Journal articles: '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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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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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 conduct problems independent of CU traits. These results support the importance of studying potential deficits in the recognition of emotions other than fear. Furthermore, our results support the importance of considering the role of CU traits when studying emotional correlates of conduct problems. For children scoring high on CU traits, the emotion recognition accuracy of anger was low irrespective of the level of conduct problems, whereas in children scoring low on CU traits, less accuracy in recognizing emotions was related to increases in conduct problems. Finally, our results support the need for research to not only focus on accuracy of emotional recognition but also test whether there are specific biases leading to these inaccuracies. Specifically, CU traits were associated not only with lower accuracy in recognizing fearful faces but also with a tendency to interpret fearful faces as angry. This suggests that the emotional deficit associated with CU traits is not just a deficit in empathic concern toward others distress but also includes a tendency to overinterpret emotions as potential threats to oneself.

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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 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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Muna, Salwa Mawaddati, Qori Ila Saidah, Dwi Ernawati, and Santhna Letchmi Panduragan. "Parenting Style and Emotional Regulation in Children with Intellectual Disability." Malaysian Journal of Nursing 14, no. 02 (2022): 117–23. http://dx.doi.org/10.31674/mjn.2022.v14i02.019.

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Background: Children with intellectual disability experience problems in emotional regulation. This is important for children to control their emotions to face pressure and difficulties in their life. Parenting style will affect children's ability to manage their emotions and have a positive impact on children's well-being and children's emotional regulation abilities. The purpose of this study was to analyze the relationship between parenting style and emotional regulation of children with intellectual disability. Methods: The research design used a cross sectional study. The sample in this study were children with intellectual disabilities and their parents as many as 32 of 35 children who were in special schools in Surabaya Indonesia were selected by simple random sampling. Parenting style were measured using the Parenting Styles and Dimensions Questionnaire (PSDQ) and emotional regulation was measured using the Emotional Regulation Questionnaire for Children and Adolescents (ERQ-CA) with the Spearman Rho analysis test. Results: Most parents apply authoritative parenting (81.3%). Meanwhile, the emotion regulation strategy is balanced between using cognitive reappraisal (53.1%) and expressive suppression strategies (46.9%). The relationship between parenting style and emotion regulation is quite strongly correlated (p value = 0.003, r = 0.509). Conclusion: Democratic parenting applied by parents towards intellectually disabled children makes children better in terms of emotional regulation abilities. Special attention and the role of parents in this case is the application of effective parenting is needed to help children regulate their emotions which will have an impact on life in the future.

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Forrest, Claire L., Jenny L. Gibson, Sarah L. Halligan, and Michelle C. St Clair. "A Cross-Lagged Analysis of Emotion Regulation, Peer Problems, and Emotional Problems in Children With and Without Early Language Difficulties: Evidence From the Millennium Cohort Study." Journal of Speech, Language, and Hearing Research 63, no. 4 (April 27, 2020): 1227–39. http://dx.doi.org/10.1044/2020_jslhr-19-00188.

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Purpose Adolescents with a history of language difficulties are at risk for increased social and emotional difficulties; however, the pathways involved are unclear. We examine the contribution of poor emotion regulation by comparing longitudinal data from children at risk of developmental language disorder (rDLD) and the general population. Method Data from the Millennium Cohort Study were analyzed at ages 3, 5, 7, 11, and 14 years. The rDLD group (children with parent-reported difficulties and/or a score of −1.5 SD s on the Naming Vocabulary subtest at age 5 years) was compared to a general population group on parent reports of emotion regulation, peer problems, and emotional problems. Results In line with the established literature, increased socioemotional problems in individuals with language difficulties were reported. Poor emotion regulation consistently predicted subsequent peer and emotional problems throughout development in both groups. Stronger cross-lag effects were found in the rDLD group for poor emotion regulation at age 3 years predicting age 5 years emotional problems and age 5 years emotional problems predicting age 7 years emotion regulation difficulties. Stronger reciprocal cross-lag effects were also observed in the rDLD group between peer and emotional problems at ages 3 and 5 years. No significant group differences were found in adolescence. Conclusions Poor emotion regulation makes a small but significant contribution to later peer and emotional difficulties, and this relationship is stronger in children at rDLD. Early reciprocal peer and emotional difficulties are also stronger in the rDLD group, but these effects dissipate in midchildhood. Nevertheless, the consistent relationship between early emotion regulation difficulties and socioemotional problems throughout development warrants further investigation in individuals with lower language skills. Supplemental Material https://doi.org/10.23641/asha.12142059

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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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Moreno-Manso, Juan Manuel, María Elena García-Baamonde, Eloísa Guerrero-Barona, María José Godoy-Merino, Natalia Bueso-Izquierdo, and Mónica Guerrero-Molina. "Emotional, Behavioural and Executive Functioning Problems in Children in Residential Care." International Journal of Environmental Research and Public Health 17, no. 10 (May 20, 2020): 3596. http://dx.doi.org/10.3390/ijerph17103596.

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This research analyses the emotional and behavioural problems, as well as the problems in the executive functions, of children in residential care under protective measures, between 8 and 12 years of age. We analyse the relationship between the problems with their executive functions and their emotional and behavioural problems, as well as the predictive value of the executive functions for the said emotional and behavioural problems. The instruments used were as follows: five digits test (FDT), behavioural assessment of the dysexecutive syndrome in children (BADS-C) and the system of evaluation for children and adolescents (SENA). The results indicate that the children have difficulties in their executive functions, with such problems as in attention control and regulation, impulsiveness, mental rigidity, behavioural organisation and planning and resolving problems. They also have internalising and externalising problems, as well as difficulties in controlling their emotional reactions and understanding the emotions of others. It becomes evident that the difficulties in their executive functions are related to and predict their emotional and behavioural problems. The research demonstrates the need to intervene in the problems detected through the design of therapeutic programmes and interventions in the residential context.

