem but not for family functioning. Significantly more parents in the Child Program reported an improvement than those in the Adolescent Program. Children may respond more favorably to a behavioral intervention by their parents than adolescents because parents of children have greater control and there is less chronicity of misbehavior.
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A, Kessler-Jones, Almane D, Dabbs K, Gundlach C, Hsu D, Seidenberg M, Stafstom C, Struck A, Hermann B, and Jones J. "A-092 Behavioral Phenotypes of Childhood Idiopathic Epilepsies." Archives of Clinical Neuropsychology 35, no. 6 (August 28, 2020): 885. http://dx.doi.org/10.1093/arclin/acaa068.092.
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Abstract Objective To characterize the presence and nature of discrete behavioral phenotypes and their correlates in a cohort of youth with new and recent onset focal and generalized epilepsies (YWE). Methods The parents of 297 YWE (age 8–18; n = 183) and typically developing participants (n = 107), completed the Child Behavior Checklist. The 8 behavior problem scales were subjected to hierarchical clustering analytics to identify behavioral subgroups. Factors examined included: demographics, neuropsychological data, history of academic problems, epilepsy characteristics, parental IQ and education, cortical thickness, daily executive functioning, and number of lifetime-to-date DSM-IV diagnoses. Results Hierarchical clustering identified three behavioral phenotypes which included: no behavioral complications (Cluster 1, 67% of YWE), internalizing problems (Cluster 2, 11% of YWE), and combined internalizing and externalizing problems (Cluster 3, 22% of YWE). These behavioral phenotypes were characterized by orderly differences in the factors analyzed. Cluster 1 was most similar to controls across most metrics while Cluster 3 was the most abnormal. Epilepsy syndrome was not a predictor of cluster membership. Conclusion YWE fall into 3 distinct behavioral phenotypes associated with a variety of co-occurring features and comorbidities. This approach identifies important phenotypes of behavior problem presentations and their accompanying factors that serve to advance clinical and theoretical understanding of the behavioral complications of children with epilepsy and the complex conditions with which they co-occur.
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Bigler, Diana, Kristen Burke, Nicholas Laureano, Kristan Alfonso, Julie Jacobs, and Matthew L. Bush. "Assessment and Treatment of Behavioral Disorders in Children with Hearing Loss: A Systematic Review." Otolaryngology–Head and Neck Surgery 160, no. 1 (September 11, 2018): 36–48. http://dx.doi.org/10.1177/0194599818797598.
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Objective There is evidence that children who are deaf and hard of hearing (DHH) have a higher incidence of behavioral disorders. Assessment of behavioral health in this population is often complicated by language developmental delays, which may result in unrecognized and untreated behavioral problems. The purpose of this study is to assess the association of behavioral disorders among children who are DHH and to explore behavioral interventions for children in this population. Data Sources PubMed, CINALH, PsychINFO, and Web of Science. Review Methods Search terms included the following: problem behavior, child behavior disorders/diagnosis, child behavior disorders/psychology coupled with hearing loss, cochlear implants, hearing aids, or deafness. Studies from the last 30 years (1985-2016) were included. The articles were reviewed independently by 3 reviewers. Results Thirty-six articles met criteria. There was an association between internalizing behaviors and hearing loss among children, which may persist after cochlear implantation. These problems may be more pronounced for children with additional disabilities. Conduct and hyperactivity disorders as well as emotional and executive function problems among children who are DHH may be related to poor language development. There was limited evidence regarding interventions to address the behavioral disorders of DHH children. Conclusions There is a significant body of evidence demonstrating behavioral problems among DHH children but a lack of clear understanding of the mechanisms involved. There is limited evidence on interventions to address the behavioral problems of DHH children. Future research is warranted to mitigate the long-term effects of disruptive behavior among these children.
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Mehrotra, K., S. Ahamad Manzur, Y. P. Ooi, C. G. Lim, D. S. S. Fung, and R. P. Ang. "Prevalence of behavioral and emotional problems in children at-risk for learning difficulties." European Psychiatry 26, S2 (March 2011): 326. http://dx.doi.org/10.1016/s0924-9338(11)72035-1.
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IntroductionStudies have shown that children with learning difficulties are likely to demonstrate a host of shared behavioral and emotional problems that affect their daily functioning.Objectives/AimsThe goal of this study was to examine profiles of behavioral and emotional problems in children at risk for Learning Disorders (LD) and Communication Disorders (COMM), without intellectual disabilities.MethodData on the Child Behavior Checklist (CBCL) of 52 participants (4–12 years old) at-risk for LD and 52 age- and gender- matched participants at-risk for COMM were obtained from the archival records of a local outpatient child psychiatric clinic. For all CBCL scales, T scores ranging from 65 to 69 are in the borderline clinical range, whereas a T score of 70 and above are in the clinical range. T scores of below 65 are considered as non-clinical. For the purposes of this study, a T score of 65 and above for the CBCL syndromes indicated the problem to be of clinical concern.ResultsA total of 51.9% of these children had at least one problem of clinical concern, with Attention Problems (LD: 36.5% vs. COMM: 17.3%), Social Problems (LD: 21.2% vs. COMM: 30.8%), and Withdrawn/Depressed (LD: 23.1% vs. COMM: 26.9%) syndromes being commonly reported. There were no significant differences between the 2 groups on the CBCL syndromes.ConclusionsFindings from the study suggest that children with any form of learning difficulties demonstrate high prevalence of behavioral and emotional problems, suggesting possible comorbidities such as Attention Deficit Hyperactivity and Depression.
