Academic literature on the topic 'Emotionally distressed children'
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Journal articles on the topic "Emotionally distressed children"
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Leo, Jonathan. "The SSRI Trials in Children: Disturbing Implications for Academic Medicine." Ethical Human Psychology and Psychiatry 8, no. 1 (March 2006): 29–41. http://dx.doi.org/10.1891/ehpp.8.1.29.
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The recent announcement by the Food and Drug Administration (FDA) requiring pharmaceutical companies to warn patients about the increased likelihood of suicidal thoughts when taking antidepressants was largely due to the recent availability of data that had gone unreported in the original research reports. The current article is a summary of the comparison between the published literature and the recently released data available on the FDA web site, with a focus on Prozac, Paxil, and Zoloft. The discrepancies between the two versions suggest that the scientific community was not given enough information in the published medical literature to make adequately informed decisions about the optimal method for treating emotionally distressed children. There are many voices that want to blame the FDA for its role in the widespread use of these medications. The current article focuses on the role that academic medicine, played in the process whereby these medications became so widely accepted.
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Dowdney, Linda. "Introduction." Child Psychology and Psychiatry Review 3, no. 1 (February 1998): 2–3. http://dx.doi.org/10.1017/s1360641797001354.
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The concept of dyslexia can be confusing to clinicians who encounter children with severe reading difficulties within their day-to-day practice, given the problems of definition. Usually, such reading difficulties are accompanied by emotional and/or behavioural adjustment problems, or more widespread problems at school, hence the child's referral into child mental health services. Understanding the nature of the reading difficulty offers the prospect of prioritising treatment alternatives. For instance, if a child has a specific reading difficulty that has resulted in much teasing at school, and high levels of parental disapproval, he/she may then manifest symptoms of anxiety that will in turn further hamper the acquisition of reading skills. Remedial teaching, albeit accompanied by work with parents to foster an understanding of their child's difficulties, becomes an urgent priority. Alternatively, it is possible to envisage a situation in which an emotionally abused child is too distressed to acquire reading skills commensurate with their cognitive potential. With the latter child, the underlying causes of their presenting reading difficulty are emotional in origin rather than reflecting a core difficulty or abnormality in their cognitive processing. Although remedial reading may well be necessary at some stage, the clinician should first concentrate on alleviating the abuse. These are, of course, extreme examples and children rarely present in such a clear-cut way. Nonetheless, it is important for the clinician to know whether there is a group of children with meaningfully divergent reading difficulties, such that they can be characterised as having a specific reading retardation. If there are such children, how would they be identified and distinguished from those readers regarded simply as generally poor readers; what is the prognosis for such children; and what remediation would be appropriate and helpful?
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Kronick, Rachel, Janet Cleveland, and Cécile Rousseau. "“Do you want to help or go to war?”: Ethical challenges of critical research in immigration detention in Canada." Journal of Social and Political Psychology 6, no. 2 (December 21, 2018): 644–60. http://dx.doi.org/10.5964/jspp.v6i2.926.
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In a time of mass displacement, countries across the globe are seeking to protect borders through coercive methods of deterrence such as immigration detention. In Canada, migrants—including children—may be detained in penal facilities having neither been charged nor convicted of crimes. In this paper we examine how we dealt with the series of ethical dilemmas that emerged while doing research in immigration detention centres in Canada. Using a critical ethnographic approach, we examine the process of our research in the field, seeking to understand what our emotional responses and those of the staff could tell us about detention itself, but also about what is at stake when researchers are faced with the suffering of participants in these spaces of confinement. The findings suggest that field work in immigration detention centres is an emotionally demanding process and that there were several pivotal moments in which our sense of moral and clinical obligations toward distressed detainees, especially children, were in conflict with our role as researchers. We also grapple with how the disciplinary gaze of the detention centre affects researchers entering the space. Given these tensions, we argue, spaces of critical reflection that can consider and contain the strongly evoked emotions are crucial, both for researchers, and perhaps more challengingly, for detention centre employees and gatekeepers as well.
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Whitney, Robin L., Janice Bell, Sarah C. Reed, Emma Blackmon, Katherine K. Kim, and Jill G. Joseph. "Parenting experiences of cancer survivors with young children in the 2012 LIVESTRONG Survey for People Affected by Cancer." Journal of Clinical Oncology 34, no. 3_suppl (January 20, 2016): 189. http://dx.doi.org/10.1200/jco.2016.34.3_suppl.189.
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189 Background: When a parent is diagnosed with cancer, family functioning may be disrupted, placing children at risk. Little is known, however, about the parenting experiences of cancer survivors. Methods: Among cancer survivors with children age ≤ 20 years at diagnosis (n = 2,375) in the 2012 LIVESTRONG Survey for People Affected by Cancer, we used logistic regression to model the odds that 1) children were not fully emotionally supported or that 2) cancer affected survivors’ ability to provide care for their children. Odds ratios (OR) and 95% confidence intervals (CI) were calculated. Predictors included age of youngest child at diagnosis ( ≤ 10 years versus 11-20 years), survivor report of high distress, and confidence obtaining emotional support. Models also controlled for important sociodemographic covariates. Results: Among survivors, 50% reported that their children were not fully emotionally supported, and 58% reported that cancer affected their ability to provide care for their children. Significant predictors of children not being fully emotionally supported included: government insurance (OR 1.5; 95% CI 1.0-2.1); annual income ≤ $60,000 (OR 1.6; 95% CI 1.3-2.1); being retired (OR 1.7; 95% CI 1.2-2.4); or female (OR 1.4; 95% CI 1.1-1.7). Significant predictors of cancer interfering with the ability to provide care for children included: female sex (OR 2.2; 95% CI 1.8-2.7), survivor report of high distress (OR 1.6, 95% CI 1.4-2.0), having a child ≤ 10 years (OR 2.5; 95% CI 2.0-3.2), or a child who was not fully emotionally supported (OR 1.5; 95% CI 1.3-1.9). Survivors with confidence in their ability to obtain emotional support were less likely to report that cancer interfered with their ability to provide care (OR 0.8; 95% CI 0.6-0.9). Conclusions: Many cancer survivors with young children at diagnosis report that cancer or its treatment affects their ability to provide care, or that their children are not fully emotionally supported. Increased attention to the psychosocial needs of parenting cancer survivors is warranted, particularly among women, those with public insurance, lower incomes, children ≤ 10 years and survivors who report high distress levels or inadequate emotional support.
