Relevant bibliographies by topics / Emotional problems of children

Academic literature on the topic 'Emotional problems of children'

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Published: 4 June 2021
Last updated: 5 March 2023

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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, cognitive emotion regulation, anxiety symptoms, and performed two experimental tasks to measure working memory and response inhibition before and after participating in a transdiagnostic Cognitive Behaviour Therapy-based programme, “Super Skills for Life” (SSL), and at 3-months follow-up. Results revealed significant reduction in the use of maladaptive emotion regulation strategy catastrophising and other blame following the intervention. Additionally, EF and emotion regulation was associated with outcomes for emotional problems and conduct problems. More specifically maladaptive emotion regulation strategy such as catastrophising and other blame was closely related with self-reports of emotional problems, likewise other blame, was also linked with scores of conduct problems. This study provides preliminary empirical support for EF and emotion regulation in predicting outcomes of emotional and behavioural problems in children following intervention.
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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. So that children who have emotional intelligence are not easily offended, are not easily ignited by emotions, become children who are polite and patient. The results of this study show that 1). Parents always become exemplary emotion teachers for children, 2). Advise with constructive advice, 3). Give understanding to children with language and tone that is not scary.
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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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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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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 mediating role of emotional competence (emotion recognition and anger dysregulation) were examined. Multi-level analyses showed that increasing emotion recognition and decreasing anger dysregulation were longitudinally related to decreasing ODD symptoms in both groups, whereas anger dysregulation was related to more reactive aggression in children with DLD alone. Pragmatic and emotion communication problems were related to more reactive externalizing problems, but these relationships were mediated by emotional competence, suggesting that problems in emotional competence explain the communication problems of children with DLD. Therefore, in addition to interventions for communication skills, there is a need to address the emotional competence of children with DLD, as this decreases the risk for reactive externalizing problems.
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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 the limitations of time and place, and thus acquires a large amount of emotional semantic data of scene images and then uses principal component analysis to evaluate the validity of the data analysis. Psychological testing was used to measure parent-child affinity, adversity beliefs, and positive/negative emotion scales, respectively, to examine children whose parents went out, children whose fathers went out, and non-left-behind children. The characteristics of parent-child affinity, adversity beliefs, and positive/negative emotions in three types of children were examined, and the direct predictive effects of parent-child affinity and adversity beliefs on the positive/negative emotions of the three types of children were examined. Results/Discussion. Adversity beliefs played a partial mediating role between children’s parent-child bonding and positive emotions. The predictive effect of adversity beliefs on children’s emotional adaptation differs by emotional type. The main effects of the left-behind category were significant for both positive and negative emotions. The gender main effect of negative emotion was significant, and the negative emotion level of girls was significantly higher than that of boys. The main effect of the left-behind category of adversity beliefs was significant, and the adversity belief levels of children whose parents went out to rural areas were significantly lower than those of children whose fathers went out and non-left-behind children. The negative emotions generated by left-behind children in rural areas are channeled, and to a certain extent, they are improved and alleviated. Through the emotional counseling and improvement of the rural left-behind children in the research site in the article, the service objects can have better emotions, promote mental health, make them happy and grow up healthily, and also provide a certain theory for the establishment of the local left-behind children care system.
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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 and indicated whether the child had negative behavior during time-out. These ratings were completed for approximately 30% of time-outs that occurred. Results showed that children were mostly rated as “unemotional” or “calm” and that these emotions were relatively stable throughout time-out. Furthermore, negative behaviors were most common during time-outs when children’s emotions were rated as “amused.” Results provide groundwork for future research to extend upon the methods used in the current study to further examine the emotional and behavioral response to time-out in children with CPCU.
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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. Teachers and parents rated children’s emotional and behavioural problems. Children with behavioural problems showed impaired emotion and intention recognition. Emotion recognition and intention recognition were positively related and inversely associated with behavioural problem severity and, independently of one another, predicted behavioural problems. This study is the first to show that children with behavioural problems are impaired in identifying others’ emotions as well as intentions. These social cognitive processes were found to be related and inversely associated with severity of behavioural problems. This has important implications for intervention and prevention programmes for children with behavioural difficulties.
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Mojs, E., E. Gajewska, M. D. Głowacka, and W. Samborski. "Behavioral and Emotional Problems of Children with ADHD." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)70631-5.

