Literatura académica sobre el tema "Emotional problems of children"
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Artículos de revistas sobre el tema "Emotional problems of children"
Braet, Caroline, Lotte Theuwis, Kim Van Durme, Julie Vandewalle, Eva Vandevivere, Laura Wante, Ellen Moens, Sandra Verbeken y Lien Goossens. "Emotion Regulation in Children with Emotional Problems". Cognitive Therapy and Research 38, n.º 5 (17 de abril de 2014): 493–504. http://dx.doi.org/10.1007/s10608-014-9616-x.
Texto completoFernandes, Blossom, Mark Wright y Cecilia A. Essau. "The Role of Emotion Regulation and Executive Functioning in the Intervention Outcome of Children with Emotional and Behavioural Problems". Children 10, n.º 1 (11 de enero de 2023): 139. http://dx.doi.org/10.3390/children10010139.
Texto completoAlmu'tasim, Amru. "Analisis Kecerdasan Emosional Anak Pengendalian Diri dan Kemampuan Memecahkan Masalah Perspektif al-Qurân Hadits". TARBIYA ISLAMIA : Jurnal Pendidikan dan Keislaman 8, n.º 1 (6 de marzo de 2019): 61. http://dx.doi.org/10.36815/tarbiya.v8i1.347.
Texto completoAdler, Alfred. "Understanding Children with Emotional Problems". Journal of Humanistic Psychology 38, n.º 1 (enero de 1998): 121–27. http://dx.doi.org/10.1177/00221678980381012.
Texto completovan den Bedem, Neeltje P., Julie E. Dockrell, Petra M. van Alphen y 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, n.º 16 (18 de agosto de 2020): 6008. http://dx.doi.org/10.3390/ijerph17166008.
Texto completoCiucci, Enrica, Andrea Baroncelli, Carolina Facci, Stefania Righi y Paul J. Frick. "Callous–Unemotional Traits and Emotion Perception Accuracy and Bias in Youths". Children 11, n.º 4 (1 de abril de 2024): 419. http://dx.doi.org/10.3390/children11040419.
Texto completoYOSHIDA, Keiko. "Developmental and Emotional Problems of Children". TRENDS IN THE SCIENCES 15, n.º 4 (2010): 22–27. http://dx.doi.org/10.5363/tits.15.4_22.
Texto completoZhang, Xiaobo. "Emotional Intervention and Education System Construction for Rural Children Based on Semantic Analysis". Occupational Therapy International 2022 (4 de julio de 2022): 1–11. http://dx.doi.org/10.1155/2022/1073717.
Texto completoBansal, Pevitr S., Sarah M. Haas, Michael T. Willoughby, Erika K. Coles, William E. Pelham y Daniel A. Waschbusch. "A Pilot Study of Emotional Response to Time-Out in Children With Conduct Problems and Callous-Unemotional Traits". Psychological Reports 123, n.º 5 (25 de octubre de 2019): 2017–37. http://dx.doi.org/10.1177/0033294119884014.
Texto completoWells, Amy E., Laura M. Hunnikin, Daniel P. Ash y Stephanie H. M. van Goozen. "Children with Behavioural Problems Misinterpret the Emotions and Intentions of Others". Journal of Abnormal Child Psychology 48, n.º 2 (4 de noviembre de 2019): 213–21. http://dx.doi.org/10.1007/s10802-019-00594-7.
Texto completoTesis sobre el tema "Emotional problems of children"
Haider, Mariam. "Emotional and behavioural problems among Pakistani children". Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=94914.