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Padrnos, Leslie Jane, Heidi Kosiorek, James L. Slack, and Nandita Khera. "Understanding patient distress on day +100 of allogeneic stem cell transplant." Journal of Clinical Oncology 34, no. 3_suppl (January 20, 2016): 204. http://dx.doi.org/10.1200/jco.2016.34.3_suppl.204.
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204 Background: Allogeneic hematopoietic cell transplantation (HCT) is a medically complicated treatment modality used for various hematologic malignancies. Patterns and predictors of distress in post- transplant setting in a contemporary cohort of patients are not well-understood. Methods: 67 patients transplanted between 12/5/12- 4/21/15 completed National Comprehensive Cancer Network Distress Thermometer as part of their long term follow up clinic evaluation on day+100 after HCT. Demographic, socioeconomic and clinical outcome data were analyzed. A score ≥ 4 was considered distressed. Results: Mean age of patients was 50.8 years (range 20-72). Most patients were married or living with their significant other (83%), half were college graduates (58%), and half were employed full time (50%). 21 patients (31%) reported a distress score ≥ 4. Distressed patients reported increased problems with treatment decisions (15% vs 2%, p<0.05) and ability to have children (16% vs 0%, p<0.05). Physically, distressed patients were more likely to report fatigue (85% vs 44%, p <0.05), pain (60% vs 24%, p<0.05) and difficulty getting around (25% vs 7% p<0.05) Distressed patients were likely to report at least 1 emotional problem (N=16, 76%), and nearly a quarter reported ≥ 4 emotional problems (N=5, 24%). Specifically, sadness (25% vs 7%, p<0.05) and worry (64% vs 26%, p <0.01) were more common in distressed patients. Distressed patients had a longer length of hospitalization for transplant (30.8 days vs 24.9 p<0.001) and more hospitalized days during the first 100 days (34.9 vs 28.7 p<0.01). Conclusions: Approximately 30% of allogeneic HCT patients suffer significant distress at Day100 post-transplant. Distressed patients report problems with a variety of factors, including emotional, physical, family and practical issues that may impact function, compliance and quality of life. Higher number of hospitalized days is associated with increased distress and could be used to identify patients who may benefit from stress monitoring. Periodic screening of distress in HCT patients can help identify interventions to help improve patient reported outcomes.
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Eisenberg, Nancy, Richard A. Fabes, Ivanna K. Guthrie, Bridget C. Murphy, Pat Maszk, Robin Holmgren, and Karen Suh. "The relations of regulation and emotionality to problem behavior in elementary school children." Development and Psychopathology 8, no. 1 (1996): 141–62. http://dx.doi.org/10.1017/s095457940000701x.
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AbstractThe relations of regulation and emotionality to elementary school children's problem behavior was examined. Parents and teachers reported on children's problem behavior. One parent and teachers rated children on various measures of regulation (including resiliency) and emotionality; children's baseline heart rate and facial reactivity were assessed; and physiological and facial distress and gaze aversion while viewing a distress film sequence were measured. In general, low regulation, negative emotionality, and general and positive emotional intensity predicted problem behaviors. Teachers' reports of negative emotionality and regulation interacted in their relation to problem behaviors, with regulation apparently buffering the effects of moderate and high negative emotionality. Baseline heart rate and facial distress were related to low levels of problem behavior, and gaze aversion during the distress film segment was associated with low levels of problem behavior.
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Dix, Theodore, and Ni Yan. "Mothers' depressive symptoms and infant negative emotionality in the prediction of child adjustment at age 3: Testing the maternal reactivity and child vulnerability hypotheses." Development and Psychopathology 26, no. 1 (November 27, 2013): 111–24. http://dx.doi.org/10.1017/s0954579413000898.
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AbstractThis study examined individual differences in how mothers' depressive symptoms affect children's early adjustment. It tested whether problematic development among children high in negative emotionality is accentuated by (a) maternal reactivity, the negative reactivity of mothers with depressive symptoms to difficult child characteristics; and (b) child vulnerability, the susceptibility of negatively emotional children to the negative parenting of mothers with depressive symptoms. Based on 1,364 participants from the NICHD Study of Early Child Care, results showed that mothers' depressive symptoms predicted greater risk for adjustment problems at age 3 among children who as infants were high rather than low in negative emotionality. Increased risk was evident for behavior problems, low responsiveness, high separation distress, and low social competence. Mediational tests suggested that increased risk reflected maternal reactivity: the stronger mothers' depressive symptoms, the more they responded with negative parenting to children high in negative emotionality. The proposal that child vulnerability mediates the greater impact of mothers' depressive symptoms on negatively emotional children was verified only for separation distress. The results support the proposal that, when mothers are high in depressive symptoms, aversive characteristics of children and their behavior increasingly influence early adjustment and do so because they elicit negative parent behavior.