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ADHD as long term disease is diagnosed in first years of life. Ill children need complex psychotherapy and pharmacotherapy and effects sometimes are minor. The aim of the study was to estimate possible emotional disturbances, control of emotions, impulsivity, behavioral problems or psychosomatic disturbances in children with ADHD.40 mothers of children fulfilled the questionnaire of Achenbach and questionnaire of authors' concept. Children aged 6-18 yrs of age were estimated by mothers. The results show the most often problems underlined were low control of emotions 50%, impulsivity 25%, aggressiveness - 10%. Parents also show tendency of appearance of psychosomatic problems as headaches, sleep disturbances, eating disturbances. They connected these problems to school adaptations problems.There was correlation between level of intelligence (IQ) and frequency of appearance of sleep disturbances. The lower level of IQ the sleep disturbances reveal more often.In conclusion: Children with ADHD need also complex care, also psychotherapy and there is a need of psychological counseling for the families.
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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 city of Lahore. A higher prevalence of Internalizing Problems as compared to Externalizing Problems was found in the overall sample. Within empirical syndromes, Anxious/Depressed was the most prevalent whereas among the DSM-oriented scales, Somatic Problems were the most prevalent. Similar to other cultures, there were significant gender differences with a higher degree of Externalizing Problems scores among boys as compared to girls. The converse was true for Internalizing Problems. Consistent with other cultures, Internalizing Problems increased with age whereas Externalizing Problems decreased with age. Despite the cross-cultural similarities in developmental trends, there was a significant effect of culture. Based on Cohen's criteria (1988), the effect size for Culture was medium (.06) for Total Problems scores. Cross-cultural comparisons indicated that Pakistani children had higher scores on all the scales except Thought Problems. The high Pakistani scores may be attributed to the current increase in violence and terrorism in Lahore. Current findings support the ecological-transactional model. There were also some significant interactions. Findings also indicated that the Urdu CBCL has adequate internal consistency in the current sample. With regard to construct validity, there is good convergent validity whereas discriminant validity needs to be improved. The theoreti
L'objectif principal de l'étude a été d'examiner les taux de prévalence des problèmes émotionnels et comportementaux parmi les enfants Pakistanais. L'effet dû à l'âge et au sexe ont également été étudié. La cohérence interne et la validité conceptuelle du CBCL de l'Ourdou ont été examinées. De plus, un prélevé des échantillons de Pakistanais fut comparé à celle d'une démographique Américaine. Les parents de 600 enfants âgés de 6 à 16 ans ont complété le CBCL en Ourdou, avec l'échantillon divisé également entre garçons et filles. Les données ont été recueillies parmi les écoles privées et publiques dans la ville Pakistanaise de Lahore. Une plus haute prévalence de problèmes d'internalisation comparée aux problèmes d'externalisation a été trouvée dans l'échantillon. Dans le cadre de syndrome empirique, soucieux/déprimé était la plus répandue mais parmi l'échelle DSM, les problèmes somatiques ont été la plus répandue. Semblable aux autres cultures, il y avait d'importantes différences entre les sexes avec un degré plus élevé de problème d'extériorisation parmi les garçons comparativement aux filles. L'inverse était vrai pour les problèmes d'internalisation. Les problèmes d'internalisation augmentent avec l'âge mais les problèmes d'extériorisation diminuent avec l'âge. Malgré les ressemblances interculturelles dans les tendances du développement, il y avait un effet accordé par la culture. Fondé sur les critères de Cohen (1988), l'effet de la Culture était moyenne (0.06) pour les résultats totale. La comparaison interculturelle a indiqué que les enfants Pakistanais avaient de meilleurs résultats sur toutes les échelles sauf ceux des problèmes qui font réfléchir. Les résultants peuvent être attribués à l'augmentation de la violence et du terrorisme à Lahore. Les constatations actuelles soutiennent le model écologique-transactionnel. Il y avait également des interactions signif
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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 is based on the data for 182 Chinese immigrant children aged 11 to 13 years old collected from the New Canadian Children and Youth Study (NCCYS) 1st Wave in Montreal. Measures of the social relationships and behavioural problems include the following three tools: children's perceptions of their emotional and behavioural problems scales (five subscales); children's perception of parental relationships (parental nurturance, parental rejection, and relationships with parents); peer relationships (social competence, involvement with peers in trouble, and participating in bullying). The regression results indicated that immigrant children's relationships with both parents and peers were the most significant predictor of specific behaviour problems. Demographic factors, especially family structure, gender, and ethnicity, were also found to influence behavioural problems of Chinese immigrant children. In order to improve the integration and adaptation process for immigrant children and their families with adjustment difficulties in their social relationships and behavioural problems, relevant intervention and prevention programs (including early identification of children at risk, developing pro-social skills, improving parent-child interaction skills) need to be developed in school settings in collaboration with the community, by government, and by ethno-specific community groups.