Texto completoL'objectif principal de l'étude a été d'examiner les taux de prévalence des problèmes émotionnels et comportementaux parmi les enfants Pakistanais. L'effet dû à l'âge et au sexe ont également été étudié. La cohérence interne et la validité conceptuelle du CBCL de l'Ourdou ont été examinées. De plus, un prélevé des échantillons de Pakistanais fut comparé à celle d'une démographique Américaine. Les parents de 600 enfants âgés de 6 à 16 ans ont complété le CBCL en Ourdou, avec l'échantillon divisé également entre garçons et filles. Les données ont été recueillies parmi les écoles privées et publiques dans la ville Pakistanaise de Lahore. Une plus haute prévalence de problèmes d'internalisation comparée aux problèmes d'externalisation a été trouvée dans l'échantillon. Dans le cadre de syndrome empirique, soucieux/déprimé était la plus répandue mais parmi l'échelle DSM, les problèmes somatiques ont été la plus répandue. Semblable aux autres cultures, il y avait d'importantes différences entre les sexes avec un degré plus élevé de problème d'extériorisation parmi les garçons comparativement aux filles. L'inverse était vrai pour les problèmes d'internalisation. Les problèmes d'internalisation augmentent avec l'âge mais les problèmes d'extériorisation diminuent avec l'âge. Malgré les ressemblances interculturelles dans les tendances du développement, il y avait un effet accordé par la culture. Fondé sur les critères de Cohen (1988), l'effet de la Culture était moyenne (0.06) pour les résultats totale. La comparaison interculturelle a indiqué que les enfants Pakistanais avaient de meilleurs résultats sur toutes les échelles sauf ceux des problèmes qui font réfléchir. Les résultants peuvent être attribués à l'augmentation de la violence et du terrorisme à Lahore. Les constatations actuelles soutiennent le model écologique-transactionnel. Il y avait également des interactions signif
Choi, Ye Ri 1973. "Chinese immigrant children : predictors of emotional and behavioural problems". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99162.
Texto completoSingh, Gurmeet Mohinder Pal. "Social cognitions in children with emotional and behavioural problems". Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10019078/.
Texto completoJoseph, Gail E. "If you're happy and you know it : the emotional literacy and social information processing scripts of young, high-risk children /". Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7553.
Texto completoSuveg, Cynthia M. "Emotion Management in Children with Anxiety Disorders: A Focus on the Role of Emotion-related Socialization Processes". Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/SuvegCM2003.pdf.
Texto completoEdvardsson, Lotta y Johanna Drejare. "Behavioural and emotional problems and physical activity in early school-age children born preterm". Thesis, Umeå universitet, Institutionen för psykologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-135431.
Texto completoSyftet med denna studie var att undersöka relationer mellan beteende och emotionella problem samt fysisk aktivitet i tidig skolålder hos prematura barn i jämförelse med fullgångna barn. Urvalet bestod av 131 barn i åldern 6–9 (medelvärde 7.8, inklusive 54 % flickor). Deltagarna blev indelade i fyra grupper beroende på gestationsålder: extremt prematura (22–27 veckor), mycket prematura (28–33 veckor), måttligt prematura (34–37 veckor) och kontrollgruppen som bestod av fullgångna barn (38–42 veckor). Datamaterialet inhämtades från föräldrarnas skattningar på enkäten Child Behaviour Checklist (CBCL). Resultaten visade att barn som fötts extremt prematurt skattades ha signifikant mer symtom av depression, ADHD och uppförandestörning jämfört med mycket och måttligt prematura samt fullgångna barn. Barnen som fötts extremt prematurt utövade även mer individuella idrotter och mindre lagidrotter, vilket var speciellt tydligt för barn med höga skattningar på skalorna ADHD och trotssyndrom. Sammanfattningsvis har barn födda extremt prematurt mer emotionella och beteendemässiga problem jämfört barn med längre gestationsålder, och utifrån det behövs mer fokus på att utforma lämpliga interventioner för att förebygga och behandla dessa problem. Även om fysisk aktivitet inte visade sig minska med lägre gestationsålder i vårt urval är det troligt att större skillnader kommer visa sig när barnen blir äldre och vidare undersökningar krävs för att avgöra hur fysisk aktivitet kan tänkas påverka utfallen för prematura barn.
Fyffe, Adam. "Children and young people's understanding of psychological problems and emotional wellbeing". Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.510420.
Texto completoCox, Mary Ellen, Donna J. Cherry y John G. Orme. "Measuring the Willingness to Foster Children With Emotional and Behavioral Problems". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/7644.
Texto completoTaylor, Michael Orval. "Identifying and Building on Strengths of Children With Serious Emotional Disturbances". PDXScholar, 2002. https://pdxscholar.library.pdx.edu/open_access_etds/2873.
Texto completoHershfeldt, Patricia Ann. "Proactive and reactive accommodation use variables affecting implementation for students with emotional and behavioral disorders /". [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000016.
Texto completoLibros sobre el tema "Emotional problems of children"
Kelly, Edward J. Conduct problems/emotional problem interventions: A holistic perspective. East Aurora, N.Y: Slosson Educational Publications, 1992.
Buscar texto completo1945-, Maguire Jack, Philadelphia Child Guidance Center y Philip Lief Group, eds. Your child's emotional health. New York: Macmillan, 1994.