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Kuo, Chris, Paul Kent, and Jeff Ording. "The forgotten children." Journal of Clinical Oncology 35, no. 5_suppl (February 10, 2017): 188. http://dx.doi.org/10.1200/jco.2017.35.5_suppl.188.
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188 Background: The “forgotten children” of pediatric cancer are the siblings. There is a dearth of literature published on the effects of cancer on the siblings’ psychosocial state. Despite significant improvements made in the survival of pediatric cancer patients, the psychosocial health of the siblings remains the same. We hope to shed light on siblings, as well as recognize the emotional and psychological toll they endure as the “forgotten children.” Methods: Selective, narrative review of psychosocial consequences of being the siblings of children with cancer was performed from January 1980 through October 2016 using key words: pediatrics, oncology, psychosocial care, siblings, forgotten children, psycho-oncology, bereavement, caregivers. Results: Compared with siblings of children with other chronic illnesses, siblings of children with cancer endure more emotional distress and adaptive difficulties. From the moment the diagnosis is given, until their sibling’s death, siblings of children with cancer are unmoored. Throughout the cancer trajectory, they are isolated from support systems both inside and outside the family. They experience a wide spectrum of emotional turmoil from intrusive thoughts (anger, unworthiness, jealously, fear, loneliness or guilt), to post-traumatic growth (appreciation of life, desire to pay back society, greater self-knowledge). Since 1990s, various qualitative and quantitative studies have been published for siblings of children with cancer, but little has changed since these reports. Siblings continue to be the “forgotten children” in the family and their needs remain unmet. Siblings endure various distresses throughout the different stages of cancer trajectory. The complexity of the roots of their distress requires meticulous attention to dissect and unravel. Conclusions: Research on the psychosocial well-being for siblings of children with cancer remains limited. Consistencies with screening and supportive interventions continue to be lacking. A standardized screening tool with early interventional services should be implemented. Additionally, interdisciplinary awareness of the siblings’ psychosocial issues should be increased in order to shed light to their invisibility. The goal is to remember the “forgotten children.”
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Mudaly, Neerosh. "The Rights of Pre-verbal Children involved in Video-recorded Research." International Journal of Children’s Rights 23, no. 2 (June 9, 2015): 391–404. http://dx.doi.org/10.1163/15718182-02302008.
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There is considerable research on the impact of maternal mental health issues on infants’ development. These studies emphasise the importance of early interventions to prevent the development of psychopathology later in life. In many studies infants who are involved in video-recorded studies show an observable distressed reaction. Whilst these studies have made major contributions to the field of child development, a key question that arises is: is it ethically acceptable in research with pre-verbal children for them to experience emotional distress during the research process? This article explores the ethical issues of harm and benefit from the perspective of the child. It aims further to refine discussion and understanding of children’s vulnerability and examines pre-verbal children’s ethical rights in video-recorded observation studies.
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Kopp, Claire B. "Emotional distress and control in young children." New Directions for Child and Adolescent Development 1992, no. 55 (1992): 41–56. http://dx.doi.org/10.1002/cd.23219925505.
Full textDissertations / Theses on the topic "Emotionally distressed children"
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Milton, Rosemary E., and n/a. "Art as an intervention with emotionally distressed children to improve health and wellbeing." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061018.100536.
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When children arc emotionally distressed, their capacity for learning is
diminished and their self esteem is lowered. Not only is their behaviour often
disruptive, reflecting their inner feelings and frustrations, but their health and wellbeing,
physical, psychological, and spiritual is affected.
Art is a natural medium of expression for children and provides an emotionally
distressed child with a means of self expression, enabling an emotional release, an
opportunity for self-exploration, and a means of communication which may not be
possible through the normal channel of language.
An art intervention program was implemented with a small group of emotionally
distressed or withdrawn children at an A.C.T. primary school which holds a
humanistic/holistic attitude to health and education. The study was undertaken between
May and November 1992 in a first grade integrated classroom, where mainstream
children are together with special needs children. The object of the study was to
examine if art activities in small groups can provide a combination of personal and
group experiences that result in a therapeutic change to the emotional health and
wellbeing of the participating children.
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Pöder, Ulrika. "Posttraumatic stress among parents of children on cancer treatment: support, care and distress." Doctoral thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8745.
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The main aim of this thesis was to longitudinally investigate the potential occurrence of posttraumatic stress disorder (PTSD) among parents of children on cancer treatment (Study I). Additional aims were to describe parents’ perceptions of emotional support and satisfaction with the child’s care (II), perceptions of the child’s symptom burden (III), and parents’ stories about having a child on cancer treatment (IV). The design was prospective, longitudinal, and data was collected at: one week, two months, and four months after the child’s diagnosis and one week/six months after the end of successful treatment/transplantation. Parents (N=259) were consecutively included during the years 2002-2004 and answered questionnaires and open-ended questions over the telephone. Parenting a child with cancer is a very demanding, potentially traumatic, event. Approximately a fourth of the parents report symptoms corresponding to PTSD. The symptom level is related to being a mother, not working before the child’s diagnosis, and to previous trauma experience. Less than half of those who report a need to talk with a psychologist report having had the opportunity to do so. Parents are generally satisfied with the care and report the highest satisfaction with the technical care. Emotional distress, fatigue, nutrition, and pain are, according to parents, the most problematic symptom areas for their children. Pain is identified as especially problematic. Parents in paediatric oncology care should be acknowledged as potential care-recipients. In order to prevent development of PTSD parents of children on cancer treatment should be supported to maintain an ordinary life, for example pursue work and/or activities, and to get sufficient rest. As a means towards this parents need help with e.g. household duties and childcare. In addition to this, parents in approximately two fifths of the families need extended psychosocial support aiming at reducing posttraumatic stress.