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Safran, Joan S., and Stephen P. Safran. "Teachers' Judgments of Problem Behaviors." Exceptional Children 54, no. 3 (November 1987): 240–44. http://dx.doi.org/10.1177/001440298705400306.
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This study analyzes whether educators' perceptions of problem behaviors are influenced by differences in teacher group (regular v. special) and classroom context (disruptive v. nondisruptive). After viewing a series of short videotaped vignettes within disruptive or nondisruptive contexts, teachers rated severity, tolerance, manageability, and contagion factors related to a target child. Results indicated significant multivariate differences for both main effects, with univariate follow-ups showing regular educators to be less tolerant and more severe judges of behaviors. Differences in context suggest that both groups generally identified the target as causal in the disruptive context, verifying fears of behavioral contagion.
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Yüksek Usta, Semiha, and Arif Yılmaz. "A correlational study of children's externalizing and internalizing behavioral problems in relation to mother-child and teacher-child relationships." Pegem Eğitim ve Öğretim Dergisi 8, no. 1 (November 17, 2017): 41–68. http://dx.doi.org/10.14527/pegegog.2018.003.
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The purpose of this research is to find out the connection between mother and teacher relationships and externalizing and internalizing behavioral problems of 48'60-month-old children. In this regard, a correlational study was conducted with teachers (n=59) and mothers (n=252) of 48'60-month-old pre-school children in a metropolitan city in Turkey. Data collected through Preschool and Kindergarten Behavior Scale (PKBS), Student' Teacher Relationship Scale (STRS), and Child'Parent Relationship Scale (CPRS). Study results showed that children's internalizing and externalizing behavioral problems have direct connection with their relationships with their mothers and teachers. When children's conflicts with their teachers and mothers increase, their intimacy decrease with them. It was also found that as the children's conflicts with their mothers increase, conflicts with their teachers also increase. According to findings of the study; there is a need to provide in service and pre-service trainings for teachers and pre-service teachers about the importance of quality relation with children, methods, problem solving skills and especially right approaches to problematic children. Also, as one of the pre-conditions of positive teacher-child relationship is a positive teacher-family relationship, both parents' and teachers' awareness should be raised about family involvement.
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Spilsbury, James C., Shoshana Kahana, Dennis Drotar, Rosemary Creeden, Daniel J. Flannery, and Steve Friedman. "Profiles of Behavioral Problems in Children Who Witness Domestic Violence." Violence and Victims 23, no. 1 (February 2008): 3–17. http://dx.doi.org/10.1891/0886-6708.23.1.3.
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Unlike previous investigations of shelter-based samples, our study examined whether profiles of adjustment problems occurred in a community-program–based sample of 175 school-aged children exposed to domestic violence. Cluster analysis revealed three stable profiles/clusters. The largest cluster (69%) consisted of children below clinical thresholds for any internalizing or externalizing problem. Children in the next largest cluster (18%) were characterized as having externalizing problems with or without internalizing problems. The smallest cluster (13%) consisted of children with internalizing problems only. Comparison across demographic and violence characteristics revealed that the profiles differed by child gender, mother’s education, child’s lifetime exposure to violence, and aspects of the event precipitating contact with the community program. Clinical and future research implications of study findings are discussed.
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Hteem, Lecture Ali Hussein. "The Cultural and Behavioral Problems for Primary Stage Pupils (An Anthropology Research in Some School in Baghdad)." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 212, no. 2 (November 12, 2018): 187–208. http://dx.doi.org/10.36473/ujhss.v212i2.671.
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The cultural and behavioral problems for primary stage pupils is regarded as one of the most important themes which acquired the attention of the concerned in the field of education and the attention of these studies in the education process. The problems for primary stage pupils includes the phenomenon of dropping from school which happen to many students at this stage. The research includes the following points:
An introduction that includes a summary of the educational process and childhood and its relation to child rearing.
The General framework which includes the problem, importance in addition to the objective.
The Cultural problems for Primary Stage Pupils
The problem of cultural care of pupils in schools.
The problem of inter pupils relationships.
The problem of teacher - pupils relationships.
The difficulties faced by pupils in school.
The behavioral problems includes:
Intelligence and cultural environment.
Shyness of pupils.
The curricula which pupils tend to reject.
Phenomenon of dropping from school
The results and recommendations which the researcher comes through.
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Karaman, Omer. "Pathologic Transitional Object: A Case Report." International Education Studies 11, no. 8 (July 28, 2018): 136. http://dx.doi.org/10.5539/ies.v11n8p136.
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A transitional object is the selection and binding to an object that reminds the child of the mother and helps deal with separation anxiety in situations where the child is separated from the mother. In reality, many children are observed to have transitional objects and no problems occur.In this case report, the transitional object became pathological. An only child, the boy was 3.5 years and wished to wear the pyjamas chosen as transitional object in all areas of life. According to anamnesis from the family, there was no socio-economic problem experienced. Additionally, the child’s developmental curves were normal and there was no physiological health problem. The child experienced problems in home and school life and this situation negatively affected the mother’s home and professional life, so the case was dealt with.The study applied a strategy developed based on a behavioral approach combined with an object relation approach. At the end of the four-week program completed with the parents and child’s teacher together, the problem was solved and follow-up one month later identified that this had not changed.
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Konold, Timothy R., Bridget K. Hamre, and Robert C. Pianta. "Measuring Problem Behaviors in Young Children." Behavioral Disorders 28, no. 2 (February 2003): 111–23. http://dx.doi.org/10.1177/019874290302800202.
