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Artykuły w czasopismach na temat "Emotional problems of children"
Braet, Caroline, Lotte Theuwis, Kim Van Durme, Julie Vandewalle, Eva Vandevivere, Laura Wante, Ellen Moens, Sandra Verbeken i Lien Goossens. "Emotion Regulation in Children with Emotional Problems". Cognitive Therapy and Research 38, nr 5 (17.04.2014): 493–504. http://dx.doi.org/10.1007/s10608-014-9616-x.
Pełny tekst źródłaFernandes, Blossom, Mark Wright i Cecilia A. Essau. "The Role of Emotion Regulation and Executive Functioning in the Intervention Outcome of Children with Emotional and Behavioural Problems". Children 10, nr 1 (11.01.2023): 139. http://dx.doi.org/10.3390/children10010139.
Pełny tekst źródłaAlmu'tasim, Amru. "Analisis Kecerdasan Emosional Anak Pengendalian Diri dan Kemampuan Memecahkan Masalah Perspektif al-Qurân Hadits". TARBIYA ISLAMIA : Jurnal Pendidikan dan Keislaman 8, nr 1 (6.03.2019): 61. http://dx.doi.org/10.36815/tarbiya.v8i1.347.
Pełny tekst źródłaAdler, Alfred. "Understanding Children with Emotional Problems". Journal of Humanistic Psychology 38, nr 1 (styczeń 1998): 121–27. http://dx.doi.org/10.1177/00221678980381012.
Pełny tekst źródłaYOSHIDA, Keiko. "Developmental and Emotional Problems of Children". TRENDS IN THE SCIENCES 15, nr 4 (2010): 22–27. http://dx.doi.org/10.5363/tits.15.4_22.
Pełny tekst źródłavan den Bedem, Neeltje P., Julie E. Dockrell, Petra M. van Alphen i 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, nr 16 (18.08.2020): 6008. http://dx.doi.org/10.3390/ijerph17166008.
Pełny tekst źródłaZhang, Xiaobo. "Emotional Intervention and Education System Construction for Rural Children Based on Semantic Analysis". Occupational Therapy International 2022 (4.07.2022): 1–11. http://dx.doi.org/10.1155/2022/1073717.
Pełny tekst źródłaBansal, Pevitr S., Sarah M. Haas, Michael T. Willoughby, Erika K. Coles, William E. Pelham i Daniel A. Waschbusch. "A Pilot Study of Emotional Response to Time-Out in Children With Conduct Problems and Callous-Unemotional Traits". Psychological Reports 123, nr 5 (25.10.2019): 2017–37. http://dx.doi.org/10.1177/0033294119884014.
Pełny tekst źródłaWells, Amy E., Laura M. Hunnikin, Daniel P. Ash i Stephanie H. M. van Goozen. "Children with Behavioural Problems Misinterpret the Emotions and Intentions of Others". Journal of Abnormal Child Psychology 48, nr 2 (4.11.2019): 213–21. http://dx.doi.org/10.1007/s10802-019-00594-7.
Pełny tekst źródłaMojs, E., E. Gajewska, M. D. Głowacka i W. Samborski. "Behavioral and Emotional Problems of Children with ADHD". European Psychiatry 24, S1 (styczeń 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)70631-5.
Pełny tekst źródłaRozprawy doktorskie na temat "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.
Pełny tekst źródłaL'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.
Pełny tekst źródłaSingh, 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/.
Pełny tekst źródłaJoseph, 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.
Pełny tekst źródłaSuveg, 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.
Pełny tekst źródłaEdvardsson, Lotta, i 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.
Pełny tekst źródłaSyftet 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.
Pełny tekst źródłaCox, Mary Ellen, Donna J. Cherry i 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.
Pełny tekst źródłaTaylor, Michael Orval. "Identifying and Building on Strengths of Children With Serious Emotional Disturbances". PDXScholar, 2002. https://pdxscholar.library.pdx.edu/open_access_etds/2873.
Pełny tekst źródłaHershfeldt, 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.