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Hall, Susan Rebecca. "Assessing emotional distress in abused children during videotaped investigative interviews: The effect of risk and protective factors." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280419.
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Social science research shows that many maltreated children suffer adverse psychological consequences, but less evidence exists to identify which children may be more or less at risk for such effects. In addition, some negative effects may be compounded when abused children interact with the criminal justice system. While public policies and procedures have been modified to address these issues (e.g., courtroom accommodations), little research has assessed which children would benefit most from them. To fill these needs, the present study: (a) tested the concurrent criterion validity of a new clinical-forensic assessment tool, the Videotaped Interview Trauma Assessment List (VITAL), a behavioral observation instrument that, when fully validated, can be used with other methods to assess emotional distress, risk/protective factors, and need for courtroom accommodations in allegedly abused children, and (b) assessed how risk and protective factors affected allegedly abused children's emotions and behaviors during actual investigative interviews. The results from the present study lend support to the concurrent criterion validity of the VITAL, because it functionally measured the children's existing emotional state and assessed the impact of interviewers' questions/statements on children's emotions/behaviors. Results were consistent with prior research on investigative interviewing and risk/protective factors. Specifically, the investigative interviews were generally an uncomfortable experience for the children; however, the presence of one or more sources of social support resulted in statistically significantly lower internalizing ratings (i.e., sadness, anxiety, embarrassment, withdrawal). Similarly, non-offending parental support tended to result in lower internalizing and depression ratings. While ratings of children's internalizing or externalizing emotions/behaviors were not affected by the majority of risk factors proposed in prior research (i.e., higher frequency of abuse, threat or use of force, closer relationship between the alleged abuser and the child, higher degree of intrusiveness of sexual abuse, less time in rapport, and family dysfunction), some trends were indicated (e.g., longest duration of alleged abuse tended to result in the most externalizing behavior, higher number of investigative interviews tended to result in higher internalizing and lower positive ratings). Future validity research on the VITAL is recommended because behavioral instruments are virtually absent in psycho-legal child maltreatment research and practice.
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Karakatsani, Efthalia. "Challenging behavior, parental emotional distress, child quality of life and service provision in children with intellectual disabilities." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8145/.
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There are two areas of research into challenging behaviour that are, as yet, underexplored and yet important and likely to promote beneficial outcomes. First, there are very few studies of the persistence of challenging behaviour and predictors of persistence. In this thesis this question is addressed by studying challenging behaviour in people with the same cause for their intellectual disability, Fragile X syndrome (FXS). Second, the interrelationship between the quality of life of children with intellectual disabilities who show challenging behaviour, parental wellbeing and service use has not yet been explored. The relationships between these factors are explored in a large scale survey. Challenging behaviour was found to be highly persistent in FXS and predicted by the presence of autism spectrum disorder. For the second question posed, impulsivity, a behavioural correlate of challenging behaviour, but not challenging behaviour alone, was predictive of parental emotional wellbeing. Behavioural correlates of challenging behaviour and parental emotional wellbeing were related to the quality of life of children with intellectual disabilities. Finally, parental anxiety and the child’s age were strongly associated with access to mental health and social services. The results have important implications for the targeting of individualised early intervention strategies at children at high risk and which can effectively support children with intellectual disabilities and challenging behaviour in order to enable families to experience better quality of life.
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Biggs, Nicola Dawn. "Sensory discomfort or affective distress? : the role of fear and anxiety in children's pain experience." Thesis, Bucks New University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369382.
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Contractor, Ateka A. "Relations between PTSD and Distress Dimensions in an Indian Child/Adolescent Sample following the 2008 Mumbai Terrorist Attacks." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1421775791.
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Smart, Larene K. "Parenting Self-Efficacy in Parents of Children with Autism Spectrum Disorders." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5842.
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Parenting self-efficacy is one factor identified as relevant to parent distress and child therapy outcomes. Theories for parenting self-efficacy suggest parents of children with autism spectrum disorders (ASD) may be at risk for lower parenting self-efficacy than other parents. Parents who have low parenting self-efficacy may then have higher risk for poor treatment outcomes. Previous researchers found inconsistent results related to parenting self-efficacy rates for parents of children with ASD. They suggested the results were due to sample sizes, measurement insensitivitiy, comparison groups, and the limited range of children's ages (Fields, 2006; Meirsschaut, Roeyers, and Warreyn, 2010; Palafox, 2004; and Rutgers et al., 2007). In the current study, the researchers invited 598 parents to complete a series of questionnaires. Participants included the parents of children with ASD (n = 57), Down syndrome (n = 24), ASD and Down syndrome (n = 41), emotional and behavioral disorders (n = 287), and no identified diagnoses (n = 189). The parents who participated were 90.2% female and 84.9% Caucasian. Participants from the ASD, ASD with Down syndrome, and Down syndrome groups lived in higher income households (75.2% above $30,000 annually) than those in the emotional and behavioral disorder group (94.1% below $30,000 annually). The questionnaires asked parents to rate themselves regarding parenting self-efficacy, parent distress, parenting skills, social support, and answered demographic questions. Parents from the diagnostic groups also rated their child's behavior and symptom severity. Parents from the ASD, Down syndrome, and ASD with Down syndrome groups answered additional questions found to be relevant in Fields, 2007 (e.g. age of symptom onset, number of siblings, and parent's age). Parents of children with ASD were found to have the lowest rates of parenting self-efficacy across the five groups. ANOVA rejected the null hypothesis that the groups would be the same (F = 8.24, df = 4, 595, p < .01, adjusted R² = .05). The effect size for the relationship between diagnosis and parenting self-efficacy was small to moderate, accounting for 5% of the variance of parenting self-efficacy scores. Pairwise comparisons between groups found parents of children with ASD to have significantly lower parenting self-efficacy than the Down syndrome (mean difference = -3.32, se = .81, 95% CI = -5.86, -.78), and community groups (mean difference = -2.89, se = .58, 95% CI = -4.47 to -1.31). Parents from the community group were also found to have higher parenting self-efficacy than the parents of children with emotional and behavioral disorders (mean difference = 1.43, se = .37, 95% CI = 1.31, 4.47). Parenting self-efficacy was also related to parent distress, social support, parenting skills, and child's age. Parenting self-efficacy may warrant monitoring in the treatment of ASD and may be an important point of intervention in therapy.