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Despite difficulties in measuring problem behaviors in toddlers and preschoolers, there is increased interest in the diagnosis and treatment of emotional and behavioral disorders in young children. One of the primary methods for assessing behavior problems involves having parents and other caretakers complete standardized behavior checklists. The Child Behavior Checklist/1½–5 (CBCL/1½–5; Achenbach & Rescorla, 2000) is commonly used to obtain parents’ ratings of the problem behaviors of young children. This study examined whether the items located on the CBCL/1½–5 provide reasonable indicators of the seven first-order behavioral dimensions purportedly measured by this instrument in a national sample of 2-year-old typically developing children. In addition, multigroup methods of confirmatory factor analysis were used to evaluate the invariance of these item loadings across gender, ethnicity, and socioeconomic status. Results support the presence of six factors that were reasonably invariant for boys and girls. Ethnic and socioeconomic group comparisons failed to reveal factorial invariance on all dimensions. These results are discussed in light of issues related to assessment, screening, and diagnosis of problem behavior in young children.
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Bonanno, Rebecca, and Kristina Veselak. "A Matter of Trust." Advances in Social Work 19, no. 2 (April 2, 2020): 397–415. http://dx.doi.org/10.18060/22970.
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Mental health problems among children and adolescents are widespread. Parents seeking information about child mental health problems and treatments face numerous barriers, including fear of stigmatization and uncertainty about where to seek help. In this qualitative study, seven parents whose children had experienced a mental health, behavioral, or emotional problem were interviewed about their attitudes and beliefs about child mental health information sources. Analysis revealed that the concept of trust was an overarching theme in parents’ pursuit and evaluation of information. Related themes included a preference for information from other parents with experience parenting a child with a mental health problem; seeking information from knowledgeable professionals with whom the parents had personal relationships; concerns about confidentiality and protection of privacy; and involvement of school personnel when seeking mental health information and help. Findings support the need for improved mental health literacy among parents and suggest that social workers should play a more active role in educating families and service providers about child mental health.
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Wiyani, Novan Ardy. "MANAJEMEN PERILAKU KETIDAKMANDIRIAN SOSIAL-EMOSI PADA ANAK USIA DINI DI TK AISYIYAH XIV KEDUNGWULUH PURWOKERTO." ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal 6, no. 1 (June 12, 2018): 16. http://dx.doi.org/10.21043/thufula.v6i1.3513.
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<p>This research is a case study research using qualitative approach. This research is aimed to describe the activity of behavioral management of social-emotion non-self-sufficiency in early childhood in kindergarten Aisyiyah XIV Kedungwuluh Purwokerto. The data in this study were collected using interview technique, observation, and documentation. Then analyzed using data analysis technique inductively. Based on the results of the study can be seen that there are four problems of social-emotional self-sufficiency in early childhood. First, the child strikes school. Second, children do not want to follow the learning activities. Third, the child does not want to be left by his mother. Fourth, children do not want to write or do something. The four issues are then addressed by implementing the 5 steps in the practice of behavioral social-emotional self-reliance behavior in early childhood. First, conduct an analysis of social-emotional self-sufficiency behavior problems in early childhood. Second, create action plans to address the problem of social-emotional self-sufficiency behavior in early childhood. Third, coordinate with the guardian in addressing the problem of social-emotional self-sufficiency behavior in early childhood. Fourth, implementing action handling to overcome the problem of social-emotional self-sufficiency behavior in early childhood. Fifth, assess the success in overcoming the problem of social-emotional self-sufficiency behavior in early childhood.</p>
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Fung, Joey J., and Anna S. Lau. "Punitive discipline and child behavior problems in Chinese-American immigrant families: The moderating effects of indigenous child-rearing ideologies." International Journal of Behavioral Development 33, no. 6 (July 30, 2009): 520–30. http://dx.doi.org/10.1177/0165025409343749.
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In a sample of 107 Chinese immigrant families we examined whether cultural child-rearing beliefs moderated the association between parents’ use of punitive discipline and children’s behavioral adjustment. Immigrant parents and their children aged 7 to 17 years completed measures of parental discipline and child behavior problems. Parents also reported on indigenous Chinese child-rearing ideologies regarding shaming and training as strategies for raising competent and moral children. Results of hierarchical regression models conducted with parent-reported data indicated that the negative effects of punitive discipline on child behavior problems were not apparent when parents adhered to training and shaming ideologies. However, the buffering effects of training ideologies were more robust and consistent than shaming. The findings provide some evidence that the discipline—behavior problem link may be moderated by cultural context of caregiver psychology which shapes the meaning and implications of parental behavior.
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Sabih, Fazaila, Anis Ul Haque, Sana Younas, and Asia Mushtaq. "Parenting Practices and Behavioral Problems among Adolescents’ of Parents with Psychopathology: Role of Adolescents’ Coping as Moderator”." Technium Social Sciences Journal 5 (March 7, 2020): 104–21. http://dx.doi.org/10.47577/tssj.v5i1.207.
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Numerous studies suggest that symptoms of mental illness in parents become reflected in family and parent–child interactions, affecting the nature and quality of caregiving and, in turn, both short- and long-term child outcomes. Given the paucity of research in this area in Pakistan, present study aims to examine differences in parenting practices and behavioral problems among adolescent children of parents with psychopathology and without psychopathology. It also explores moderating role of adolescents’ coping on the relationship between parenting practices and behavioral problems. Sample included 348 parents and their adolescent children divided into two groups: Parents with Psychopathology and without Psychopathology. Alabama Parenting Questionnaire, Youth Self Report, and Brief COPE were used for data collection. Results indicated that adolescent children having parents with psychopathology have elevated levels of behavioral problems as compared to adolescent children of parents without psychopathology. Results of moderation analyses revealed that problem-focused coping, positive coping, and religious coping mitigated the potential impact of negative parenting practices on externalizing problems whereas denial exacerbated this relationship. The implications are discussed for implementation of effective preventive interventions with at risk families and children.