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Jannatunnaim, Lu’ Luul. "STABILITAS EMOSI PELAKU PERNIKAHAN DINI DALAM MENDIDIK ANAK BALITA." AL-TAZKIAH 7, no. 2 (December 1, 2018): 112–23. http://dx.doi.org/10.20414/altazkiah.v7i2.656.

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The rate of early marriage from year to year continues to increase due to economic factors, family internal factors, and social factors. Most early marriages are still middle school / high school students who do not have good emotional stability and tend to do everything they want without thinking about the impact that will occur. Many of the early marriages have children, where in educating children they unconsciously apply permissive education patterns. The personal circumstances and attitudes of each child are different, making the task of educating hard to implement, and inﬂuencing the emotional state of parents. The results showed that the emotional stability of early marriages in educating children is not good, this is because early marriages are still easily inﬂuenced by negative emotions that can be seen from the emotional response shown. Excessive emotional response is not in accordance with the notion of emotional stability, namely a permanent emotional state, not easily changed, and the response shown is not excessive. In relieving negative emotions and resolving problems that occur, early marriages more often submit to the situation assuming that emotions will be lost if left unchecked, without any effort to fnd a way out or a method of solving the problem accordingly. Although early marriages do not have good emotional stability, some early marriages have been able to maintain their emotional stability by calming themselves down and solving problems that are sources of emotion.

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Al-Mossawy, Dhafer Ameen J., Hussein Mansour Ali Al-Tameemi, and Jawad Kadhim Mohammed Husaine. "Emotional and Behavioral Problems among Preschool Children." Journal of Counselling and Family Therapy 5, no. 2 (June 27, 2023): 1–12. http://dx.doi.org/10.46610/jcft.2023.v05i02.001.

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It is essential to recognize the rapid pace of growth and maturation from birth to age 5, which has multiple implications for assessment and treatment. For the primary types of problem behaviour discussed in this chapter (i.e., disruptive and emotional problems), identification and diagnosis based purely on child behaviour have been shown to have limited stability and prognostic implications until at least 24 months of age. Objectives To assess psychological issues (behaviour and psychological problems) among preschool children and To find out the relationship between psychological issues with child and parent personal characteristics (age, gender, father life, mother live, father job, mother job, level of education, residence area, and monthly income). Methodology A descriptive design cross-sectional study was carried out throughout the present study to identify psychological issues among preschool children, starting from 1st February 2018 to 1st May 2018 in Najaf city. A non-probability purposive sample of (269) children with psychological issues among preschool children, who were children of the schools of education directorate at Najaf. The data are collected through the use utilization of the developed questionnaire and utilizing a checklist technique, which consists of two parts (1) A socio-demographic characteristics form that consists of 10 items (2) Child Symptom Inventory-4 (CSI-4) is a DSM-IV-referenced rating scale that screens for emotional and behavioural symptoms of childhood disorders. Parent (97 items) and teacher versions (77 items). The CSI-4: Parent Checklist contains screens for 15 emotional and behavioural disorders, and the CSI-4: Teacher Checklist contains screens for 13 emotional and behavioural disorders. The CSI-4 can be scored to derive Symptom Count Scores or Symptom Severity scores. The reliability of the questionnaire is determined through a pilot study and the validity through a panel of (15) experts. Results The findings of the present study indicate that preschool children's socio-characteristics affect the emotional and behavioural problems domains. The maximal effect is presented by the father and mother characteristics domains. There is a significant relationship between a live father, alive mother, father job, and mother job with emotional and behavioural symptoms of childhood disorders domains. There is a non-significant relationship between the age of the child, gender, class number, and sequence of a child with emotional and behavioural symptoms of childhood disorders domains. Conclusion: The study concludes that the emotional and behavioural symptoms of childhood disorders most commonly occurs among preschool children in male than in the female child. Emotional and behavioural problems in children most occur at the age of five years. Behavioural problems in children do not affect a child's age, gender, and sequence. Also, the study confirmed that the behavioral problems of children affect negatively the parent's jobs. Recommendations The study recommends providing support for families of children with emotional and behavioural problems, especially psychological ones, and working on introducing caregivers to know wide information about the early detection of emotional and behavioural problems in children to prevent them and ways to deal with behaviours of odd and Family to Family Education Programs to existing services in community mental health programs. And health-oriented mass media approach should be employed by the Ministry of Health and Ministry of Education to increase population knowledge and awareness about emotional and behavioural problems among preschool children.

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al-Khurinej, Anwar. "Emotional and Behavioral Problems among Diabetic Children." Digest of Middle East Studies 16, no. 1 (April 2007): 1–11. http://dx.doi.org/10.1111/j.1949-3606.2007.tb00061.x.

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Black, Maureen M., Matthew C. H. Jukes, and Michael T. Willoughby. "Behavioural and emotional problems in preschool children." Lancet Psychiatry 4, no. 2 (February 2017): 89–90. http://dx.doi.org/10.1016/s2215-0366(17)30005-6.