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Jones, Lee-Anne. "Experiences and needs of mothers of sexually abused children : a Gestalt perspective / Jones, L.K." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7058.
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The aim of this qualitative study was to explore and describe the experiences and needs
of mothers of sexually abused children. A conceptual framework outlined the theoretical
underpinnings of this study which focused on the core theoretical concepts of Gestalt
therapy theory and the field of child sexual abuse with particular focus on the impact that
the child’s trauma has on the mother. Semi–structured interviews were conducted with a
sample of five mothers in order to gain rich data from their phenomenological experience.
These interviews were transcribed into text and analysed. Several themes and categories
emerged and were explored with the use of a literature control. These themes included the
mother’s phenomenological experience of the sequence of disclosure, their awareness of
the impact of their child’s sexual abuse on their holistic sense of self, their intra and
interpersonal contact making styles, their need to facilitate a healthy sense of self and
lastly their phenomenological knowledge gained through their field experience.
The disclosure of their child’s sexual abuse signifies the start of the secondary trauma
experienced by mothers, and the start of the cycle of a new experience that they struggle
to bring to closure. This knowledge that their child has been sexually abused has an
immediate negative impact on the mother’s field and their sense of self. Their process of
healthy self–regulation is hindered due to the strong negative polarities in the self being
formed and the self–blame that the mothers experience. This study therefore concluded
and strongly recommended that mothers of sexually abused children receive support in the
form of therapeutic intervention and education while their child receives therapy.Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2012.
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Tabi, Felicity Besong. "The psycho - social experiences of homeless adolescent children in a shelter in Manzini, Swaziland." Diss., 2014. http://hdl.handle.net/2263/43257.
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Homelessness has become a common phenomenon across the world. And its impact is felt in both the developed and developing countries. The situation in the Kingdom of Swaziland is more devastating due to the inability of the Government and other stakeholders to control and adequately mitigate the constant expansion of the phenomenon as a result of HIV/AIDS, poverty and inadequate care (Baggerly, 2006:162; National Coalition for the Homeless, 2004; Hlatshwayo, 1997).
The research problem was about the psycho-social challenges homeless adolescent children go through in a shelter in Manzini, Swaziland. It was deemed necessary and important to find out how they cope without professional and psycho-social support in the shelter. The goal of the study was to explore the psycho-social experiences of homeless adolescent children in a shelter in Manzini, Swaziland. The research approach was qualitative and the research type was applied. Data was collected by means of semi-structured interviews with eight homeless adolescent children in a shelter in Manzini, Swaziland.
Based on findings from the study, it has been concluded that homeless adolescent children in a shelter in Manzini, Swaziland suffer from considerable psycho-social problems that need urgent attention.Dissertation (MA)--University of Pretoria, 2014.
lk2014
Social Work and Criminology
MA
Unrestricted
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WENG, CHING-MEI, and 翁靖媚. "The Content Analysis of Interpersonal Issue, Triggered Emotional Distress and Coping Strategies about Characters in Children’s Picture Books." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/63c555.
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碩士國立臺中教育大學
區域與社會發展學系國民小學教師在職進修教學碩士學位班
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Abstract Fifty six children’s picture books were collected in this study for research, and the content analysis was adopted to investigate the causes of interpersonal problems and emotional disturbance of the story roles and also analyze the frequency of occurrence, cumulative distribution function, and contents of their coping strategies. According to the data analysis in this study, the findings of the research are as follows: 1. As for the causes of interpersonal problem, it indicates 28 times of “personal trait” which accounts for 37% taking a major proportion of all causes; there are 11 times of “ability and ways of express” which accounts for 15% taking the smallest portion of all causes. 2. The features of “external characteristics” of “personal trait”, which is the main cause of interpersonal problems, includes that the story roles are being laughed at, ostracized, and bullied by others and also become unpopular because of their appearance, physical stature, voice, ability, behavior, or different groups; they can’t make friends due to staying in different friend groups; they become isolated from friends because of their unfriendly attitude. 3. As for the emotional disturbance causing interpersonal problems, there are 29 times of “sadness” which accounts for 32% taking a major portion of such cause; there are 2 times of “shock” which accounts for 2% taking the smallest portion of such cause. 4. The features of “sadness” of the “emotional disturbance”, which is the most common cause of interpersonal problems, includes that the story roles may feel “lonely” because they have no friends; they are being laughed at, bullied, ostracized, hated, or treated unfriendly. And they may lose friends, can’t fit in at groups, have quarrel with friends or can’t make friends with others, so resulting in sadness, tears, crying, “depression” or “sorrow”; they may feel depressed because they don’t like new circumstances or new friends. 5. As the coping strategies for interpersonal problems, it indicates 45 times of “harmonious strategy” accounting for 48% which takes a major proportion of these strategies; there are 2 times of “lure and cheat” accounting for 2% which takes the smallest portion of these strategies 6. The features of “altruism and sharing” of the “harmonious strategy”, which is the most common coping strategy, includes that the story roles may have interpersonal problems due to arguments, different habits or characteristics. Therefore, such coping strategy can enhance their friendships; people who are being laughed at or ostracized by others will become more popular; people who bully or laugh at others will change their ways to care about or assistant others to gain friendship; they will try this way to make new friends; people may become jealous due to natural disasters but their interpersonal relationship will be improved by sharing with others. Finally, according to the research finding, this study concluded by proposing suggestions for the authors of picture books, teachers, parents, and future researches. Keywords: causes of interpersonal problems, emotional disturbance, coping strategy, content analysis
Books on the topic "Emotionally distressed children"
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Helen, Cowie, ed. Counselling and supporting children in distress. London: Sage, 1998.