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Shepherd-Banigan, Megan, Anirban Basu, Janice F. Bell, Cathryn Booth-LaForce, and Jeffrey R. Harris. "Is Maternal Income in Childhood Associated With Adolescent Health and Behavioral Outcomes?" Journal of Family Issues 40, no. 7 (February 19, 2019): 911–28. http://dx.doi.org/10.1177/0192513x19829506.
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Maternal income increases immediate investment in children for food, child care, and health care, but whether maternal income influences longer term health and behavioral outcomes is unknown. Using data from the NICHD Study of Early Child Care and Youth Development, we examine the association between maternal income in early and later childhood on body mass index percentile, problem behaviors, and self-reported health status at age 15 among a sample of children ( N = 1,283) whose mothers were employed at at least one observation time point between birth and age 15 (1991-2005). When controlling for family income (minus maternal income) and maternal employment characteristics, higher maternal income during early childhood was significantly associated with fewer adolescent problem behaviors. Maternal income during early childhood may influence adolescent behavioral outcomes. These findings suggest that increased maternal income, a positive externality of maternal employment, may increase the net benefit of maternal employment for child behavior.
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Calkins, Susan D., Alysia Y. Blandon, Amanda P. Williford, and Susan P. Keane. "Biological, behavioral, and relational levels of resilience in the context of risk for early childhood behavior problems." Development and Psychopathology 19, no. 3 (June 2007): 675–700. http://dx.doi.org/10.1017/s095457940700034x.
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Longitudinal growth patterns of internalizing and externalizing behavior problems were examined in a community sample of 441 children across the ages of 2 to 5 using hierarchical linear modeling. Contextual risk was measured using five indicators (socioeconomic status, marital status, number of siblings, parent stress, parent psychopathology), and three levels of child resilience (biological, behavioral, and relational) were also assessed. Results indicate that a general pattern of decline in both types of behavior problems was observed for the entire sample across time, although considerable individual variability in this pattern was observed. Children's externalizing and internalizing behavior at age 5 was predicted by the level of risk at age 2. All three child resilience factors were also predictive of externalizing and internalizing behaviors at age 5. In the prediction of the slope of problem behavior over time, risk status interacted with both temperamental fearlessness and a mutually responsive orientation with the mother to predict the decline in externalizing and internalizing problem behavior. Results underscore the complex interactions of risk and multiple levels of resilience that are implicated in the maintenance of problem behavior over time. They highlight the importance of considering whether expected resilience factors operate similarly across different levels of risk.
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Bougea, A., C. Darviri, and E. C. Alexopoulos. "A Systematic Review of Randomized Controlled Interventions for Parents' Distress in Pediatric Leukemia." ISRN Oncology 2011 (August 25, 2011): 1–6. http://dx.doi.org/10.5402/2011/959247.
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Objective. This review aims to summarize the existing evidence concerning interventions towards reducing stress in parents with a child with leukemia and their effect in child and family wellbeing. Methods. A systematic review strategy was conducted using MEDLINE covering the period January 1980 to June 2010. Results. Seven randomized controlled trials met the inclusion criteria including in total 1045 parents participants. A variety of cognitive-behavioral interventions problem-solving skills training programs have been used for managing distress in parents and children. Outcome measures are assessed by self-report, observer report, behavioral/psychological, and physiological measures. The most prominent methodological problems were the marked heterogeneity in stress measurement and the relative absence of proper measurement and adjustment of moderating and mediating factors. The largest effect has been obtained by combined cognitive-behavioral interventions with promising but limited evidence for several other psychological interventions. Conclusions. Recommendations for future RCTs are provided, and particular attention to the quality of trial design and reporting is highlighted.
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Nemirovskaya, E. G. "Child-Parent Relationship Therapy: Child-Parent Interaction Therapy of Sheila Eyberg (on foreign sources)." Современная зарубежная психология 6, no. 2 (2017): 81–86. http://dx.doi.org/10.17759/jmfp.2017060209.
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The article based on English sources is devoted to child-parent therapy method which is a training of child-parent interaction, developed by Dr. Sheila Eyberg (USA). The training is designed to correct the behavior of preschoolers aged 2–7 and reduce the level of parental stress. The method combines the traditional playing therapy with the behavioral child-parental therapy tools. The training consists of two stages of work – child-centered interaction and parent-centered interaction. The detailed protocol of the Training which is the therapist's guide for each session of each stage of work was elaborated. The number of meetings varied from 8 to 12, the duration of each stage is about 5-6 weeks. The training is well known and used by psychologists and researchers abroad in their work with families displaying a wide range of problems, such as children with problem behavior, autism spectrum disorders, families from at-risk groups.
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Masare, Monika S., Seema S. Bansode-Gokhe, Seema S. Bansode-Gokhe, R. R. Shinde, and R. R. Shinde. "A cross sectional study of behavioral problems of secondary school children and related socio-demographic factors." International Journal of Research in Medical Sciences 5, no. 6 (May 27, 2017): 2760. http://dx.doi.org/10.18203/2320-6012.ijrms20172483.