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Brown, Courtney M., Kristen A. Copeland, Heidi Sucharew, and Robert S. Kahn. "Social-Emotional Problems in Preschool-Aged Children." Archives of Pediatrics & Adolescent Medicine 166, no. 10 (October 1, 2012): 926. http://dx.doi.org/10.1001/archpediatrics.2012.793.

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Hechtman, Lily. "Teenage Mothers and Their Children: Risks and Problems: A Review." Canadian Journal of Psychiatry 34, no. 6 (August 1989): 569–75. http://dx.doi.org/10.1177/070674378903400615.

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Adolescent mothers and their offspring are a high risk group broth physically and emotionally. Poverty, malnutrition, complications of pregnancy, emotional problems such as depression, drug and alcohol use, are all risks for the mother. Children are also at greater risk for physical, cognitive and emotional problems. It is therefore important to identify factors which influence outcome on adolescent mothers and their children in order to suggest interventions which will more positively affect the physical and psychological health of this increasing population.

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Wang, Su-Mei, Shuang-Qin Yan, Fang-Fang Xie, Zhi-Ling Cai, Guo-Peng Gao, Ting-Ting Weng, and Fang-Biao Tao. "Association of preschool children behavior and emotional problems with the parenting behavior of both parents." World Journal of Clinical Cases 12, no. 6 (February 26, 2024): 1084–93. http://dx.doi.org/10.12998/wjcc.v12.i6.1084.

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BACKGROUND Parental behaviors are key in shaping children’s psychological and behavioral development, crucial for early identification and prevention of mental health issues, reducing psychological trauma in childhood. AIM To investigate the relationship between parenting behaviors and behavioral and emotional issues in preschool children. METHODS From October 2017 to May 2018, 7 kindergartens in Ma’anshan City were selected to conduct a parent self-filled questionnaire - Health Development Survey of Preschool Children. Children’s Strength and Difficulties Questionnaire (Parent Version) was applied to measures the children’s behavioral and emotional performance. Parenting behavior was evaluated using the Parental Behavior Inventory. Binomial logistic regression model was used to analyze the association between the detection rate of preschool children’s behavior and emotional problems and their parenting behaviors. RESULTS High level of parental support/participation was negatively correlated with conduct problems, abnormal hyperactivity, abnormal total difficulty scores and abnormal prosocial behavior problems. High level of maternal support/participation was negatively correlated with abnormal emotional symptoms and abnormal peer interaction in children. High level of parental hostility/coercion was positively correlated with abnormal emotional symptoms, abnormal conduct problems, abnormal hyperactivity, abnormal peer interaction, and abnormal total difficulty scores in children (all P < 0.05). Moreover, paternal parenting behaviors had similarly effects on behavior and emotional problems of preschool children compared with maternal parenting behaviors (all P > 0.05), after calculating ratio of odds ratio values. CONCLUSION Our study found that parenting behaviors are associated with behavioral and emotional issues in preschool children. Overall, the more supportive or involved the parents are, the fewer behavioral and emotional problems the children experience; conversely, the more hostile or controlling the parents are, the more behavioral and emotional problems the children face. Moreover, the impact of fathers’ parenting behaviors on preschool children’s behavior and emotions is no less significant than that of mothers’ parenting behaviors.

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Forbes, Gordon B. "Personality Inventory for Children: Characteristics of Learning-Disabled Children With Emotional Problems and of Emotionally Disturbed Children With Learning Problems." Journal of Clinical Child Psychology 16, no. 2 (June 1987): 133–40. http://dx.doi.org/10.1207/s15374424jccp1602_5.

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Ozdemir, Selda. "Emotion Regulation and Problem Behaviours in Turkish Children With Attention Deficit/Hyperactivity Disorder." Australasian Journal of Special Education 35, no. 1 (July 1, 2011): 35–46. http://dx.doi.org/10.1375/ajse.35.1.35.

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AbstractThis study examined the group differences of 49 boys and girls from two different groups of Turkish children with and without attention deficit/hyperactivity disorder (AD/HD) in the following two variables: emotional intensity and perceived self-efficacy. In order to measure emotional intensity and perceived self-efficacy, children completed the Emotion Regulation Interview (ERI) and described their ideas regarding how they would feel and act in six emotionally challenging situations. Findings from ERI indicated that Turkish children with AD/HD reported more intense feelings of anger and worry but also having confidence in their ability to regulate this arousal. Overall, results suggested underlying problems with emotion regulation in children with AD/HD.

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Kidwell, Shari L., Marion E. Young, Lisa D. Hinkle, Ashley D. Ratliff, Meagan E. Marcum, and Cynthia N. Martin. "Emotional competence and behavior problems: Differences across Preschool Assessment of Attachment classifications." Clinical Child Psychology and Psychiatry 15, no. 3 (July 2010): 391–406. http://dx.doi.org/10.1177/1359104510367589.

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This study examined attachment in association with preschoolers’ emotional functioning among 54 predominantly low-income families living in Appalachia. Attachment was assessed at age 4 years using the Strange Situation (Ainsworth, Blehar, Waters, & Wall, 1978) and classified with the PAA (Crittenden, 2004). Emotional competence was measured via an interview about children’s memories for six emotions, rated in terms of both emotion understanding and regulation. Parent-, teacher-, and self-reports of children’s internalizing and externalizing symptoms were also completed. Questionnaires and interviews assessed socioeconomic risk and parental symptoms and negative childhood experiences. Children’s PAA strategies were significantly associated with risks, emotion regulation and understanding, and symptoms. Children using highly coercive strategies showed the greatest difficulties. Emotion regulation and understanding also were associated with parent- and teacher-report of symptoms. These findings suggest that intervention efforts with at-risk youngsters should target not only attachment security, but also emotional competence skills.