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How it feels to be a boat. Boston: Houghton Mifflin Harcourt Publishing Company, 2017.
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Tapias, Maria. The Intergenerational Embodiment of Social Suffering. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039171.003.0004.
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This chapter explores how market and working-class women in Bolivia perceived children's health to be affected through mothers' faulty emotional responses to distress and through their bodies. Focusing on the experience of two working-class women in Punata, the chapter examines the intergenerational embodiment of emotional distress and the ways in which social suffering affects children through folk illnesses known as arrebato and debilidad. The discussion centers on the interrelationships among maternal emotions, breastfeeding, pregnancy, and infant susceptibility to illness. The cases are presented within the context of the global war on drugs and money-laundering activities that reveal the entanglement of the interrelational politics of emotional expression, gender relations, and the impact of the economic reforms and the coca/cocaine industry at a local level.
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Gengler, Amanda M. Save My Kid. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9781479863938.001.0001.
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In “Save My Kid,” sociologist Amanda Gengler examines how families of critically ill children navigate the US healthcare system. Not all families are equipped with resources for critically ill kids, but the toolkits that are available to them shape their approach to seeking care and negotiating the treatment process, as well as their ability to maintain some degree of emotional stability in the midst of profound distress. ”Save My Kid” uncovers the powerful role emotional goals—deeply rooted in the emotional culture around illness and medicine in the United States—can play in driving medical decisions, healthcare interactions, and the end of children’s lives if and when they come. This book draws out the often unrecognized, everyday inequalities that unfold throughout the illness experience while shedding important light on the emotional foundations on which they rest.
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Saadat, Haleh, and Zeev N. Kain. Psychological Preparation of the Pediatric Patient for Surgery. Edited by Kirk Lalwani, Ira Todd Cohen, Ellen Y. Choi, and Vidya T. Raman. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190685157.003.0057.
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Each year, about six million children undergo surgical procedures in the United States. More than 80% of all pediatric procedures in the United States are on an outpatient basis without hospital preoperative or postoperative admission. More than 60% of these children manifest emotional distress prior to the procedures and at the induction of anesthesia. The intense distress may lead to negative postoperative physiological and psychological outcomes in children and affect parental satisfaction. Preoperative stress can also exaggerate negative memories, which can exaggerate distress at subsequent procedures. Studies have looked into the incorporation of pharmacological agents as well as nonpharmacological strategies such as parental presence, and behavioral techniques such as imagery, relaxation, and hypnosis in the management of preoperative anxiety. The goal of this chapter is to examine the effects of preoperative anxiety and the effectiveness of these strategies in preventing preoperative psychological stress in children.
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Thompson, Amanda L., and Lori Wiener. Body Image in Children and Adolescents with Cancer. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190655617.003.0012.
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Abstract: A diagnosis of cancer in childhood or adolescence has the potential to influence body image development and may have a lasting impact on self-perception and self-esteem. This chapter first describes existing research about body image in children and adolescents with cancer and then outlines key principles of clinical care of pediatric patients. Clinical assessment of precancer body image is discussed, followed by a review of the impact of treatment on appearance and perception of physical differences over the illness trajectory. Strategies to address body altering side effects of cancer, including the role of social support, are reviewed, and the chapter concludes by describing clinical interventions for more persistent and intrusive body image concerns that interfere with social functioning or cause significant emotional distress. A case study is presented throughout to illustrate key concepts and principles.
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Ehrenreich-May, Jill, and Sarah M. Kennedy, eds. Applications of the Unified Protocols for Transdiagnostic Treatment of Emotional Disorders in Children and Adolescents. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780197527931.001.0001.
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The Unified Protocols for Transdiagnostic Treatment of Emotional Disorders in Children and Adolescents (UP-C and UP-A) are evidence-based, transdiagnostic intervention programs that target core emotion regulation processes that may be shared across varying presentations of internalizing distress or disorders in youth. Given their popular transdiagnostic and modular structures, the UP-C and UP-A have quickly been disseminated and implemented with a variety of populations and in differing treatment settings. This volume aims to aid UP-C and UP-A therapists in understanding varied applications and modifications of these approaches and assist them in applying such in their own practice. To that end, chapters are offered on not only standard UP-C and UP-A research and practice but also applications for youth with obsessive-compulsive symptoms, tic-related concerns, substance use, serious mental illness, and eating disorders. Structural modifications to the UP-C and UP-A using a stepped care model and when delivering care in pediatric or community practice settings and in differing cultures or languages are also discussed. To aid in their use, each chapter includes a brief, user-friendly description of the modifications or adaptations of the UP-C and/or UP-A that are described therein.
