Relevant bibliographies by topics / Emotional problems of children

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Emotional problems of children'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Emotional problems of children"

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Braet, Caroline, Lotte Theuwis, Kim Van Durme, Julie Vandewalle, Eva Vandevivere, Laura Wante, Ellen Moens, Sandra Verbeken, and Lien Goossens. "Emotion Regulation in Children with Emotional Problems." Cognitive Therapy and Research 38, no. 5 (April 17, 2014): 493–504. http://dx.doi.org/10.1007/s10608-014-9616-x.

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Fernandes, Blossom, Mark Wright, and Cecilia A. Essau. "The Role of Emotion Regulation and Executive Functioning in the Intervention Outcome of Children with Emotional and Behavioural Problems." Children 10, no. 1 (January 11, 2023): 139. http://dx.doi.org/10.3390/children10010139.

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Emotional and behavioural problems are closely associated with impairments in regulating emotions and in executive functions (EF). To examine this further, the aim of the present study was to determine whether EF and emotion regulation at baseline would predict emotional and behavioural problem scores post-intervention, and further explore the extent to which emotion regulation mediates these outcomes. Participants were 41 primary school children who exhibited emotional and/or behavioural problems, aged 8 to 11 years. All the children completed measures of emotional and behavioural problems, c
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Almu'tasim, Amru. "Analisis Kecerdasan Emosional Anak Pengendalian Diri dan Kemampuan Memecahkan Masalah Perspektif al-Qurân Hadits." TARBIYA ISLAMIA : Jurnal Pendidikan dan Keislaman 8, no. 1 (March 6, 2019): 61. http://dx.doi.org/10.36815/tarbiya.v8i1.347.

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This article examines children's emotional intelligence in terms of self-control abilities and problem solving. Emotional intelligence is formed in children so that children are able to control themselves, resist anger, be able to solve problems. Get to know yourself and others. From the results of the study, the authors can conclude that children's emotional intelligence is the dream of every parent because children are able to recognize the emotions of themselves and others, are able to solve problems without causing problems, are able to motivate themselves and have an empathetic attitude.
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Adler, Alfred. "Understanding Children with Emotional Problems." Journal of Humanistic Psychology 38, no. 1 (January 1998): 121–27. http://dx.doi.org/10.1177/00221678980381012.

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van den Bedem, Neeltje P., Julie E. Dockrell, Petra M. van Alphen, and Carolien Rieffe. "Emotional Competence Mediates the Relationship between Communication Problems and Reactive Externalizing Problems in Children with and without Developmental Language Disorder: A Longitudinal Study." International Journal of Environmental Research and Public Health 17, no. 16 (August 18, 2020): 6008. http://dx.doi.org/10.3390/ijerph17166008.

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Language problems are a risk factor for externalizing problems, but the developmental path remains unclear. Emotional competence may mediate the relationship, especially when externalizing problems are reactive in nature, such as in Oppositional Deviant Disorder (ODD) and reactive aggression. We examined the development of reactive and proactive externalizing problems in children with (n = 98) and without (n = 156) Developmental Language Disorder (DLD; age: 8–16 years) over 18 months. Relationships with communicative risk factors (structural, pragmatic and emotion communication) and the mediat
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Ciucci, Enrica, Andrea Baroncelli, Carolina Facci, Stefania Righi, and Paul J. Frick. "Callous–Unemotional Traits and Emotion Perception Accuracy and Bias in Youths." Children 11, no. 4 (April 1, 2024): 419. http://dx.doi.org/10.3390/children11040419.

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This study investigated the associations among conduct problems, callous–unemotional (CU) traits, and indices of emotion recognition accuracy and emotion recognition bias obtained from human faces. Impairments in emotion recognition were considered within broader, impaired emotional and social functioning. The sample consisted of 293 middle-school students (51.19% girls; M age = 12.97 years, SD = .88 years). In general, CU traits were associated with less accuracy in recognizing emotions, especially fearful and angry faces, and such deficits in emotional recognition were not associated with co
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YOSHIDA, Keiko. "Developmental and Emotional Problems of Children." TRENDS IN THE SCIENCES 15, no. 4 (2010): 22–27. http://dx.doi.org/10.5363/tits.15.4_22.