Buscar texto completoJanet, Tod, ed. Emotional and behavioural difficulties. London: D. Fulton, 1998.
Buscar texto completoMark, Pearson. Emotional release for children: Repairing the past, preparing the future. Melbourne, Vic., Australia: ACER, 1995.
Buscar texto completoGallico, Robin P. Emotional and behavioral problems in children with learning disabilities. San Diego (Cal.): Singular Publishing, 1991.
Buscar texto completoGallico, Robin P. Emotional and behavioral problems in children with learning disabilities. Boston: Little, Brown, 1988.
Buscar texto completo1943-, Friedman Robert M., Duchnowski Albert J, Henderson Elissa L y Research and Training Center for Children's Mental Health (Florida Mental Health Institute), eds. Advocacy on behalf of children with serious emotional problems. Springfield, Ill., U.S.A: Charles C Thomas, 1989.
Buscar texto completo1945-, Maguire Jack, Philadelphia Child Guidance Center y Philip Lief Group, eds. Your child's emotional health. New York: Macmillan, 1994.
Buscar texto completoNational Educational Service (U.S.). Reclaiming children and youth: Journal of emotional and behavioral problems. Bloomington, IN: National Educational Service, 1995.
Buscar texto completoDebora, Bell, Foster Sharon L y Mash Eric J, eds. Handbook of behavioral and emotional problems in girls. New York: Kluwer Academic/Plenum Publishers, 2005.
Buscar texto completoCapítulos de libros sobre el tema "Emotional problems of children"
Taylor, Ronald L. y Les Sternberg. "Students with Behavioral or Emotional Problems". En Exceptional Children, 150–78. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_7.
Texto completoDouglas, Jo. "Children’s behavioural and emotional problems". En Psychology and Nursing Children, 99–125. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-22880-5_5.
Texto completoTaylor, Ronald L. y Les Sternberg. "Teaching Students with Behavioral or Emotional Problems". En Exceptional Children, 179–210. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_8.
Texto completovan de Loo, K. F. E., L. van Dongen, M. Mohamed, T. Gardeitchik, T. W. Kouwenberg, S. B. Wortmann, R. J. T. Rodenburg, D. J. Lefeber, E. Morava y C. M. Verhaak. "Socio-emotional Problems in Children with CDG". En JIMD Reports, 139–48. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/8904_2013_233.
Texto completoDoepke, Karla J., Brea M. Banks, Jennifer F. Mays, Lauryn M. Toby y Steven Landau. "Co-occurring emotional and behavior problems." En Autism spectrum disorder in children and adolescents: Evidence-based assessment and intervention in schools., 125–48. Washington: American Psychological Association, 2014. http://dx.doi.org/10.1037/14338-007.
Texto completoFatima, Yaqoot, Anne Cleary, Stephanie King, Shaun Solomon, Lisa McDaid, Md Mehedi Hasan, Abdullah Al Mamun y Janeen Baxter. "Cultural Identity and Social and Emotional Wellbeing in Aboriginal and Torres Strait Islander Children". En Family Dynamics over the Life Course, 57–70. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12224-8_4.
Texto completoBrandt, Pierre-Yves, Zhargalma Dandarova-Robert, Grégory Dessart, Hanneke Muthert y Hanneke Schaap-Jonker. "Integrative Model of Children’s Representations of God in Drawings". En When Children Draw Gods, 15–42. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-94429-2_2.
Texto completo"Emotional problems 135". En Behaviour Problems in Young Children, 145–64. Routledge, 2002. http://dx.doi.org/10.4324/9780203191590-11.
Texto completoAmbert, Anne-Marie. "Children with Severe Emotional Problems". En Parents, Children, and Adolescents, 177–90. Routledge, 2020. http://dx.doi.org/10.4324/9781315786681-15.
Texto completoAnderson, Jessie y John Scott Werry. "Emotional and Behavioral Problems". En The Epidemiology Of Childhood Disorders, 304–38. Oxford University PressNew York, NY, 1994. http://dx.doi.org/10.1093/oso/9780195075168.003.0011.
Texto completoActas de conferencias sobre el tema "Emotional problems of children"
CIOBANU, Adriana. "Educational strategies for improving emotional regulation in children with autistic spectrum disorders". En Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p127-133.
Texto completoOzerova, Evita, Baiba Martinsone, Carmel Cefai y Elisabetta Conte. "Social-Emotional Skills, Behavioural Problems and Learning Outcomes of Elementary School Children". En ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.59.