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Makurumidze, Getrude, Anna Gamell, and Emili Letang. AIDS Orphans and Other Children Affected by HIV. Edited by Mary Ann Cohen, Jack M. Gorman, Jeffrey M. Jacobson, Paul Volberding, and Scott Letendre. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199392742.003.0005.
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Since the beginning of the HIV/AIDS epidemic, the number of deaths in reproductive age groups has led to nearly 18 million children being left orphaned. Orphans are not only faced with the loss of one or both parents but may also suffer loss of property and inheritance, disruption from school, and psychosocial distress from the stigma associated with HIV/AIDS. This chapter explores the psychological, social, and cultural aspects of HIV/AIDS orphanhood. It addresses the financial and emotional support that orphans and their caregivers need, as well as key strategies shown to be effective to protect, support, and empower orphans and vulnerable children (OVC). Such strategies include providing education, psychosocial care and support, household economic strengthening, social protection, health and nutrition, child and legal protection, and capacity building. However, despite the considerable progress achieved, multiple challenges still prevent many OVC from receiving effective care and support. These aspects need to be urgently addressed in order to build evidence-based programs, respond to the needs of all AIDS-affected children, and achieve the dream of an AIDS-free generation.
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Shaw, Thomas L. Preoperative Anxiety Management. Edited by Erin S. Williams, Olutoyin A. Olutoye, Catherine P. Seipel, and Titilopemi A. O. Aina. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190678333.003.0001.
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Children presenting for surgery are often significantly more anxious compared to adults. This may occur during a new exposure to an unfamiliar environment or repeat exposures to the hospital setting. Pediatric anesthesiologists must utilize a variety of creative and traditional and nontraditional strategies to help alleviate this feeling of anxiety prior to proceeding to the operating room. Knowledge of the consequences of preoperative emotional distress, combined with knowledge of available pharmacological and behavioral interventions, can help enhance the patient’s and the parents’ experience, as well as perioperative outcomes. Both pharmacologic and nonpharmacologic strategies have been successfully utilized perioperatively.
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Kwan, James. How It Feels to Be a Boat. Houghton Mifflin Harcourt Publishing Company, 2017.
Find full textBook chapters on the topic "Emotionally distressed children"
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Epstein, Katherine A. "A boy who could not be comforted." In Child and Adolescent Psychiatry, 149–56. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780197577479.003.0019.
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Reactive attachment disorder (RAD) is a rare disorder occurring in young children who have experienced extremely insufficient care and have been deprived of the opportunity to form a secure attachment with a reliable caregiver. Children with RAD exhibit inhibited, emotionally withdrawn behavior toward caregivers, rarely seeking and responding to comfort when distressed. They may also have minimal social and emotional responsiveness to others, limited positive affect, and episodes of unexplained irritability, sadness, or fearfulness. Symptoms must begin prior to the age of five years. There are no medication treatments for RAD; however, psychiatric comorbidities may benefit from psychopharmacology. The single effective treatment for RAD is placing the child in an environment where they have the opportunity to form a selective attachment to a caregiver. Symptoms of RAD may completely resolve if this occurs.
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Schonfeld, David, and Thomas Demaria. "Supporting Grieving Students." In Supporting and Educating Traumatized Students, edited by Eric Rossen, 209–32. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190052737.003.0012.
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The vast majority of children experience the death of someone close to them. Although common, such losses can have a significant and profound impact on children’s social and emotional development, as well as their academic functioning. Educators can play a critical role in helping children understand and cope with their loss, implement accommodations to ensure they make continued academic progress, and follow practical strategies to promote coping and minimize their distress. Advice is provided for school-employed mental health professionals on how to identify and support children who would benefit from additional services, how to respond to unique situations such as death due to suicide or in the context of a school crisis, and how to establish appropriate school policies such as approaches to commemoration and memorialization.
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Ehrenreich-May, Jill, Sarah M. Kennedy, Jamie A. Sherman, Emily L. Bilek, Brian A. Buzzella, Shannon M. Bennett, and David H. Barlow. "Module-P: Parenting the Emotional Adolescent." In Unified Protocols for Transdiagnostic Treatment of Emotional Disorders in Children and Adolescents, 145–68. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780199340989.003.0009.
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Chapter 9 introduces parents to the idea that the parenting behaviors they use in response to their adolescent’s strong emotions may actually maintain or amplify them. Many of the difficulties demonstrated by parents of emotional adolescents result from a normal, appropriate desire to lessen their adolescent’s distress. The problem is that such strategies typically operate to unintentionally limit the adolescent’s interaction with upsetting situations or stimuli, thereby accidentally reinforcing the adolescent’s emotional disorder symptoms over time. Parents are encouraged to identify their own emotional responses to their adolescent’s strong emotions, as well as the parenting behaviors they use to manage both their own and their adolescent’s distress. Parents are introduced to four parenting behaviors or “pitfalls” common to families of children and adolescents with emotional disorders, as well as “opposite parenting behaviors” that may be more effective in helping their adolescent to manage strong emotions.
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Kay-Flowers, Susan. "Conflict." In Childhood Experiences of Separation and Divorce, 153–66. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447338659.003.0009.
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This chapter describes childhood experiences of parental conflict and examines how this impacted on their accommodation of parental separation. Using respondents’ accounts, it describes the negative impact of parental conflict on children’s social and emotional well being. In some cases, where domestic violence was present this included ‘feeling frightened’. When conflict ended following parental separation, the feeling of relief was universal and children showed a high level of accommodation. Their experiences were in marked contrast to those who continued to experience their parents’ conflict who described the distress it caused them and showed a low level of accommodation. The positive role of family support in enabling children to adjust was highlighted in some accounts.