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Zhang, Xiaobo. "Emotional Intervention and Education System Construction for Rural Children Based on Semantic Analysis." Occupational Therapy International 2022 (July 4, 2022): 1–11. http://dx.doi.org/10.1155/2022/1073717.

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Objective. Under the background of the policy of caring for the healthy growth of left-behind children, the purpose of selecting the topic is to study some common negative emotional problems of left-behind children in rural areas, focusing on the guidance of negative emotions of left-behind children in rural areas. In emotional problems, we analyze and find out the reasons for these negative emotions through observation and research. Method. In this paper, a platform for acquiring emotional semantic data of scene images in an open behavioral experimental environment is designed, which breaks t
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Bansal, Pevitr S., Sarah M. Haas, Michael T. Willoughby, Erika K. Coles, William E. Pelham, and Daniel A. Waschbusch. "A Pilot Study of Emotional Response to Time-Out in Children With Conduct Problems and Callous-Unemotional Traits." Psychological Reports 123, no. 5 (October 25, 2019): 2017–37. http://dx.doi.org/10.1177/0033294119884014.

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Little research has examined how children with conduct problems and concurrent callous-unemotional traits (CPCU) emotionally and behaviorally respond to time-out. This pilot study examined the distribution and stability of emotions during time-out as well as the association between emotions and negative behaviors. Participants were 11 children ( Mage = 9.8 years) with CPCU who participated in a summer treatment program designed specifically for children with CPCU. Summer treatment program counselors rated each child’s emotion when time-out was first assigned and then as the time-out progressed
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Wells, Amy E., Laura M. Hunnikin, Daniel P. Ash, and Stephanie H. M. van Goozen. "Children with Behavioural Problems Misinterpret the Emotions and Intentions of Others." Journal of Abnormal Child Psychology 48, no. 2 (November 4, 2019): 213–21. http://dx.doi.org/10.1007/s10802-019-00594-7.

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Abstract Research indicates that the misinterpretation of other’s emotions or intentions may lead to antisocial behaviour. This study investigated emotion and intention recognition in children with behavioural problems and examined their relationship and relations with behaviour problem severity. Participants were 7–11 year old children with behavioural problems (n = 93, mean age: 8.78, 82.8% male) who were taking part in an early intervention program and typically developing controls (n = 44, mean age: 9.82, 79.5% male). Participants completed emotion recognition and Theory of Mind tasks. Tea
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Dissertations / Theses on the topic "Emotional problems of children"

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Haider, Mariam. "Emotional and behavioural problems among Pakistani children." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=94914.

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The first objective of the present study was to investigate the prevalence rates of emotional and behavioural problems among Pakistani children. Age and gender effects were also investigated. The internal consistency and construct validity of the Urdu Child Behavior Checklist (CBCL) were examined. In addition, the Pakistani sample was compared to a demographically similar American sample. Parents of 600 children ranging in age from 6 to 16 years completed the Urdu CBCL, with the sample divided equally between boys and girls. Data were collected from private and public schools in the Pakistani
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Choi, Ye Ri 1973. "Chinese immigrant children : predictors of emotional and behavioural problems." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99162.

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Most recent Canadian studies on the mental health and behavioural problems of Canadian immigrant children have focused on the impact of various socioeconomic and demographic factors. To better understand the emotional and behavioural problems of immigrant children, it is important to look beyond the children's family demographics and to assess the broader social context. The current study explored the effects of immigrant children's social relationships within families and peer groups, as well as the effects of their demographic backgrounds, on the children's behavioural problems. This paper i
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Singh, Gurmeet Mohinder Pal. "Social cognitions in children with emotional and behavioural problems." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10019078/.

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The existence of emotional and behavioural problems in young children has been extensively documented. Such problems have a substantial impact on children themselves, their families, their schools, and society more generally. A basic tenet of social cognitive psychology is that the way people think in their daily lives about themselves and their social world is linked with the way they behave. Based on this assumption, the main aim of this thesis was to explore whether and how children who show emotional and behavioural problems in the first year of primary school, differ from their nonproblem
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Joseph, Gail E. "If you're happy and you know it : the emotional literacy and social information processing scripts of young, high-risk children /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7553.