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Septiawan, Muhammad Roni. "HUBUNGAN PERKEMBANGAN MENTAL-EMOSIONAL TERHADAP SIBLING RIVALRY PADA ANAK PRESCHOOL." Jurnal Vokasi Keperawatan (JVK) 5, no. 1 (June 30, 2022): 12–20. http://dx.doi.org/10.33369/jvk.v5i1.22209.

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The socio-emotional development of preschool-aged children aims for children to have the ability to control emotions with their environment, this causes the need for situation adjustments, especially for preschoolers to avoid social jealousy and a sense of competition among siblings (sibling rivalry). This study aims to determine the relationship of mental-emotional development to sibling rivalry in preschool children. This study aims to determine the relationship of mental-emotional development to sibling rivalry in preschool children. The research design used was descriptive correlational using a cross sectional approach. The sample used in this study were 98 parents who have preschool age children using purposive sampling technique. The measuring instrument used is a mental-emotional problem questionnaire (KMME) and a sibling rivalry questionnaire which have been tested for validity and reliability. The results of the detection based on the KMME were 62 children (63.2%) were in the category of the possibility of children experiencing mental-emotional problems and 58 children (59.2%) were in the high category based on the sibling rivalry questionnaire. The results of this study indicate that 54 children who experience mental-emotional problems who experience the possibility of mental-emotional problems (31.9%) will experience sibling rivalry in preschool children (p value 0.000 with 0.05). The results of this study can be concluded that there is a significant relationship between mental-emotional development and sibling rivalry in preschool children. Research recommends that parents seek more information and knowledge about their children's mental-emotional development, so as to minimize sibling rivalry in their children.

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Pochon, Régis, Claire Touchet, and Laure Ibernon. "Recognition of Basic Emotions with and without the Use of Emotional Vocabulary by Adolescents with Down Syndrome." Behavioral Sciences 12, no. 6 (May 30, 2022): 167. http://dx.doi.org/10.3390/bs12060167.

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Background: Children with Down syndrome (DS) often experience behavioral and emotional issues that complicate their socialization process and may lead to psychopathological disorders. These problems may be related to deficits affecting emotional knowledge, particularly emotional vocabulary. Because emotional vocabulary makes it easier for typically developing children to identify emotions, a deficit affecting it in DS could be problematic. Methods: Twenty-eight adolescents with DS matched with typically developing (TD) children for their score on the Benton Facial Recognition Test were asked to recognize six emotional expressions presented in the form of filmed sequences, based on (1) nonverbal cues such as prosody, and (2) an emotional label. Results: The adolescents with DS recognized the six basic emotional expressions at a level comparable to that of the TD children in both conditions (with and without emotional vocabulary), but the facilitating effect of vocabulary was lower in that group. Conclusions: This study does not show a deficit affecting emotion recognition in DS, but it emphasizes the importance of early acquisition of emotional knowledge in this syndrome. Regular and varied use of internal state words should be encouraged in familial interactions, and education should include specifically adapted social and emotional learning programs.

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Samson, Andrea C., Neeltje P. van den Bedem, Daniel Dukes, and Carolien Rieffe. "Positive Aspects of Emotional Competence in Preventing Internalizing Symptoms in Children with and without Developmental Language Disorder: A Longitudinal Approach." Journal of Autism and Developmental Disorders 50, no. 4 (January 6, 2020): 1159–71. http://dx.doi.org/10.1007/s10803-019-04336-y.

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AbstractIn order to better understand protective factors for internalizing problems, this longitudinal study examined positive emotions, emotion awareness and (non-)emotional communication skills in relation to somatic complaints and social anxiety in children with (N = 104) and without (N = 183) Developmental Language Disorder (DLD) using self-reported measures twice with a 9-month interval. Additionally, parents reported on their child’s communication problems and emotion communication at Time 1. Most importantly, since we found that increasing levels of emotion awareness related to decreases in social anxiety and somatic complaints in children with and without DLD, we conclude that children with DLD are likely to benefit from interventions aimed at improving their emotion awareness in addition to language interventions.

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Miller, Ian. "Ending the ‘Cult of the Broken Home’: Divorce, Children and the Changing Emotional Dynamics of Separating British Families, c. 1945–90." Twentieth Century British History 32, no. 2 (February 14, 2021): 165–88. http://dx.doi.org/10.1093/tcbh/hwab003.

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Abstract From the 1960s, rising divorce rates forced a re-thinking of family dynamics beyond the nuclear. Traditionally, experts and the public had presumed that children from ‘broken homes’ typically drifted into juvenile delinquency and crime. Children of divorce were blamed for a plethora of social problems. The increasingly common nature of divorce meant that this model was no longer sustainable. Post-war children of divorce were more likely to be framed as ‘emotionally vulnerable’ and studied in more nuanced ways, not least because it seemed increasingly obvious that not all affected children grew up delinquent. However, a new consensus emerged that problems could only be avoided if parents created appropriate emotional conditions while separating and divorcing, and if parents and children openly communicated their feelings throughout the process. Children themselves were actively encouraged, through a new genre of divorce manuals often aimed at them, to express their emotions with parents and friends. Using Britain as a case study, this article argues that emotions became central to discussion of divorce in the post-war period, placing onuses on breaking down families to create a positive emotional space for affected children.