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Walsh, Joseph. "Relationships with Children and Adolescents." In The Dynamics of the Social Worker-Client Relationship, 128–48. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197517956.003.0008.
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The processes of forming working relationships with children and adolescents are often different than those with adults because of their physical, psychological, cognitive, emotional, and social stages of development. Additionally, they are at risk for many unique problems due to their dependency on and vulnerability to harm by adults. Their problems may be related to an absence of adequate family support and appropriate adult models, exposure to unhealthy social systems and traumatic situations, attachment issues, and difficulties with emotional regulation. Peer conflicts can also create distress for youth. Further, while children and adolescents are dependent on adults to get most of their needs met, they are often distrusting of adults, including social workers. The purpose of this chapter is to consider how social workers can engage with members of this population and develop relationships with them based on trust.
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Ntshuntshe, Zoleka. "School Teachers as Non-Violent Role Models." In Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools, 217–32. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7476-7.ch012.
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For a long time in South Africa, schools have relied heavily on corporal punishment as a means to bring law and order in the classroom. This culture of using violence has bred angry and militant children who are not afraid to stand tall and defiant of the teachers meting out this punishment. This chapter will challenge teachers to view the traditional way of using violence to restrain children against viewing new ways in which they can become role models where distressed learners can receive care and support. It will also show the benefits of a caring teacher as it adds to emotional wellbeing and social wellbeing of children which are important in the total outcomes of all children. This chapter will provide teachers with useful knowledge encouraging positive role modelling which fosters positive imitation by children. It is evident that environmental factors and interpersonal relationships will play a big role in achieving this goal; therefore, Bronfenbrenner's ecological systems theory will play a pivotal role in defining the role of the teacher.
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Aldridge, Jan, and Barbara M. Sourkes. "The psychological impact of life-limiting conditions on the child." In Oxford Textbook of Palliative Care for Children, edited by Richard Hain, Ann Goldman, Adam Rapoport, and Michelle Meiring, 75–86. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198821311.003.0008.
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The children and families who speak in this chapter articulate concerns that are shared by many who are living with potentially life-shortening illnesses or conditions. They have all had to negotiate the changing, and often narrowing, of their world that the progressive losses that illness can bring and find ways to live with these changes and the ongoing uncertainty. The chapter explores how the availability of sensitive emotional support and psychological expertise throughout the course of the child’s and family`s journey can bring much comfort, ease suffering and distress, and even aspire to enable growth in the face of enormous challenge.
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Gledhill, Julia, and M. Elena Garralda. "The relationship between physical and mental health in children and adolescents." In New Oxford Textbook of Psychiatry, 1740–47. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0227.
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The link between physical and psychological disorder in children and adolescents is well established. Children with chronic illness are at increased risk of emotional and behavioural disorders. In addition, repeated presentations with physical symptoms may represent underlying psychological distress or psychiatric disorder. Because of the inextricable links between young people and the family in which they live, it is inappropriate to consider symptoms in an index child in isolation. The effects of symptomatology on family functioning, parent, and sibling relationships should be considered. This may have important aetiological and prognostic significance.
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Calam, Rachel, and Anja Wittkowski. "Parents with Serious Mental Health Problems." In The Power of Positive Parenting, edited by Matthew R. Sanders and Trevor G. Mazzucchelli, 206–15. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190629069.003.0017.
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Parenthood can be more challenging when a parent experiences serious mental health problems, which can negatively affect family life and children’s emotional, social, and behavioral development. Parental distress and mental health problems increase the risk of mental health problems in children and adolescents. Data suggest that well over half of service users with psychosis or psychiatric disorder are also parents. This chapter focuses on research into mental health difficulties in the perinatal period and parenting with psychosis and with bipolar disorder. To date, promising outcomes have been found for initial trials investigating the delivery of parenting support to parents with serious mental health conditions, particularly bipolar disorder, but empirical work is limited. The chapter identifies priority areas for research to refine approaches to parenting support to best suit different mental health conditions and contexts.
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Ehrenreich-May, Jill, Sarah M. Kennedy, Jamie A. Sherman, Emily L. Bilek, Brian A. Buzzella, Shannon M. Bennett, and David H. Barlow. "UP-C Session 2: Getting to Know Your Emotions." In Unified Protocols for Transdiagnostic Treatment of Emotional Disorders in Children and Adolescents, 207–24. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780199340989.003.0012.
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Chapter 12 provides education about the structure and function of emotions. Child group members begin to practice identifying and rating the intensity of their emotions, as well as breaking emotions down into their component parts (thoughts, body clues, behaviors). Children also learn to understand the course of their emotional experiences by examining what happens “Before, During, and After” a given emotion. The cycle of avoidance and other emotional behaviors are also covered. The parent session introduces the idea that parenting behaviors used in response to a child’s strong emotions may accidentally maintain or amplify the child’s distress. An overview of one common emotional parenting behavior (criticism) and its opposite parenting behavior (praise/positive reinforcement) is presented.
Conference papers on the topic "Emotionally distressed children"
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Selby, Louise, Frances Beresford, Sejal Saglani, Andrew Bush, Angela Jamalzadeh, Rachael Moore Crouch, Pippa Hall, and Louise Fleming. "Emotional distress in children with problematic severe asthma is associated with parental anxiety and depression." In ERS International Congress 2018 abstracts. European Respiratory Society, 2018. http://dx.doi.org/10.1183/13993003.congress-2018.pa1280.
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