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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 peers in the way they think about themselves and their relationships with their mothers, teachers and peers. Three studies were carried out. The first two dealt with the development of a standardised procedure for identifying emotional and behavioural problems in children in the first year of primary school. The third study endeavoured to explore social cognitions of the selected children. In the first study, 61 reception class teachers in London (England) evaluated three existing behaviour rating scales by providing assessments for children in their classes. One of these scales was further evaluated for use In India, In a normative study of 488 children. Using this measure, 210 children attending the first year In 26 primary schools were selected. Of these, 115 formed the target group- showing emotional and behavioural problems and the rest were their comparison children- free from reported problems but matched on gender within the same class. The children's social cognitions were examined in individual interviews. The measures used included the Harter Scale, Cassidy's Incomplete Stories With Doll Families and the Puppet Interview. The children in the target group scored significantly lower than the comparison group on all the measures except the Puppet Interview, depicting a less positive view of themselves and their relationships with their mothers, teachers and peers. Follow up analyses indicated that the differences in the two groups were largely due to those children who showed internalising or multiple problems. Children showing predominantly externalising problems did not differ significantly from their comparisons. The findings add to the literature by showing that a meaningful link exists.
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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 parent’s ratings on the questionnaire Child Behaviour Checklist (CBCL). The result showed that children born EPT were rated as having significantly more symptoms of depression, ADHD and conduct disorders, compared to the children born VPT, MPT and FT. The children born EPT also participated more in individual sports rather than team sports and in particular for those children with high ratings on ADHD Scale and Oppositional Defiant Scale. In conclusion, children born EPT seem to have more symptoms on behavioural and emotional problems and therefore more attention is needed to define appropriate interventions for this group to prevent and treat these problems. Even though PA didn’t manifestly decrease with lower GA in this sample it’s likely that bigger differences will show when the children grow older and more investigations are needed to examine the impact of PA among children born PT.
Syftet med denna studie var att undersöka relationer mellan beteende och emotionella problem samt fysisk aktivitet i tidig skolålder hos prematura barn i jämförelse med fullgångna barn. Urvalet bestod av 131 barn i åldern 6–9 (medelvärde 7.8, inklusive 54 % flickor). Deltagarna blev indelade i fyra grupper beroende på gestationsålder: extremt prematura (22–27 veckor), mycket prematura (28–33 veckor), måttligt prematura (34–37 veckor) och kontrollgruppen som bestod av fullgångna barn (38–42 veckor). Datamaterialet inhämtades från föräldrarnas skattningar på enkäten Child Behaviour Checklist (CBCL). Resultaten visade att barn som fötts extremt prematurt skattades ha signifikant mer symtom av depression, ADHD och uppförandestörning jämfört med mycket och måttligt prematura samt fullgångna barn. Barnen som fötts extremt prematurt utövade även mer individuella idrotter och mindre lagidrotter, vilket var speciellt tydligt för barn med höga skattningar på skalorna ADHD och trotssyndrom. Sammanfattningsvis har barn födda extremt prematurt mer emotionella och beteendemässiga problem jämfört barn med längre gestationsålder, och utifrån det behövs mer fokus på att utforma lämpliga interventioner för att förebygga och behandla dessa problem. Även om fysisk aktivitet inte visade sig minska med lägre gestationsålder i vårt urval är det troligt att större skillnader kommer visa sig när barnen blir äldre och vidare undersökningar krävs för att avgöra hur fysisk aktivitet kan tänkas påverka utfallen för prematura barn.
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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 mothers. Coefficient alpha for these measures was 92 or greater, indicating excellent internal consistency reliability. Scores from these measures were unrelated to demographic characteristics, providing evidence of discriminant validity. In addition, scores from these measures were higher for foster mothers licensed to provide treatment foster care than for mothers only licensed to provide regular foster care, providing support for known groups validity. Finally, support for construct validity is provided by the fact that foster mothers with higher scores on these measures had fostered longer, were fostering more children at the time of this study, and had fewer children removed from their home at their request.
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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 the concordance of families and professionals in assessment of strengths, differences in assessment of strengths, problems in specific domains of functioning, and relationships of characteristics of the child with recognition of strengths by the parent and professional. This study uses data collected from families of children with serious emotional disorders receiving services through community-based wraparound services supported by the mental health services program for children #5 HSS SM52297 funded by the Center for Mental Health Services, Substance Abuse and Mental Health Administration. The dissertation research presents a secondary analysis of a portion of the evaluation data collected for that demonstration. Eighty-five children were assessed by the parent and professional using the Behavioral and Emotional Rating Scale (BERS), the Achenbach Child Behavior Checklist (CBCL), and the Child and Adolescent Functioning Scale (CAFAS). It was found that families provided significant and unique information regarding their children. A repeated measures analysis of the strengths scores revealed significant differences in the assessment of strengths by the parent and professional raters in domains of intrapersonal strengths, affective strengths and family involvement. The findings support the use of the strengths measure by multiple informants to provide unique information regarding the child’s strengths and functioning.
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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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Emotional problems in children and young people. London: Cassell, 1996.