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Suveg, Cynthia M. "Emotion Management in Children with Anxiety Disorders: A Focus on the Role of Emotion-related Socialization Processes." Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/SuvegCM2003.pdf.

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Edvardsson, Lotta, and Johanna Drejare. "Behavioural and emotional problems and physical activity in early school-age children born preterm." Thesis, Umeå universitet, Institutionen för psykologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-135431.

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The aim of this study was to investigate the associations and differences regarding behaviour- and emotional problems and physical activity (PA) in early school-age children born preterm in comparison to children born full term. The sample consisted of 131 children at age 6-9 (mean age 7.8, including 54 % girls). The participants were divided into four groups depending on weeks of gestational age (GA): extremely preterm (EPT; 22-27 weeks), very preterm (VPT; 28-33 weeks), moderate preterm (MPT; 34-37 weeks) and the control group born at full term (FT; 38-42 weeks). The data were received from
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Fyffe, Adam. "Children and young people's understanding of psychological problems and emotional wellbeing." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.510420.

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Cox, Mary Ellen, Donna J. Cherry, and John G. Orme. "Measuring the Willingness to Foster Children With Emotional and Behavioral Problems." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/7644.

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Many children in foster care have emotional or behavioral problems or are at risk for these problems. It is important to identify parents willing to foster children with these problems in order to ensure placement, care, stability and well-being of such children. This study presents a new 40-item self-report measure of the willingness of parents to foster children with emotional and behavioral problems, and two 20-item parallel forms of this measure. In addition, this study presents evidence of reliability and validity of scores derived from these measures with a national sample of 297 foster
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Taylor, Michael Orval. "Identifying and Building on Strengths of Children With Serious Emotional Disturbances." PDXScholar, 2002. https://pdxscholar.library.pdx.edu/open_access_etds/2873.

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The aim of this study is to explore strengths assessments and the participation of parents in assessment of strengths and functioning of their children challenged by serious emotional disorders. The children in this study have a high level of exposure to mental illness, domestic violence and substance abuse in their biological families. These children are living with family members or foster families in the community, with the majority at continuing risk of placement outside of their homes and communities due to serious emotional and behavioral problems. The research questions investigated are
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Hershfeldt, Patricia Ann. "Proactive and reactive accommodation use variables affecting implementation for students with emotional and behavioral disorders /." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000016.

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Books on the topic "Emotional problems of children"

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Kelly, Edward J. Conduct problems/emotional problem interventions: A holistic perspective. East Aurora, N.Y: Slosson Educational Publications, 1992.

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1945-, Maguire Jack, Philadelphia Child Guidance Center, and Philip Lief Group, eds. Your child's emotional health. New York: Macmillan, 1994.

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Janet, Tod, ed. Emotional and behavioural difficulties. London: D. Fulton, 1998.

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Mark, Pearson. Emotional release for children: Repairing the past, preparing the future. Melbourne, Vic., Australia: ACER, 1995.

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Gallico, Robin P. Emotional and behavioral problems in children with learning disabilities. San Diego (Cal.): Singular Publishing, 1991.

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Gallico, Robin P. Emotional and behavioral problems in children with learning disabilities. Boston: Little, Brown, 1988.

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1943-, Friedman Robert M., Duchnowski Albert J, Henderson Elissa L, and Research and Training Center for Children's Mental Health (Florida Mental Health Institute), eds. Advocacy on behalf of children with serious emotional problems. Springfield, Ill., U.S.A: Charles C Thomas, 1989.

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1945-, Maguire Jack, Philadelphia Child Guidance Center, and Philip Lief Group, eds. Your child's emotional health. New York: Macmillan, 1994.

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National Educational Service (U.S.). Reclaiming children and youth: Journal of emotional and behavioral problems. Bloomington, IN: National Educational Service, 1995.

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Debora, Bell, Foster Sharon L, and Mash Eric J, eds. Handbook of behavioral and emotional problems in girls. New York: Kluwer Academic/Plenum Publishers, 2005.