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Zlatkova-Doncheva, Katerina, and Vladislav Marinov. "Intonation and Children with Emotional and Behavioral Problems." Pedagogika-Pedagogy 95, no. 2 (March 19, 2023): 205–13. http://dx.doi.org/10.53656/ped2023-2.06.

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The study analyzes the role of intonation in communication with children with emotional and behavioral problems. Usually the intonation is identified with one of its elements – the tone of the speech. It is considered how the change in the volume of the tone (intonation) affects the perception of information and how intonation can be used to achieve different goals in communication. The possibility for realization of the communicative intention through the use of different tone (volume) of the verbal message for children with behavioral and emotional disorders has been traced. An individual case study of a child with emotional and conduct disorders has been developed within intervention experiencing anxiety and aggression by using four strategies of interaction: normal tone of voice/positive message; increased tone of voice/positive message; normal tone of voice/negative message and increased tone of voice/negative message. Results reaffirm the inadequate interpretation of language messages among children with emotional and behavioral disorders and outline the influence of intonation on the behavior of children as phrases uttered with increased tone raise the aggression and anxiety of children with emotional and behavioral disorders.

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Penyami, Yuniske, Maslahatul Inayah, and Mardi Hartono. "Age, Gender and Children Opinion with Social-Emotional Development among Preschool Children in Flood-Prone Areas." JENDELA NURSING JOURNAL 7, no. 2 (December 31, 2023): 89–95. http://dx.doi.org/10.31983/jnj.v7i2.10387.

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Background: Preschool children are at a risk of social-emotional problems at 58.8%, with 72.2% of post-flood disaster children experiencing emotional behavior problems. In flood-affected areas, the self-concept of preschool children shows poor self-image (53.4%), low self-esteem (56.8%), and a negative self-role (52.3%).Purpose: To understand the overview and factors correlation to the social-emotional development of preschool children in flood-prone areas.Methods: This research was designed as a descriptive cross-sectional study. A total of 125 preschool children living in flood-prone areas were the research subjects. The ASQ-SE questionnaire was used to measure the social-emotional development of children. Spearman tests were conducted to determine the correlation between respondent characteristics and social-emotional development.Result: This study shows 88% of preschool children living in flood-prone areas are at risk of experiencing social-emotional problems. The questions with the highest scores in the 36-month, 48-month, and 60-month questionnaires were related to children intentionally hurting themselves. Gender is significantly correlated with the social-emotional development of children in flood-prone areas (p 0.05).Conclusion: Preschool children in flood-prone areas are more likely to experience social-emotional problems. Gender plays a role in the social-emotional development of children. The results provide insight for pediatric nurses in developing interventions to prevent social-emotional problems in children with a family-centered care approach.

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Giddan, Jane J. "School Children With Emotional Problems and Communication Deficits." Language, Speech, and Hearing Services in Schools 22, no. 1 (January 1991): 291–95. http://dx.doi.org/10.1044/0161-1461.2201.291.

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Mounting evidence reveals that speech and language disorders are quite prevalent among behaviorally handicapped school children. This summary of recent research will address implications of new findings and several key issues facing clinicians who deliver services to these children.

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Širvinskienė, Giedrė, Dalia Antinienė, Aušra Griciūtė, Liudmila Dulksnienė, Vaidilutė Asisi, Rima Kregždytė, Verena Kerbl, and Elfriede Amtmann. "Effectiveness of the ELLA Training for the Promotion of Emotional and Social Competences in Lithuanian Preschool Children." International Journal of Environmental Research and Public Health 19, no. 19 (September 26, 2022): 12195. http://dx.doi.org/10.3390/ijerph191912195.

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By developing the emotional and social competences of children of preschool age, one can expect the prevention of emotional and behavioral problems and a better social and academic adaptation. The aim of this study was to evaluate the effectiveness of the ELLA training for the promotion of emotional and social competences in 3–6-year-old children in preschool education institutions in Lithuania. In total, 140 children aged 3–6 years participated in the quasi-experimental study, of which 86 children were assigned to the experimental group and 54 were assigned to the control group. Children of the experimental group were given a modified program—the ELLA training for the promotion of emotional and social competences. Children’s emotional and social competences were assessed before and after the program. The EMK 3–6 inventory (germ. Inventar zur Erfassung Emotionaler Kompetenzen bei Drei-bis Sechsjährigen, EMK 3–6) was used to conduct a questionnaire survey of teachers and to carry out an individual assessment performed by psychologists in order to assess the children’s competences. The ELLA training significantly improved children’s emotional and social competences. Based on the teachers’ assessment, the children’s self-regulation abilities improved, and based on the children’s individual assessment conducted by psychologists, the application of the program resulted in the improvement of the children’s primary emotions, secondary emotions, and prosocial behavior competences.

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Sadowska, Elżbieta. "Badanie umiejętności nazywania emocji przez dzieci jako wyzwanie dla logopedy." Poradnik Językowy, no. 2/2024(811) (March 30, 2024): 35–43. http://dx.doi.org/10.33896/porj.2024.2.4.

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Research focused on the human emotional sphere is primarily carried out by psychologists. However, evaluating emotion naming competence is an interdisciplinary issue, and it is vital also for speech therapy. Researchers have observed that many children with neurodevelopmental disorders, e.g., autism spectrum disorder (ASD), experience difficulties in recognising and understanding emotions, as well as naming them. The latter is also challenging for many neurotypical children. Nonetheless, linguistic studies into emotion naming competence are still insufficiently undertaken. The objective of this paper is to present problems encountered while constructing tasks that assess the level of proficiency in emotion naming under test conditions. It also offers preliminary results of a pilot study involving neurotypical kindergarten children. The paper constitutes part of a more extensive research project on the naming and expression of emotions in children with ASD.