Texto completoSupe, Inga, Baiba Martinsone, Carmel Cefai y Elisabetta Conte. "Changes in Social-Emotional Skills and Behaviour in Preschool Children after Participation in the Promoting Mental Health at Schools Program: The Social-Emotional Skills of Parents as a Mediator". En ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.56.
Texto completoCerguță, Andreea-Maria. "The Model of the Formation of Socio-ecological Competences at Preschool Age". En ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/07.
Texto completoPetric, Evelin. "PARENT-CHILD AND PARENT-TEACHER AGREEMENT ON CHILDREN�S BEHAVIORAL AND EMOTIONAL PROBLEMS: DO CHILDREN�S SOCIAL-EMOTIONAL COMPETENCIES MATTER?" En 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.2/s11.036.
Texto completode Carvalho, Melissa Dorneles, André Curioletti Pereira, Andressa Naomy Tamura, Estela Cristina Giglio de Sousa, Hisadora Gemelli, Ana Cláudia de Araújo Argentino, Hirofumi Uyeda, Fernanda Bortolanza Hernandes y Marcos Antonio da Silva Cristovam. "Screening for psychosocial and emotional problems on children with atopic dermatitis". En SBN Conference 2022. Thieme Revinter Publicações Ltda., 2023. http://dx.doi.org/10.1055/s-0043-1774490.
Texto completoSilaeva, Lyudmila A. "Speech therapy work with preschoolers with ONR on the development of the emotional sphere as prerequisites for the formation of emotional-evaluative vocabulary". En Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-64-70.
Texto completoOLĂRESCU, Valentina. "The appearance, development and understanding of emotions at preschool age". En Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v1.24-25-03-2023.p162-166.
Texto completoSalvador, Cristina, José Vicente y João Paulo Martins. "Ergonomics in Children's Furniture -Emotional Attachment". En Applied Human Factors and Ergonomics Conference (2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001284.
Texto completoCIOBANU, Adriana y Miluța URSU. "Development of emotional skills in schoolchildren with special educational needs in Primary Schooll". En Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p104-110.
Texto completoInformes sobre el tema "Emotional problems of children"
Greenberg, Mark. Evidence for Social and Emotional Learning in Schools. Learning Policy Institute, febrero de 2023. http://dx.doi.org/10.54300/928.269.
Texto completoOpare-Kumi, Jennifer. Foundational Learning and Mental Health: Empirical Evidence from Botswana. Research on Improving Systems of Education (RISE), marzo de 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/133.
Texto completoEl Hamamsy, Laila. Early Marriage and Reproduction in Two Egyptian Villages. Population Council, 1994. http://dx.doi.org/10.31899/pgy1994.1009.
Texto completoBerlanga, Cecilia, Emma Näslund-Hadley, Enrique Fernández García y Juan Manuel Hernández Agramonte. Hybrid parental training to foster play-based early childhood development: experimental evidence from Mexico. Inter-American Development Bank, mayo de 2023. http://dx.doi.org/10.18235/0004879.
Texto completoHaslam, Divna, Ben Mathews, Rosana Pacella, James Graham Scott, David Finkelhor, Daryl Higgins, Franziska Meinck et al. The prevalence and impact of child maltreatment in Australia: Findings from the Australian Child Maltreatment Study: Brief Report. Queensland University of Technology, 2023. http://dx.doi.org/10.5204/rep.eprints.239397.
Texto completoChowdhury, S. M. Zahedul Islam y M. A. Mannan. PERFORMANCE ASSESSMENT OF THE PILOT PROGRAM OF SHISHU BIKASH KENDRA. Bangladesh Institute of Development Studies, marzo de 2024. http://dx.doi.org/10.57138/vnnb9520.
Texto completoOsadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olesia O. Prokofieva, Olha V. Kovalova y Arnold E. Kiv. Features of implementation of modern AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders. [б. в.], noviembre de 2020. http://dx.doi.org/10.31812/123456789/4413.
Texto completoClarke, Alison, Sherry Hutchinson y Ellen Weiss. Psychosocial support for children. Population Council, 2005. http://dx.doi.org/10.31899/hiv14.1003.
Texto completoTaylor, Michael. Identifying and Building on Strengths of Children With Serious Emotional Disturbances. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.2867.
Texto completoGreen, Crystal y Clara García-Millán. Spotlight: Social & Emotional Learnin. HundrED, noviembre de 2021. http://dx.doi.org/10.58261/cqtm5329.
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