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Book chapters on the topic "Emotional problems of children"

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Taylor, Ronald L., and Les Sternberg. "Students with Behavioral or Emotional Problems." In Exceptional Children, 150–78. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_7.

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Douglas, Jo. "Children’s behavioural and emotional problems." In Psychology and Nursing Children, 99–125. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-22880-5_5.

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Taylor, Ronald L., and Les Sternberg. "Teaching Students with Behavioral or Emotional Problems." In Exceptional Children, 179–210. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_8.

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van de Loo, K. F. E., L. van Dongen, M. Mohamed, T. Gardeitchik, T. W. Kouwenberg, S. B. Wortmann, R. J. T. Rodenburg, D. J. Lefeber, E. Morava, and C. M. Verhaak. "Socio-emotional Problems in Children with CDG." In JIMD Reports, 139–48. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/8904_2013_233.

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Doepke, Karla J., Brea M. Banks, Jennifer F. Mays, Lauryn M. Toby, and Steven Landau. "Co-occurring emotional and behavior problems." In Autism spectrum disorder in children and adolescents: Evidence-based assessment and intervention in schools., 125–48. Washington: American Psychological Association, 2014. http://dx.doi.org/10.1037/14338-007.

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Fatima, Yaqoot, Anne Cleary, Stephanie King, Shaun Solomon, Lisa McDaid, Md Mehedi Hasan, Abdullah Al Mamun, and Janeen Baxter. "Cultural Identity and Social and Emotional Wellbeing in Aboriginal and Torres Strait Islander Children." In Family Dynamics over the Life Course, 57–70. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12224-8_4.

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AbstractConnection with Country, community, and culture lies at the heart of Aboriginal and Torres Strait Islander peoples’ health and wellbeing. Although there is some evidence on the role of cultural identity on the mental health of Indigenous adults, this relationship is relatively unexplored in the context of Indigenous Australian children. Robust empirical evidence on the role of cultural identity for social and emotional wellbeing is necessary to design and develop effective interventions and approaches for improving the mental health outcomes for Indigenous Australian children. Drawing on data from the Longitudinal Study of Indigenous Children (LSIC), we explore social and emotional wellbeing in Indigenous Australian children and assesses whether cultural identity protects against social-emotional problems in Indigenous children. The results show that Indigenous children with strong cultural identity and knowledge are less likely to experience social and emotional problems than their counterparts. Our work provides further evidence to support the change from a deficit narrative to a strengths-based discourse for improved health and wellbeing of Indigenous Australian children.
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Brandt, Pierre-Yves, Zhargalma Dandarova-Robert, Grégory Dessart, Hanneke Muthert, and Hanneke Schaap-Jonker. "Integrative Model of Children’s Representations of God in Drawings." In When Children Draw Gods, 15–42. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-94429-2_2.

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AbstractWhen confronted with being asked to “draw god”, children have to solve a problem; they are being asked to produce a visual representation of an entity that they have never seen. Resources for solving this problem are available within the child’s cultural context: The shape of the figure itself may be based on various religious representations of gods, iconic figurations of supernatural agents in fictional artefacts (paintings, movies, cartoons even in advertisement), various valences may be attributed to colours or to different parts of an image composition, etc. The drawings produced by children depend also on their cognitive abilities to grasp the concept of god, their emotional abilities to express the accompanying feelings, their creativity and artistic skills. In representing god, children have to solve additional problems. For example, connotations of the concept of god can awaken attachment bonds to parental figures; religious prohibitions against representations of god can be in conflict with the task of drawing god. The purpose of this work is to integrate the results presented in parts II-V of this book, and to articulate the different factors in an integrated model that outlines possible strategies used to carry out the project of drawing god.
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"Emotional problems 135." In Behaviour Problems in Young Children, 145–64. Routledge, 2002. http://dx.doi.org/10.4324/9780203191590-11.

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Ambert, Anne-Marie. "Children with Severe Emotional Problems." In Parents, Children, and Adolescents, 177–90. Routledge, 2020. http://dx.doi.org/10.4324/9781315786681-15.