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

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

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

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1945-, Maguire Jack, Philadelphia Child Guidance Center, and Philip Lief Group, eds. Your child's emotional health. New York: Macmillan, 1993.

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

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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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Harvey, Renee, Nancee Blum, Donald W. Black, Jo Burgess, and Paula Henley-Cragg. "Systems Training for Emotional Predictability and Problem Solving (STEPPS)." In Handbook of Borderline Personality Disorder in Children and Adolescents, 415–29. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0591-1_26.

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Tracy L., Cross. "Owning the Problem of Undesirable Behavior 19." In On the Social and Emotional Lives of Gifted Children, 115–21. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236900-21.

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Ştefan, Catrinel Alice. "The Conceptual Framework of the Social-Emotional Prevention Program." In Social-Emotional Prevention Programs for Preschool Children's Behavior Problems, 41–66. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74751-4_2.

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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 trajectory. This type of child also shows an intensified emotional reactivity, with varying degrees of difficulty in emotional regulation.
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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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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 dictionary is noted. The author points out that an important stage in the formation of emotional-evaluative vocabulary in preschoolers with a common is preliminary work on the development of expressive paralinguistic means of communication, the ability to perceive the emotional states of other people and express their own feelings and experiences.
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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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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 order to illustrate children's feelings and expectations towards the Tripp Trapp® chair, which is more than 40 years in the market, designed by Peter Opsvik and produced by Stokke® - our main case study. It gives us clues to understand what the chair of their dreams would be like and what they feel sitting on an existing chair. We identified problems concerning comfort and communication with this chair, which has very large acceptance between parents worldwide but doesn't seem so appealing to children.
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Osmanlı, Narmin. "Emotional and behavioral problems in children living in conflict areas of Azerbaijan." In The 5th International Conference on Research in Behavioral and Social Science. acavent, 2018. http://dx.doi.org/10.33422/5icrbs.2018.12.84.