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Background: School-going children form an important vulnerable segment of the nation’s population. Children in the school-going age group of 5 to 16 years constitute a total of 30% of the total population. School age is a dynamic period of physical growth and development, when the child undergoes rapid mental, emotional, and social changes. Therefore, school-going children are susceptible groups for psychiatric disorders especially behavioural problems. The present research was carried out with an objective to study the behavioural problems of secondary school children and its relation to the various socio-demographic and socio-economic factors.Methods: This cross sectional observational study was conducted on 304 secondary school children studying in 8th and 9th standard in the regarding socio-demographic profile and Strength and difficulties questionnaire. The analysis was done using Microsoft Excel and SPSS software.Results: In this study, the prevalence of abnormal behavioral according to self-rated SDQ was found to be 1.6% while prevalence of borderline abnormal behavior was 11.2% and majority 87.2% of study subjects were normal having no behavioral problem. The combined borderline and abnormal behavioral problems were more prevalent in the age group of 12-13year (64.1%) and 13-14 years (30.8%), also more prevalent among girls (69.2%) compared to boys (30.8%). The prevalence of behavioral problems was higher among students studying in 9th standard (74.4%, 29/39) and studying in Hindi medium (61.5%). The incidence was found to be more in students who belongs to nuclear families (79.5%) and also was more among those who were first born compared to middle born and last born children. Majority of fathers were working as semiskilled (41.4%) and skilled (32.9%) workers, among the father’s alcohol users (45.06%) were high compared to the tobacco users (31.9%).Conclusions: Socio-demographic factors and occupation of father and alcohol consumption among them was found to be significantly associated with the behavioural problems of the study subjects.
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Pearl, Amanda M., Fauzia Mahr, and Robert D. Friedberg. "Supervising Child Psychiatry Fellows in Cognitive Behavioral Therapy: Crucibles and Choices." Journal of Cognitive Psychotherapy 27, no. 1 (2013): 61–70. http://dx.doi.org/10.1891/0889-8391.27.1.61.
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Child psychiatric fellows enter cognitive behavioral therapy (CBT) training experiences with a wide variety of backgrounds and experiences in this area of treatment. Although some child fellows have fundamental knowledge of cognitive-behavioral theory, most struggle with the CBT model and even more so, subsequently using this model to guide treatment. Unlike supervising early career mental health professionals, child residents often possess a skill set apt for CBT including using a problem-oriented focus, a tendency to use structured methods in treatment, the use of psychoeducation, and basic clinical skills including genuineness, understanding, and empathy. On the other hand, child psychiatric fellows find several areas of CBT challenging because it is often vastly different from previous experience, including more frequent and longer sessions, the use of collaborative empiricism, developing case conceptualizations, and tolerating negative affective arousal. Moreover, training climates in psychiatry departments may shape the supervision experiences. Various specific recommendations are offered to manage these crucibles. Overall, although there are significant challenges when supervising child residents in CBT rotations, having knowledge of these crucibles and access to choices for addressing these supervisory tests enhances both supervisor and supervisee competence.
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Kourkouta, Lambrini, Konstantinos Koukourikos, Christos Iliadis, and Areti Tsaloglidou. "CHILD SUICIDE: FAMILY’S REACTIONS." Mental Health: Global Challenges Journal 2, no. 2 (November 19, 2019): 5–10. http://dx.doi.org/10.32437/mhgcj.v2i2.57.
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Introduction: Suicide is a major public health problem, in which relatives play an important role in the prevention of the said problem. However, suicide and suicidal behavior affect the relatives’ lives profoundly, both emotionally and socially.
Aim: This study is an initial investigation of families’ emotional and behavioral responses to adolescents’ suicide
Methodology: An extensive literary review of relevant articles for the period 2000-2017, was performed using Medline, PubMed and Google databases, with the following key words: “child suicide, parent’s reactions, bereavement, risk factors, warnings sign, and mental health problems”.
Results: Suicide is uncommon in childhood but becomes an extremely serious issue among adolescents. Several risk factors have been identified and include the presence of psychiatric illness, a previous suicide attempt, family factors, substance abuse, sexual and physical abuse, or bullying. The death of a child of any age is extremely painful for parents. Most parents experience a profound sense of guilt, shame, pain, depression when harm comes to their child, even if through no fault of their own. The same feelings are often present and are associated with help seeking in siblings bereaved by suicide. All of these factors lead to a devastating grief that is much longer lasting than most people realize.
Conclusion: Families that have experienced a suicide present severe prolonged grief with many psychological and physical symptoms such as depression, feelings of guilt, shame, pain, heart failure, hypertension, diabetes. However, the psychosocial impact on families is a very important issue who needs further investigation.
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Kasperzack, Daria, Bastian Schrott, Tanja Mingebach, Katja Becker, Roland Burghardt, and Inge Kamp-Becker. "Effectiveness of the Stepping Stones Triple P group parenting program in reducing comorbid behavioral problems in children with autism." Autism 24, no. 2 (August 20, 2019): 423–36. http://dx.doi.org/10.1177/1362361319866063.