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Anderson, Jessie, and John Scott Werry. "Emotional and Behavioral Problems." In The Epidemiology Of Childhood Disorders, 304–38. Oxford University PressNew York, NY, 1994. http://dx.doi.org/10.1093/oso/9780195075168.003.0011.

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Abstract The identification of children with emotional and behavioral problems in the community setting has important implications for the children themselves and for the community, both in terms of current disability and future disorder (Robins, 1966, 1983; Rutter, 1984). Although the roots of adult disorders in child hood experiences have long been recognized in psychiatry, the existence of emotional and behavioral problems among children, requiring attention in their own right and not just as precursors of adult disorder and disability, has gained recognition only in the past few decades (Achenbach, 1981; Quay, 1979; Rutter, 1965; Skinner, 1981). Although much research has focused on individual disorders, such as hyperactivity, depression, and delinquency, using both clinical and general population samples, the investigation of the epidemiologic aspects of childhood psychopathology in general has received less attention.
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Conference papers on the topic "Emotional problems of children"

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CIOBANU, Adriana. "Educational strategies for improving emotional regulation in children with autistic spectrum disorders." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p127-133.

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Emotion regulation is an important component of emotional competence, which develops in the first years of life and is of particular importance for the development of appropriate and flexible social behavior. Emotional regulation can be defined as the ability of an individual to regulate their emotions, both positive and negative, by attenuating, intensifying or simply maintaining them. Autism Spectrum Disorders are neurodevelopmental disorders characterized by deficits in social communication and repetitive and restricted patterns of behavior, with early onset in the child's developmental tra
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Ozerova, Evita, Baiba Martinsone, Carmel Cefai, and Elisabetta Conte. "Social-Emotional Skills, Behavioural Problems and Learning Outcomes of Elementary School Children." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.59.

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A topical question for teachers and parents is how to improve students’ well-being and success at school, starting from the early stages of their education. Research shows that social-emotional competence is one of the key variables significantly impacting children’s learning outcomes and that social-emotional learning contributes to higher learning outcomes and fewer behavioural problems, even in preschool. It is of great importance to obtain more evidence on the role of social-emotional skills in school adjustment, addressing this issue as early as possible to develop a deeper understanding
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Supe, Inga, Baiba Martinsone, Carmel Cefai, and Elisabetta Conte. "Changes in Social-Emotional Skills and Behaviour in Preschool Children after Participation in the Promoting Mental Health at Schools Program: The Social-Emotional Skills of Parents as a Mediator." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.56.

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The social-emotional skills of preschool children develop at a rapid pace. How this development occurs is closely related to the child’s environment. The social-emotional skills of the parents themselves play an important role in the development of a preschool child’s social-emotional skills and have a strong influence on the development of children’s prosocial behaviour and a reduction in behavioural problems (both internalised and externalised). The aim of this study is to find out how the indicators of social-emotional competence and behaviour of preschool children change after participatin
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Cerguță, Andreea-Maria. "The Model of the Formation of Socio-ecological Competences at Preschool Age." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/07.

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Developing children's emotional skills is important because it helps forming and maintaining relationships with others, because it helps children to adapt to kindergarten and school, because it prevents the appearance of emotional and behavioral problems in childhood early and middle.
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Petric, Evelin. "PARENT-CHILD AND PARENT-TEACHER AGREEMENT ON CHILDREN�S BEHAVIORAL AND EMOTIONAL PROBLEMS: DO CHILDREN�S SOCIAL-EMOTIONAL COMPETENCIES MATTER?" In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.2/s11.036.

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de Carvalho, Melissa Dorneles, André Curioletti Pereira, Andressa Naomy Tamura, Estela Cristina Giglio de Sousa, Hisadora Gemelli, Ana Cláudia de Araújo Argentino, Hirofumi Uyeda, Fernanda Bortolanza Hernandes, and Marcos Antonio da Silva Cristovam. "Screening for psychosocial and emotional problems on children with atopic dermatitis." In SBN Conference 2022. Thieme Revinter Publicações Ltda., 2023. http://dx.doi.org/10.1055/s-0043-1774490.