Pełny tekst źródłaKsiążki na temat "Emotional problems of children"
Kelly, Edward J. Conduct problems/emotional problem interventions: A holistic perspective. East Aurora, N.Y: Slosson Educational Publications, 1992.
Znajdź pełny tekst źródłaEmotional problems in children and young people. London: Cassell, 1996.
Znajdź pełny tekst źródła1945-, Maguire Jack, i Philadelphia Child Guidance Center, red. Your child's emotional health. New York: Macmillan, 1994.
Znajdź pełny tekst źródła1945-, Maguire Jack, Philadelphia Child Guidance Center i Philip Lief Group, red. Your child's emotional health. New York: Macmillan, 1994.
Znajdź pełny tekst źródłaGallico, Robin P. Emotional and behavioral problems in children with learning disabilities. Boston: Little, Brown, 1988.
Znajdź pełny tekst źródłaGallico, Robin P. Emotional and behavioral problems in children with learning disabilities. San Diego (Cal.): Singular Publishing, 1991.
Znajdź pełny tekst źródła1943-, Friedman Robert M., Duchnowski Albert J, Henderson Elissa L i Research and Training Center for Children's Mental Health (Florida Mental Health Institute), red. Advocacy on behalf of children with serious emotional problems. Springfield, Ill., U.S.A: Charles C Thomas, 1989.
Znajdź pełny tekst źródłaMark, Pearson. Emotional release for children: Repairing the past, preparing the future. Melbourne, Vic., Australia: ACER, 1995.
Znajdź pełny tekst źródła1945-, Maguire Jack, Philadelphia Child Guidance Center i Philip Lief Group, red. Your child's emotional health. New York: Macmillan, 1993.
Znajdź pełny tekst źródłaJanet, Tod, red. Emotional and behavioural difficulties. London: D. Fulton, 1998.
Znajdź pełny tekst źródłaCzęści książek na temat "Emotional problems of children"
Taylor, Ronald L., i Les Sternberg. "Students with Behavioral or Emotional Problems". W Exceptional Children, 150–78. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_7.
Pełny tekst źródłaDouglas, Jo. "Children’s behavioural and emotional problems". W Psychology and Nursing Children, 99–125. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-22880-5_5.
Pełny tekst źródłaTaylor, Ronald L., i Les Sternberg. "Teaching Students with Behavioral or Emotional Problems". W Exceptional Children, 179–210. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_8.
Pełny tekst źródłavan 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 i C. M. Verhaak. "Socio-emotional Problems in Children with CDG". W JIMD Reports, 139–48. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/8904_2013_233.
Pełny tekst źródłaDoepke, Karla J., Brea M. Banks, Jennifer F. Mays, Lauryn M. Toby i Steven Landau. "Co-occurring emotional and behavior problems." W 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.
Pełny tekst źródłaFatima, Yaqoot, Anne Cleary, Stephanie King, Shaun Solomon, Lisa McDaid, Md Mehedi Hasan, Abdullah Al Mamun i Janeen Baxter. "Cultural Identity and Social and Emotional Wellbeing in Aboriginal and Torres Strait Islander Children". W 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.
Pełny tekst źródłaBrandt, Pierre-Yves, Zhargalma Dandarova-Robert, Grégory Dessart, Hanneke Muthert i Hanneke Schaap-Jonker. "Integrative Model of Children’s Representations of God in Drawings". W When Children Draw Gods, 15–42. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-94429-2_2.
Pełny tekst źródłaHarvey, Renee, Nancee Blum, Donald W. Black, Jo Burgess i Paula Henley-Cragg. "Systems Training for Emotional Predictability and Problem Solving (STEPPS)". W Handbook of Borderline Personality Disorder in Children and Adolescents, 415–29. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0591-1_26.
Pełny tekst źródłaTracy L., Cross. "Owning the Problem of Undesirable Behavior 19". W On the Social and Emotional Lives of Gifted Children, 115–21. Wyd. 5. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236900-21.
Pełny tekst źródłaŞtefan, Catrinel Alice. "The Conceptual Framework of the Social-Emotional Prevention Program". W Social-Emotional Prevention Programs for Preschool Children's Behavior Problems, 41–66. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74751-4_2.