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Children with autism spectrum disorders often exhibit comorbid behavioral problems. These problems have an impact on the severity of the core symptoms, the progression of the disorder as well as on the families’ quality of life. We evaluated the effectiveness of the Stepping Stones Triple P group parent training program as a supplementary intervention in the treatment of children with autism spectrum disorder. Therefore, we employed a single group repeated measures design and assessed child variables via parents’ and teachers’ judgments at four successive time points. The participants were parents of 24 children with autism spectrum disorder aged between 3.6 and 12 years. We found a significant reduction of comorbid behavioral problems in the children, primarily in the parents’ judgment at follow-up. Furthermore, a reduction of the autism spectrum disorder core symptoms emerged. The teachers’ judgment particularly revealed an improvement in children’s social relationships. Effect sizes were large ( ƞ2 ranging from 0.14 to 0.23). The findings demonstrate the effectiveness of the Stepping Stones Triple P as a supplementary intervention for reducing comorbid behavioral problems in the treatment of children with autism spectrum disorder. Higher parental self-efficacy and parental attributions, including parents’ ability to influence child problem behaviors, are discussed as important factors for the effectiveness of Stepping Stones Triple P.
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Choi, Kristen R., Tatum Stewart, Jewel D. Davies, Sara Naureckas, Angela Venegas-Murillo, Michael McCreary, Kristen N. Kenan, and Bonnie T. Zima. "Parent and Child Factors Associated with Household versus Community Adversity among Black and Hispanic Children." Journal of Child and Family Studies 30, no. 9 (July 9, 2021): 2108–16. http://dx.doi.org/10.1007/s10826-021-02028-9.
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AbstractThe purpose of this study was to describe exposure to within-household and community adverse childhood experiences (ACEs) and to identify child- and parent-level factors associated with exposure to different kinds of ACEs. This cross-sectional study used a clinical sample of 257 Black and Hispanic children ages 3–16 years and their caregivers who were seeking care at two federally qualified health centers in Chicago, Illinois and screened positive for a behavioral health problem. The sample had high levels of within-household ACEs (76% reported at least one) and community ACEs (71% reported at least one). Black children experienced more overall and within-household ACEs than Hispanic children, including forced separation from a caregiver and family member incarceration. Hispanic children experienced more bullying and violent media exposure. Significant associations to all categories of ACEs were observed for depression, child behavioral problems, and older child age. Tailored assessment of ACEs and interventions such as trauma-informed care are needed in pediatric clinical settings, including assessment of ACEs children in experience in communities.
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Idris, Arini Nuran, Viji Chandran, Syed Zulkifli Syed Zakaria, and Rahmah Rasat. "Behavioural Outcome in Children with Congenital Adrenal Hyperplasia: Experience of a Single Centre." International Journal of Endocrinology 2014 (2014): 1–9. http://dx.doi.org/10.1155/2014/483718.
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The aim of this study was to determine the behavioral outcome in children with CAH and to identify the risk factors that may influence it. Participants (aged 6–18 years) included 29 girls and 20 boys with CAH and unaffected siblings (25 girls and 17 boys). Psychological adjustment was assessed with parent reports on the Child Behavior Checklist (CBCL). Information about disease characteristics was obtained from medical records. Our study reveals that there was higher incidence of parent-reported problem of anxious/depressed and withdrawn/depressed behaviours, somatic complaints, social, thought, and attention problems, and rule-breaking, aggressive, internalizing, and externalizing behaviour among children with CAH compared to controls. The prevalence of internalizing behaviour problems was higher in CAH boys compared with that of controls. Psychosocial adjustment of girls with CAH was found to be similar to unaffected female controls and was within the normal population range. Family income may be associated with behavioral outcome. Glucocorticoid dose may reflect disease severity which may be associated with behavioral outcome. We conclude that internalizing behavioral problem was prevalent among boys with CAH reflecting maladaptive adjustment in coping with chronic illness. This highlighted the importance of psychological and social support for the patients and their families.
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Nezu *, Christine Maguth, Arthur M. Nezu, Jonathan A. Dudek, Michelle A. Peacock, and Jeffrey G. Stoll. "Social problem-solving correlates of sexual deviancy and aggression among adult child molesters." Journal of Sexual Aggression 11, no. 1 (January 2005): 27–36. http://dx.doi.org/10.1080/13552600512331329540.
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C., Ramya, Pavan Kumar K., and Karthik S. "Psychiatric morbidity in children attending child guidance clinic in a tertiary care teaching hospital." International Journal of Contemporary Pediatrics 7, no. 6 (May 22, 2020): 1313. http://dx.doi.org/10.18203/2349-3291.ijcp20202140.
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Background: Mental health and its related problems are growing concerns over the world. The early onset of emotional and behavioral problem in the young children is related to a variety of health and behavior problems in adolescence and later life as well. Most of these children present to Pediatric outpatient clinics owing to the Stigma and lack of awareness. The aim of the study is to find out the pattern and prevalence of psychiatric morbidity in children presenting to pediatric outpatient clinics.Methods: It is a cross sectional, point prevalence study of children who have attended Child Guidance Clinic of Pediatric Department in a tertiary care teaching hospital October 2019 to January 2020. Clinical and demographic details was collected in a semi-structured proforma and the details were analyzed.Results: A total of 114 children were analyzed during the study period and this study comprised of 62 boys and 52 girls. Most of the children belonged to the age group of 11-15 years (51%) followed by the ages of 6-10(29.8%). Most common reason for consultation was change in behavior, school refusal and poor academic performance. The most common diagnosis made was Dissociative Conversion Disorder (17.6%), Nocturnal enuresis (15.7%), Mild Mental Retardation (10.5%) and Seizure Disorder with Behavioral Problems (10.5%).Conclusions: A significant number of children attending the Paediatric OPD of general hospitals have psychiatric disorders. The emotional and behavioral problems in children often present with physical symptoms. An effective liaison of services will help to identify and treat children with psychiatric morbidity.