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Georgoulas, Nikolaos. "Behavioral disorders in children." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disorder in childhood and adolescence period will be discussed in more detail.
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Georgoulas, Nikolaos. "Behavioral disorders in children." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disorder in childhood and adolescence period will be discussed in more detail.
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Pleshkova, N. L., T. V. Tatarenko, and D. V. Sevryugin. "Behavioral promlems and mother-child interaction in children with autism spectrum disorder." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.928.9.

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Results of the emotional and behavioral problems among children with autism spectrum disorder (ASD) in connection with mother-child interaction is presented. 29 children aged 52.9 ± 8.7 months old with ASD took part in the study. Mother-child interaction was studied by PCERA (Clark, 1985), the behavioral problems assessed by CBCL/1½-5 (Achenbach & Rescorla, 2000). Results showed that children demonstrate a lower level withdrawal, aggressive behavior, and attention if their mothers have a high level of positive involvement in the interaction. A high level of emotional reactivity, anxiety and oppositional behavior are observed if there were no reciprocity and mutuality in the dyadic interaction.
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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 social and emotional skills, improved academic engagement and performance, growth of positive social behaviors, and lower rates of behavior problems and psychological distress. These findings are applicable across gender, ethnicity and race, income, and other demographic variables.
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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 numbers of young girls marry below that age, and many experience social, emotional, and health-related difficulties. This study tells why these young women married early and how that decision affected their later life. The study points to areas where the aspirations of these girls have been clearly thwarted—to go to school, delay marriage, and postpone childbearing until they feel physically and psychologically ready. A related picture emerges of the social and economic forces that propel rural girls into marriage at very young ages. Each of these problems suggest areas for policy attention.
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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 children with ASD (autism spectrum disorder) and inclusive environment was generally conducted by surfing on the Internet platforms containing the theoretical bases for data publications of scientific journals and patents. The article also analyzes the priorities and potential outcomes of using AR technologies in psycho-correction and educational work with autistic children. According to the results of the analysis of scientific researches, Unified clinical protocol of primary, secondary (specialized), tertiary (highly specialized) medical care and medical rehabilitation “Autism spectrum disorders (disorders of general development)”, approaches for correction, development and education of children with ASD, AR technologies were selected for further implementation in a comprehensive program of psychological and pedagogical support for children with ASD. The purpose of the empirical study is the search, analysis and implementation of multifunctional AR technologies in the psycho-correctional construct of psychological and pedagogical support of children with ASD. According to the results of the pilot study, the priorities and effectiveness of using AR technologies in the development of communicative, cognitive, emotional-volitional, mnemonic abilities of children and actualization of adaptive potential and adaptive, socially accepted behaviors are made. The possibilities and perspectives of using AR technologies as an element of inclusive environment, with regard to nosology and phenomenology, need further investigation.
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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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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 vulnerable children and ways to increase their ability to adapt and cope in the face of adversity. In these studies, a person’s psychosocial well-being refers to his/her emotional and mental state and his/her network of human relationships and connections. A total of 1,258 youth were interviewed. All were deemed vulnerable by their communities because they had been affected by HIV/AIDS and/or other factors such as severe poverty.
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Botelho, Jeannie. A comparison of behavioral problems between speech and/or language impaired children and normal children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5403.

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Noll, Robert B. Social and Emotional Functioning of Children With NF-1 and Their Families; A Case Controlled Study. Fort Belvoir, VA: Defense Technical Information Center, June 2001. http://dx.doi.org/10.21236/ada407220.

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Hwang, Su-In, Soo-Hyun Sung, Young-Jin Yoon, and Jang-Kyung Park. Acupuncture treatment for emotional problems in infertile women: a protocol for systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, May 2021. http://dx.doi.org/10.37766/inplasy2021.5.0082.

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Casado del Río, MA, M. Garmendia Larrañaga, and C. Garitaonandia Garnacho. Internet and Spanish children with learning and behavioural problems and other disabilities. Revista Latina de Comunicación Social, March 2019. http://dx.doi.org/10.4185/rlcs-2019-1350en.

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Schnabel, Beverly. Central auditory processing in children with a history of chronic middle ear problems. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2781.

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