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Dennis, Maureen, Alba Agostino, H. Gerry Taylor, Erin D. Bigler, Kenneth Rubin, Kathryn Vannatta, Cynthia A. Gerhardt, Terry Stancin, and Keith Owen Yeates. "Emotional Expression and Socially Modulated Emotive Communication in Children with Traumatic Brain Injury." Journal of the International Neuropsychological Society 19, no. 1 (November 19, 2012): 34–43. http://dx.doi.org/10.1017/s1355617712000884.

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AbstractFacial emotion expresses feelings, but is also a vehicle for social communication. Using five basic emotions (happiness, sadness, fear, disgust, and anger) in a comprehension paradigm, we studied how facial expression reflects inner feelings (emotional expression) but may be socially modulated to communicate a different emotion from the inner feeling (emotive communication, a form of affective theory of mind). Participants were 8- to 12-year-old children with TBI (n = 78) and peers with orthopedic injuries (n = 56). Children with mild–moderate or severe TBI performed more poorly than the OI group, and chose less cognitively sophisticated strategies for emotive communication. Compared to the OI and mild–moderate TBI groups, children with severe TBI had more deficits in anger, fear, and sadness; neutralized emotions less often; produced socially inappropriate responses; and failed to differentiate the core emotional dimension of arousal. Children with TBI have difficulty understanding the dual role of facial emotions in expressing feelings and communicating socially relevant but deceptive emotions, and these difficulties likely contribute to their social problems. (JINS, 2013, 18, 1–10)

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Abdel Hakeem, Nora, Omaima Abu Bakr, and Mona Hassan. "Behavioral and Emotional Problems among Institutionalized Orphans Children." Egyptian Journal of Health Care 9, no. 3 (September 1, 2018): 246–58. http://dx.doi.org/10.21608/ejhc.2018.22783.

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Freilinger, Michael, Barbara Reisel, Edith Reiter, Marina Zelenko, Erwin Hauser, and Rainer Seidl. "Behavioral and Emotional Problems in Children With Epilepsy." Journal of Child Neurology 21, no. 11 (November 2006): 939–45. http://dx.doi.org/10.1177/08830738060210110501.

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Cairney, John, Scott Veldhuizen, and Peter Szatmari. "Motor coordination and emotional–behavioral problems in children." Current Opinion in Psychiatry 23, no. 4 (July 2010): 324–29. http://dx.doi.org/10.1097/yco.0b013e32833aa0aa.

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Rousseau, Cécile, Aline Drapeau, and Ellen Corin. "School performance and emotional problems in refugee children." American Journal of Orthopsychiatry 66, no. 2 (1996): 239–51. http://dx.doi.org/10.1037/h0080175.

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Shin, In-Soon. "Factors Influencing the Emotional Problems of Impoverished Children." Journal of the Korean Home Economics Association 50, no. 4 (June 30, 2012): 115–25. http://dx.doi.org/10.6115/khea.2012.50.4.115.

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Sullivan, Karen. "Emotional problems can cause children to become overweight." Early Years Educator 7, no. 4 (August 2005): 48–50. http://dx.doi.org/10.12968/eyed.2005.7.4.18315.

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Guénolé, Fabian, Jacqueline Louis, Christian Creveuil, Jean-Marc Baleyte, Claire Montlahuc, Pierre Fourneret, and Olivier Revol. "Behavioral Profiles of Clinically Referred Children with Intellectual Giftedness." BioMed Research International 2013 (2013): 1–7. http://dx.doi.org/10.1155/2013/540153.

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It is common that intellectually gifted children—that is, children with an IQ ≥ 130—are referred to paediatric or child neuropsychiatry clinics for socio-emotional problems and/or school underachievement or maladjustment. These clinically-referred children with intellectual giftedness are thought to typically display internalizing problems (i.e., self-focused problems reflecting overcontrol of emotion and behavior), and to be more behaviorally impaired when “highly” gifted (IQ ≥ 145) or displaying developmental asynchrony (i.e., a heterogeneous developmental pattern, reflected in a significant verbal-performance discrepancy on IQ tests). We tested all these assumptions in 143 clinically-referred gifted children aged 8 to 12, using Wechsler’s intelligence profile and the Child Behavior Checklist. Compared to a normative sample, gifted children displayed increased behavioral problems in the whole symptomatic range. Internalizing problems did not predominate over externalizing ones (i.e., acted-out problems, reflecting undercontrol of emotion and behavior), revealing a symptomatic nature of behavioral syndromes more severe than expected. “Highly gifted” children did not display more behavioral problems than the “low gifted.” Gifted children with a significant verbal-performance discrepancy displayed more externalizing problems and mixed behavioral syndromes than gifted children without such a discrepancy. These results suggest that developmental asynchrony matters when examining emotional and behavioral problems in gifted children.

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Dewi, Maria Ulfah Kurnia, Nuke Devi Indrawati, and Praewathip Suthiraprasert. "The Effectiveness of Emotion Validation Pop-Up Books on the Emotional Development of Preschool Children as a Control for Children’s Mental Health Emergencies." Jurnal Kebidanan 13, no. 1 (February 28, 2024): 1. http://dx.doi.org/10.26714/jk.13.1.2024.1-10.