Pełny tekst źródłaStreszczenia konferencji na temat "Emotional problems of children"
CIOBANU, Adriana. "Educational strategies for improving emotional regulation in children with autistic spectrum disorders". W 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.
Pełny tekst źródłaCerguță, Andreea-Maria. "The Model of the Formation of Socio-ecological Competences at Preschool Age". W ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/07.
Pełny tekst źródłaPetric, Evelin. "PARENT-CHILD AND PARENT-TEACHER AGREEMENT ON CHILDREN�S BEHAVIORAL AND EMOTIONAL PROBLEMS: DO CHILDREN�S SOCIAL-EMOTIONAL COMPETENCIES MATTER?" W 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.
Pełny tekst źródłaSilaeva, 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". W 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.
Pełny tekst źródłaCIOBANU, Adriana, i Miluța URSU. "Development of emotional skills in schoolchildren with special educational needs in Primary Schooll". W 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.
Pełny tekst źródłaSalvador, Cristina, José Vicente i João Paulo Martins. "Ergonomics in Children's Furniture -Emotional Attachment". W Applied Human Factors and Ergonomics Conference (2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001284.
Pełny tekst źródłaOsmanlı, Narmin. "Emotional and behavioral problems in children living in conflict areas of Azerbaijan". W The 5th International Conference on Research in Behavioral and Social Science. acavent, 2018. http://dx.doi.org/10.33422/5icrbs.2018.12.84.
Pełny tekst źródłaGeorgoulas, Nikolaos. "Behavioral disorders in children". W 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.
Pełny tekst źródłaGeorgoulas, Nikolaos. "Behavioral disorders in children". W 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.
Pełny tekst źródłaPleshkova, N. L., T. V. Tatarenko i D. V. Sevryugin. "Behavioral promlems and mother-child interaction in children with autism spectrum disorder". W INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.928.9.
Pełny tekst źródłaRaporty organizacyjne na temat "Emotional problems of children"
Greenberg, Mark. Evidence for Social and Emotional Learning in Schools. Learning Policy Institute, luty 2023. http://dx.doi.org/10.54300/928.269.
Pełny tekst źródłaEl Hamamsy, Laila. Early Marriage and Reproduction in Two Egyptian Villages. Population Council, 1994. http://dx.doi.org/10.31899/pgy1994.1009.
Pełny tekst źródłaOsadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olesia O. Prokofieva, Olha V. Kovalova i 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.], listopad 2020. http://dx.doi.org/10.31812/123456789/4413.
Pełny tekst źródłaTaylor, Michael. Identifying and Building on Strengths of Children With Serious Emotional Disturbances. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2867.
Pełny tekst źródłaClarke, Alison, Sherry Hutchinson i Ellen Weiss. Psychosocial support for children. Population Council, 2005. http://dx.doi.org/10.31899/hiv14.1003.
Pełny tekst źródłaBotelho, Jeannie. A comparison of behavioral problems between speech and/or language impaired children and normal children. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.5403.
Pełny tekst źródłaNoll, Robert B. Social and Emotional Functioning of Children With NF-1 and Their Families; A Case Controlled Study. Fort Belvoir, VA: Defense Technical Information Center, czerwiec 2001. http://dx.doi.org/10.21236/ada407220.
Pełny tekst źródłaHwang, Su-In, Soo-Hyun Sung, Young-Jin Yoon i Jang-Kyung Park. Acupuncture treatment for emotional problems in infertile women: a protocol for systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, maj 2021. http://dx.doi.org/10.37766/inplasy2021.5.0082.
Pełny tekst źródłaCasado del Río, MA, M. Garmendia Larrañaga i C. Garitaonandia Garnacho. Internet and Spanish children with learning and behavioural problems and other disabilities. Revista Latina de Comunicación Social, marzec 2019. http://dx.doi.org/10.4185/rlcs-2019-1350en.
Pełny tekst źródłaSchnabel, Beverly. Central auditory processing in children with a history of chronic middle ear problems. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2781.
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