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LAFRENIERE, PETER J., and FRANCE CAPUANO. "Preventive intervention as means of clarifying direction of effects in socialization: Anxious-withdrawn preschoolers case." Development and Psychopathology 9, no. 3 (September 1997): 551–64. http://dx.doi.org/10.1017/s0954579497001302.
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An indicated preventive intervention research program integrating attachment, attributional, and behaviorist perspectives was conducted to test the hypothesis that parent–child relationship disturbances directly effect the child's adjustment to the preschool. Anxious-withdrawn preschool children and their mothers were divided equally into treatment and control groups, and assessed on maternal self-report of parenting stress, behavioral ratings of mother–child interaction, and teacher ratings of the children in the preschool classroom. Results showed significant changes in the treatment group: mothers in the treatment group moderated their level of control to a more appropriate, less intrusive level, while children in the treatment group showed an increase in cooperation and enthusiasm during a problem solving task with mother. Teacher-rated social competence and anxious-withdrawn behavior indicated improvement, although only the former was significant. The demonstration of effects of this home intervention for the mother on the child's behavior in the preschool confirm the transactional model underlying this study and demonstrate the utility of a parent–child interaction training component for the prevention of behavioral–emotional problems in young children.
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Shelekhov, I. L. "MOTHER-CHILD RELATIONSHIP DIAGNOSTICS AND ASSESSMENT." Education & Pedagogy Journal, no. 1(1) (July 6, 2021): 36–46. http://dx.doi.org/10.23951/2782-2575-2021-1-36-46.
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The images presented in this work clearly illustrate the variety of experiences of motherhood. The material in this article supplements the existing epistemological ideas about the problem of determining the norms and deviations in psychological studies of motherhood. The author presents a system of diagnostic criteria and assessment of the mother-child relationship. The article explains the term “deviant motherhood” and indicates various degrees of severity of behavioral disorders. There are four main modes of the functioning of the “mother-child” system, reflecting the main variants of motherhood: normative and relatively normative motherhood, deviant mother-child relationship, pathological motherhood (antisocial form), and pathological motherhood (prosocial form).
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Rudolf Sitorus and Sania Ariany Siregar. "Creativity Center for Child-Friendly Settlements in Kampung Hamdan-Sukaraja With Behavioral Architecture Approach." International Journal of Architecture and Urbanism 5, no. 1 (March 31, 2021): 37–48. http://dx.doi.org/10.32734/ijau.v5i1.6030.
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Abstract.Childhood is a phase of human growth that is very important in the growth of one's soul. One of the factors for a person’s character building is creativity that can be formed early on. Children's creativity can be provided by informal education for children through their families and environment. Meanwhile, children in this age of technological development are often given gadgets by their parents, so that children today prefer digital games, which can trigger apathy towards others and reduced creativity space for children. Therefore, the aim is to design a Creativity Center for Child-Friendly Settlements in KampungHamdan-Sukaraja to provides a platform for the development of children's creativity and interest through play and learning activities by presenting social values and local cultural values. This Creativity Center uses the problem-solving methodology approach to solve existing problems, starting from the formulation stage, location surveys, data collection, literature studies, and comparative studies. The Children's Creativity Center is designed simply in terms of material use and affordable handling costs for the community of Kampung Hamdan-Sukaraja. The Creativity Center uses a Behavioral Architecture concept that makes each space designed to be comfortable and safe according to children’s needs and this expected to benefit for providing child-friendly spaces in Kampung Hamdan-Sukaraja as a child-friendly settlement in Medan City for increasing children's creativity
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Brito, Gilberto N. O., and Mercedes de Onis. "Growth status, behavior and neuropsychological performance: a study of Brazilian school age children." Arquivos de Neuro-Psiquiatria 62, no. 4 (December 2004): 949–54. http://dx.doi.org/10.1590/s0004-282x2004000600004.
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AIM: To assess the association between child growth and teacher-reported behavior and academic standing, and neuropsychological performance. METHOD: The heights of 344 public-school children were measured using standard procedures. Teachers were requested to complete two behavioral and one academic performance rating scales. Neuropsychological assessment consisted of the Edinburgh Handedness Inventory, the Steadiness Test and the Purdue Pegboard. Height-for-age z (HAZ) scores were calculated based on an international reference. Standard (z) scores for each factor of the first two behavioral rating scales and for each neuropsychological variable were computed for each child based on locally-derived norms. RESULTS: HAZ scores were negatively correlated with factors related to hyperactivity, conduct problem, impulsivity and inattention of the behavioral rating scales. In addition, the lower the HAZ score the worse the academic performance. CONCLUSION: These results add to the existing evidence indicating a strong association between growth status and child behavior and academic performance.
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Yilmaz, Gamze. "Eating Behavior of Children and Feeding Attitudes of Mothers." Eurasian Journal of Family Medicine 9, no. 2 (June 26, 2020): 109–16. http://dx.doi.org/10.33880/ejfm.2020090207.