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One of the psychological problems experienced by children is emotional mental problems which can result in unhealthy emotional and mental disorders. The incidence of this disorder is around 3-10%, in the United States it is around 3-7% while in Germany, Canada and New Zealand it is around 5-10%. In Indonesia, there are still no definite figures regarding the incidence, even though this disorder occurs quite often. The Emotion Validation Pop-Up Book Research contributes to Preschool Children increasing their understanding of felt emotions through an attractive display. This research uses a quasi-experimental design. The number of samples used in the treatment group and control group was 30 students at Kindergarten N Pembina Kab. Kendal uses a simple random sampling technique. Statistical analysis uses independent T test and paired T test. The results showed that the research showed an independent T test (0.000<α) and paired T test (0.000<α). This study concluded that there were differences in the emotional development of preschool children between the control and treatment groups and there were differences before and after in the treatment group in the use of the Preschool Children’s Emotion Validation Pop-Up Book.

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Calista, Monycha Helaina, Izzatul Fithriyah, Budi Utomo, and Yunias Setiawati. "The Correlation between Mother’s Psychological Stress and Emotional and Behavioral Problems of Elementary School Age Children." Journal of Medical and Health Studies 4, no. 1 (January 5, 2023): 14–21. http://dx.doi.org/10.32996/jmhs.2023.4.1.2.

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The condition of psychological stress experienced by the mother will affect the child's emotions and behaviour. Emotional and behavioral problems in children could continue to be serious disorders if they are not managed earlier. This study aims to analyze the correlation between the psychological stress of the mother and the emotional and behavioral problems of elementary school age children. This research used analytic observational research with a cross-sectional research design. The study population was students in grades I-VI at SD Negeri Surabaya and used total population sampling. The results of the study were tested with spearman's rho test, which showed that there was a relationship between the mother's psychological stress and the emotional and behavioral problems of elementary school-aged children p-value=0.022 (p<0.05) had a positive relationship. The higher the stress level experienced by the mother, the higher the level of emotional and behavioral problems experienced by the child.

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Sun, J., G. Wang, and F. Jiang. "Sleep Problems and Emotional/Behavioral problems in Gifted School-aged Children." Sleep Medicine 115 (February 2024): 41. http://dx.doi.org/10.1016/j.sleep.2023.11.151.

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Lee, Kyujin, Yong Hwan Kim, and Yongho Lee. "Correlation between Motor Coordination Skills and Emotional and Behavioral Difficulties in Children with and without Developmental Coordination Disorder." International Journal of Environmental Research and Public Health 17, no. 20 (October 9, 2020): 7362. http://dx.doi.org/10.3390/ijerph17207362.

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The purpose of this study was to compare whole factors of emotional and behavioral problems between children with and without developmental coordination disorder (DCD) and investigate the interrelationship between motor coordination skills and emotional and behavioral problems among the children. As a result of screening participants (288 children) based on DSM-5 standard, participants were classified as DCD and typically developing (TD) groups. A total of 60 children (mean age: 8.8 years ± 3.5 months; DCD group n = 30, TD group n = 30) were assessed using the Korean Behavior Assessment System for Children, Second Edition for emotional and behavioral problems. Children with DCD showed significantly poor scores in internalizing problems (p = 0.009), inattention/hyperactivity (p = 0.004), and emotional symptoms index (p = 0.001) among the criteria of emotional problems and in personal adjustment (p = 0.000) among the criteria of behavioral problems. The MABC-2 composite percentile score of participants showed a significant correlation with internalizing problem behavior (r = −0.382, p = 0.003), inattention / hyperactivity disorder (r = −0.409, p = 0.001), emotional symptoms index (r = −0.483, p = 0.000), and personal adjustment (r = 0.474, p < 0.01). Our results validated that children with DCD have more emotional and behavioral difficulties than TD children. Our results revealed that the motor coordination skills have correlated with emotional and behavioral difficulties among children.

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Li, Boya, Marieke GN Bos, Lex Stockmann, and Carolien Rieffe. "Emotional functioning and the development of internalizing and externalizing problems in young boys with and without autism spectrum disorder." Autism 24, no. 1 (September 24, 2019): 200–210. http://dx.doi.org/10.1177/1362361319874644.

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Children with autism spectrum disorder are at risk of developing internalizing and externalizing problems. However, information on early development of behavior problems and the contributing role of emotional functioning in preschool children with autism spectrum disorder is scarce. This study collected data of boys with and without autism spectrum disorder ( N = 156; age: 2–6 years) over three consecutive years (three waves), about their internalizing and externalizing symptoms and emotional functioning (i.e. emotion control, recognition, and vocabulary), using parent-report questionnaires. No age effect was found on internalizing or externalizing problems for boys with and without autism spectrum disorder. Boys with autism spectrum disorder displayed more behavior problems than their typically developing peers and showed lower levels of emotional functioning. Better emotion control and improved emotion recognition were associated with a decrease in problem behaviors for boys with and without autism spectrum disorder, whereas improved emotion vocabulary was uniquely related to a decrease in externalizing problems in boys with autism spectrum disorder. Our findings suggest that boys with and without autism spectrum disorder showed similar developmental courses of internalizing and externalizing problems. However, lower levels of emotional functioning were already more pronounced in boys with autism spectrum disorder at a young age. This contributes to higher levels of behavior problems.