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Silaeva, Lyudmila A. "Speech therapy work with preschoolers with ONR on the development of the emotional sphere as prerequisites for the formation of emotional-evaluative vocabulary." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-64-70.

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The author of the article draws attention to the fact that at present, many preschool children with general speech underdevelopment of various etiologies have features in the development of the emotional sphere. This prevents the full-fledged interaction of preschoolers with general speech underdevelopment with the outside world, children experience difficulties in controlling and expressing their emotional states by verbal and non-verbal means, have problems understanding and using words with an emotional load, the lack of formation of emotional-evaluative vocabulary in the children's diction
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OLĂRESCU, Valentina. "The appearance, development and understanding of emotions at preschool age." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v1.24-25-03-2023.p162-166.

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The paper talks about the diversity and complexity of emotions, the development and understanding of emotions by preschool children with typical development according to the researchers; about the problems that arise in establishing contacts and maintaining interaction at a productive level; in the correct interpretation and display of emotions; in the formation of the moral and ethical sphere. The generalization of the psychological literature allowed highlighting the special role of emotion regulation in preschool children. it mentions the role of social skills training through adequate unde
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Salvador, Cristina, José Vicente, and João Paulo Martins. "Ergonomics in Children's Furniture -Emotional Attachment." In Applied Human Factors and Ergonomics Conference (2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001284.

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When designing a product, frequently the focus stands on function and utility issues, however searching what kind of features can promote a bigger emotional attachment to objects is an important step for a design project. With the creation of more suitable and sustainable children's furniture as an overall objective, namely a chair that can follow child's growth from 6 months up to 7 years old, we aim to produce an object for children to bond, because affection can be the most important number in this equation. This is a mix of interview-based study with quasi-experimental drawing sessions in
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CIOBANU, Adriana, and Miluța URSU. "Development of emotional skills in schoolchildren with special educational needs in Primary Schooll." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p104-110.

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Education is an extremely complex and profound process. Education based on emotional intelligence starts from the fact that all the action, both important and small, ones allow the creation of a healthy balance in relationships with children. Actions must emphasize the importance of feelings and help us and our children, control our emotions, instead of actiong impulsively or being overwhelmed by feelings.
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Reports on the topic "Emotional problems of children"

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Greenberg, Mark. Evidence for Social and Emotional Learning in Schools. Learning Policy Institute, February 2023. http://dx.doi.org/10.54300/928.269.

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There is a consensus among educators, parents, and policymakers that education should include a focus on supporting essential social and emotional capacities to help children navigate the world successfully. To develop these competencies, many schools adopt social and emotional learning programs. This report reviews the findings from 12 meta-analyses on school-based SEL programs. Across these studies, there is a consistent, reliable effect of tested, evidence-based SEL programs on students’ social, emotional, behavioral, and academic outcomes in PreK–12th grade, including the development of so
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Opare-Kumi, Jennifer. Foundational Learning and Mental Health: Empirical Evidence from Botswana. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/133.

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A considerable proportion of mental health problems surface in early childhood and adolescent years, with early onset mental health problems having the potential to affect the long-term development of young people. Research shows that positive teaching and learning school climates are associated with positive socio-emotional, behavioural, and academic student outcomes. The pedagogical intervention Teaching at the Right Level (TaRL) creates an enabling learning environments through fun and engaging, targeted instruction—proven to improve foundational numeracy and literacy outcomes of young peop
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El Hamamsy, Laila. Early Marriage and Reproduction in Two Egyptian Villages. Population Council, 1994. http://dx.doi.org/10.31899/pgy1994.1009.

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As noted in this monograph, marriage forms a central element of social life for Egyptians. Marriage in Egypt is nearly universal, and parents invest heavily to establish their children in married life. Once married, couples are faced with social pressures to begin childbearing immediately, a reflection of the high value placed on parenthood and children. But not all marriages begin with the same prospects for stability and satisfaction. This study draws attention to the problems faced by women who marry at very early ages in parts of rural Egypt. Despite a legal minimum age of 16, significant
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Berlanga, Cecilia, Emma Näslund-Hadley, Enrique Fernández García, and Juan Manuel Hernández Agramonte. Hybrid parental training to foster play-based early childhood development: experimental evidence from Mexico. Inter-American Development Bank, May 2023. http://dx.doi.org/10.18235/0004879.