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Aim: Nutritional problem is one of the most common behavioral problems in children. This study was carried out as a descriptive study in order to determine the eating behavior problems of infants and children and to determine the mothers' feelings, thoughts and approaches about feeding process. Method: The population of the study consisted of mothers of children aged 9-72 months who applied to the children's outpatient clinics of a state hospital between April and June 2019; and the sample consisted of 217 mothers who agreed to participate in the study and met the selection criteria. Data were collected using the “Mother-Child Information Form”, “Behavioral Pediatric Feeding Assessment Scale” and “Mother’s Attitudes Towards the Feeding Process Scale”. Number, percentage distribution, mean and Pearson correlation analysis were used to evaluate the data. Results: The total score of the mothers from the Behavioral Pediatric Feeding Assessment Scale was 84.16±16.10; and the total score of the Mother’s Attitudes Towards the Feeding Process Scale was 75.20±17.49. It was found that there was a statistically significant relationship between the mean Behavioral Pediatric Feeding Assessment Scalescore of the mothers and the mean Mother’s Attitudes Towards the Feeding Process Scale score. Conclusion: The results of the study indicated that children have moderately problematic eating behavior and feeding habits. On the other hand, it shows that mothers have moderate problems related to their attitudes towards feeding process. It was also concluded that, as children's eating behavior problems increased, mothers' negative attitudes towards feeding process also increased. Keywords: mothers, feeding, attitude, child, feeding behavior
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Waters, Paul, and Olive Healy. "Investigating the Relationship between Self-Injurious Behavior, Social Deficits, and Cooccurring Behaviors in Children and Adolescents with Autism Spectrum Disorder." Autism Research and Treatment 2012 (2012): 1–7. http://dx.doi.org/10.1155/2012/156481.
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Research suggests that self-injurious behavior (SIB) is related to social deficits and cooccurring problem behaviors in children and adolescents with autism spectrum disorder. A sample of 95 participants with ASD was assessed on presence and frequency of SIB (Behavior Problems Inventory), social deficits (the Matson Evaluation of Social Skills with Youngsters-II) and cooccurring problem behaviors (ASD-Comorbidity-Child version). A model was created and tested to explain the relationship between these variables. Results showed that the model was acceptable in presenting the relationships between these variables. This information could be used to help predict which individuals are at risk of developing further cooccurring behavioral problems and determine risk markers for the development of social deficits.
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Robertson, Kirstin, Michael Seckeler, Scott Klewer, Chiu-Hsieh Hsu, Jamie Edgin, Natalie Provencio-Dean, Silvia Lopez, Sairam Parthasarathy, and Daniel Combs. "605 Sleep problems are associated with behavioral problems and decreased quality of life in children with Fontan circulation." Sleep 44, Supplement_2 (May 1, 2021): A238. http://dx.doi.org/10.1093/sleep/zsab072.603.
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Abstract Introduction Children with congenital heart disease who undergo a Fontan procedure are at higher risk of behavior and attention problems as well as reduced quality of life compared to age-matched peers. While sleep problems are associated with behavior and attention problems in children without Fontan circulation, this relationship has never been examined in children with Fontan circulation. We hypothesized that sleep problems in this population may increase the risk of behavior problems and also reduce health related quality of life (HRQOL). Methods We analyzed data from the Pediatric Heart Network Fontan cross-sectional study to evaluate associations between a parent-reported diagnosis of a sleep problem with reported behavioral concerns and HRQOL as measured by the child health questionnaire (CHQ) in 558 children with Fontan circulation. Analysis was performed using logistic regression or Wilcoxon sum rank test, as appropriate, with Bonferroni correction for multiple comparisons. Results Parent-reported sleep problems were present in 10% of participants. Sleep problems were associated with a 4.6x higher risk of attention problems, 10.2x higher risk of anxiety problems, 3.9x higher risk of behavioral problems, 9.5x higher risk of depression, 5.0x higher risk of developmental delay, 6.9x higher risk of learning problems and 2.2x higher risk of speech problems (p=0.04 for speech problems, p<0.001 for all others). Parent report of a sleep problem was associated with decreased physical HRQOL (z-score -1.3 [interquartile range-2.2, -0.2] vs 0.0 [-0.8, 0.4], p<0.001) and psychosocial HRQOL (-0.9 [-1.9, 0.0] vs 0.0 [-0.8, 0.7], p<0.001) compared to children without a reported sleep problem. Report of a sleep problem was associated with significantly lower HRQOL across all subdomains of the CHQ (p<0.05 for all subdomains). Conclusion Children with Fontan circulation with sleep problems have an increased risk of behavioral and developmental problems as well as reduced HRQOL. Better understanding of sleep problems is needed in children with Fontan circulation, as sleep disorders may represent a reversible cause of behavioral problems and decreased HRQOL in this population. Support (if any) Funding to DC from the American Heart Association, University of Arizona Health Sciences Center, and NIH-NHLBI. Fontan study data obtained from the Pediatric Heart Network.
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Pirinen, Teija, Kaija-Leena Kolho, Merja Ashorn, and Eeva T. Aronen. "Sleep and Emotional and Behavioral Symptoms in Adolescents with Inflammatory Bowel Disease." Sleep Disorders 2014 (2014): 1–5. http://dx.doi.org/10.1155/2014/379450.
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The current study assessed the associations between sleep and psychosocial symptoms in 157 Finnish adolescents with inflammatory bowel disease (IBD). Sleep trouble was self-rated in Sleep Self-Report (SSR) and in Youth Self-Report (YSR). Psychosocial symptoms of the adolescents were assessed by the YSR and Child Behavior Checklist (CBCL). Patients reporting sleep trouble had significantly more psychosocial symptoms than their counterparts without sleep trouble. This was shown in the CBCL and YSR scales of total problems (P<0.01), anxious/depressed mood (P<0.05), and aggressive behavior (P<0.01). Additionally, SSR sleep problem subscale scores indicating lower sleep quality (bedtime, sleep behavior) associated significantly with attention problems (P<0.05). These results point out that sleep trouble should be recognized and treated in adolescents with IBD to possibly avoid the emerging of psychosocial symptoms.