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McConaughy, Stephanie H., Richard E. Mattison, and Reece L. Peterson. "Behavioral/Emotional Problems of Children with Serious Emotional Disturbances and Learning Disabilities." School Psychology Review 23, no. 1 (March 1, 1994): 81–98. http://dx.doi.org/10.1080/02796015.1994.12085696.

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Soedjatmiko, Soedjatmiko, Muzal Kadim, Bambang Madiyono, and Mardjanis Said. "Behavior and emotional problems in children with mental retardation." Paediatrica Indonesiana 44, no. 3 (October 10, 2016): 90. http://dx.doi.org/10.14238/pi44.3.2004.90-4.

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Background Behavior and emotional problems in a mentally re-tarded child can inhibit the educational process of the child.Objectives The aims of this study were to find out the prevalenceof behavior and emotional problems in children with mental retar-dation as reported by parents and to assess associated risk fac-tors consisting of mother’s psychopathology, marital discord, malesex, child’s age, socioeconomic status, and family size.Methods This cross sectional study was carried out on 63 chil-dren with mental retardation in a school for retarded children, SLBC Asih Budi I, from January until March 2003. Parents were inter-viewed at school and home using special questionnaires, the ChildBehavior Checklist (CBCL) and Symptom Checklist-90 (SCL-90).Results The prevalence of behavior and emotional problems inthis study was 52%. The majority of behavior and emotional prob-lems were anxious/depressed (18%) and withdrawn (16%). Malesex and age group of 12-18 year-old were not risk factors of be-havior and emotional problems (OR=0.49, p=0.190 and OR=1.14,p=0.94, respectively) while socioeconomic status, family size, andmother’s psychopathology were risk factors (OR= 4.08, p=0.008;OR=4.17, p=0.014; OR=9.28, p=0.018; respectively). There wasa correlation between behavior and emotional problems of chil-dren and marital discord.Conclusion The prevalence of behavior and emotional problemswas 52% in which the majority was internalizing disorder. Risk fac-tors for behavior and emotional problems were mother’s psycho-pathology, four or more children in the family, low socioeconomicstatus, and marital discord

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Pereira, Ana Isabel, Catarina Santos, Luísa Barros, Magda Sofia Roberto, Joana Rato, Ana Prata, and Cristina Marques. "Patterns of Parental Reactions to Their Children’s Negative Emotions: A Cluster Analysis with a Clinical Sample." International Journal of Environmental Research and Public Health 19, no. 11 (June 3, 2022): 6844. http://dx.doi.org/10.3390/ijerph19116844.

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Parents’ emotion socialization practices are an important source of influence in the development of children’s emotional competencies This study examined parental reactions to child negative emotions in a clinical sample using a cluster analysis approach and explored the associations between clusters of parents’ reactions and children’s and parents’ adjustment. The sample comprised 80 parents of Portuguese children (aged 3–13 years) attending a child and adolescent psychiatry unit. Measures to assess parental reactions to children’s negative emotions, parents’ psychopathological symptoms, parents’ emotion dysregulation, and children’s adjustment were administered to parents. Model-based cluster analysis resulted in three clusters: low unsupportive, high supportive, and inconsistent reactions clusters. These clusters differed significantly in terms of parents’ psychopathological symptoms, emotion dysregulation, and children’s adjustment. A pattern characterized by high supportive reactions to the child’s emotions was associated with higher levels of children’s adjustment. On the other hand, an inconsistent reactions pattern was associated with the worst indicators of children’s adjustment and parental emotion dysregulation. These results suggest the importance of supporting parents of children with emotional and behavioural problems so that they can be more responsive to their children’s emotional manifestations.

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van der Mheen, Malindi, Marijke H. van der Meulen, Susanna L. den Boer, Dayenne J. Schreutelkamp, Jan van der Ende, Pieter FA de Nijs, Johannes MPJ Breur, et al. "Emotional and behavioral problems in children with dilated cardiomyopathy." European Journal of Cardiovascular Nursing 19, no. 4 (September 25, 2019): 291–300. http://dx.doi.org/10.1177/1474515119876148.

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Background: Dilated cardiomyopathy (DCM) in children is an important cause of severe heart failure and carries a poor prognosis. Adults with heart failure are at increased risk of anxiety and depression and such symptoms predict adverse clinical outcomes such as mortality. In children with DCM, studies examining these associations are scarce. Aims: We studied whether in children with DCM: (1) the level of emotional and behavioral problems was increased as compared to normative data, and (2) depressive and anxiety problems were associated with the combined risk of death or cardiac transplantation. Methods: To assess emotional and behavioral problems in children with DCM, parents of 68 children, aged 1.5–18 years (6.9±5.7 years), completed the Child Behavior Checklist. Results: Compared to normative data, more young children (1.5–5 years) with DCM had somatic complaints (24.3% vs. 8.0%; p < .001), but fewer had externalizing problems (5.4% vs. 17.0%; p = .049). Overall internalizing problems did not reach significance. Compared to normative data, more older children (6–18 years) showed internalizing problems (38.7% vs. 17.0%; p = .001), including depressive (29.0% vs. 8.0%; p < .001) and anxiety problems (19.4% vs. 8.0%; p = .023), and somatic complaints (29.0% vs. 8.0%; p < .001). Anxiety and depressive problems, corrected for heart failure severity, did not predict the risk of death or cardiac transplantation. Conclusion: Children of 6 years and older showed more depressive and anxiety problems than the normative population. Moreover, in both age groups, somatic problems were common. No association with outcome could be demonstrated.

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Journal articles on the topic 'Emotional problems of children'

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