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Play during early childhood is key to stimulating childrens physical, social, emotional and cognitive development; it promotes their imagination and creativity, improves their problem-solving skills and enhances their learning readiness by providing the foundations to build skills later in their lives. Parental engagement in play-based learning at home is one of the behaviors most consistently associated with positive child development. However, it is concerning that levels of parental engagement in play activities have been found to be lower in low-resourced settings. Additionally, research o
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Haslam, Divna, Ben Mathews, Rosana Pacella, James Graham Scott, David Finkelhor, Daryl Higgins, Franziska Meinck, et al. The prevalence and impact of child maltreatment in Australia: Findings from the Australian Child Maltreatment Study: Brief Report. Queensland University of Technology, 2023. http://dx.doi.org/10.5204/rep.eprints.239397.

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The Australian Child Maltreatment Study (ACMS) is a landmark study for our nation. The ACMS research team has generated the first nationally representative data on the prevalence of each of the five types of child maltreatment in Australia, and their associated health impacts through life. We also identified information about the context of maltreatment experiences, including how old children are when it occurs, and who inflicts it. This knowledge about which children are most at risk of which types of abuse and neglect, at which ages, and by whom, is needed to develop evidencebased population
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Chowdhury, S. M. Zahedul Islam, and M. A. Mannan. PERFORMANCE ASSESSMENT OF THE PILOT PROGRAM OF SHISHU BIKASH KENDRA. Bangladesh Institute of Development Studies, March 2024. http://dx.doi.org/10.57138/vnnb9520.

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The distressed/street children are deprived of the basic necessities of life, such as food, shelter, clothing, healthcare, and other supports – psychological and others, needed for a child. The government initiated six Shishu Bikash Kendra (SBKs) to improve the environment for street children, their quality of life, and future prospects. Bangladesh Shishu Academy (BSA), under the Ministry of Women and Children Affairs (MoWCA), has designed a holistic model that will directly reach 1,500 children (250 under each SBK) and promote their education, livelihood opportunities, healthcare, and protect
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Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olesia O. Prokofieva, Olha V. Kovalova, and Arnold E. Kiv. Features of implementation of modern AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4413.

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The article deals with the actual issue of the specificity and algorithm of the introduction of innovative AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders (ASD). An innovative element of theoretical and methodological analysis of the problem and empirical research is the detection of vectors of a constructive combination of traditional psycho-correctional and psycho-diagnostic approaches with modern AR technologies. The analysis of publications on the role and possibilities of using AR technologies in the process of support chi
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Clarke, Alison, Sherry Hutchinson, and Ellen Weiss. Psychosocial support for children. Population Council, 2005. http://dx.doi.org/10.31899/hiv14.1003.

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Masiye Camp in Matopos National Park, and Kids’ Clubs in downtown Bulawayo, Zimbabwe, are examples of a growing number of programs in Africa and elsewhere that focus on the psychological and social needs of AIDS-affected children. Given the traumatic effects of grief, loss, and other hardships faced by these children, there is increasing recognition of the importance of programs to help them strengthen their social and emotional support systems. This Horizons Report describes findings from operations research in Zimbabwe and Rwanda that examines the psychosocial well-being of orphans and vulne
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Taylor, Michael. Identifying and Building on Strengths of Children With Serious Emotional Disturbances. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2867.

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10

Green, Crystal, and Clara García-Millán. Spotlight: Social & Emotional Learnin. HundrED, November 2021. http://dx.doi.org/10.58261/cqtm5329.

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The COVID-19 pandemic has renewed a global discussion of the importance of schools and teachers for supporting children social and emotional learning. Policymakers, school administrators, and teachers are working to reconceptualise approaches to teaching and learning that help students develop skills for setting goals, managing behaviour, and building relationships, within and beyond the classroom. In order for education systems to truly develop the broad set of competencies young people need to thrive socially, academically, and professionally, students need to develop a range of social and e
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