Download or read book Predicting Children s Emotional and Behavioral Functioning written by Samantha L. Scott and published by . This book was released on 2009 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: To examine the interplay among shared parenting, coparent support, parental satisfaction, and child behavior problems, the current study examines the responses of mothers and fathers who have children between the ages of 3- and 6-years. As part of this study, 107 parents (i.e., 80 mothers and 27 fathers) completed a questionnaire packet including measures of coparenting, parental satisfaction, and child behavior problems. Results are examined using correlational and hierarchical regression analyses. Correlational analyses suggest that coparent support and parental satisfaction are related positively and that coparent support and parental satisfaction are related negatively with children's behavior problems. Unique relationships are found in this study when examining overt supportive behaviors versus perceptions of coparent support, suggesting the importance of examining these constructs separately in relation to parental satisfaction and children's behavior. Hierarchical regression analyses reveal that, when coparent support measures are examined as different constructs, coparent support and parental satisfaction contribute uniquely to the prediction of children's emotional and behavioral functioning. These findings highlight the connection between coparent support and parental satisfaction as well as the importance of each in predicting outcomes for children, regardless of how evenly two parents divide childcare responsibilities. These findings also contribute to the literature by suggesting the importance of examining perceptions of support and overt supportive behavior separately. It is hoped that the findings of this study will provide valuable information for potential targets of parenting interventions provided to mothers and fathers in mental health facilities.
Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Download or read book Parenting Matters written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2016-11-21 with total page 525 pages. Available in PDF, EPUB and Kindle. Book excerpt: Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.
Download or read book Predicting Early Childhood Behavioral and Emotional Problems written by Kimberly Pothier and published by . This book was released on 1999 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Early Social Emotional Functioning and the School Context written by Rachel Abenavoli and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: There is growing consensus among researchers and practitioners that childrens ability to pay attention, regulate their emotions and behavior, and get along with others is crucial to their success in the classroom, particularly during the transition to school (Blair & Raver, 2015; Denham et al., 2010; Lin et al., 2003; Rimm-Kaufman et al., 2000). Although longitudinal associations between early social-emotional functioning and later behavioral and academic adjustment have been documented, how school-entry social-emotional functioning alters childrens developmental trajectories across the early school years is not well understood. It may be that initially higher-functioning children continue to develop at a faster rate than their peers across the school years, in line with the skill-begets-skill or cumulative advantage hypothesis (Heckman, 2008). Alternatively, initially lower-functioning children may show greater growth over time, as would be predicted by the catch-up hypothesis (Barnett, 2011). Moreover, these patterns of development may differ depending on the childs context, with initially higher-functioning children showing greater growth under certain conditions and/or initially lower-functioning children showing greater growth under other conditions.This dissertation examined the contributions of childrens early social-emotional functioning and the school context to their trajectories of behavior and achievement during elementary school. Using a rich longitudinal dataset from the Family Life Project, which followed children and families in rural and small town U.S. communities, this dissertation examined: (1) how school-entry inattention, prosocial behavior, and conduct problems predicted behavior and achievement in Grade 3 and rates of change from kindergarten to Grade 3; (2) how distal factors and proximal processes in the elementary school context predicted behavior and achievement during this time period, both concurrently and cumulatively; and (3) how aspects of the school context might moderate the effect of school-entry social-emotional functioning on childrens developmental trajectories.Results of multilevel growth models indicated that school-entry social-emotional functioning had lasting effects on behavior and achievement through Grade 3, but initially lower-functioning children narrowed the gap with their higher-functioning peers over time on some outcomes (i.e., trajectories of children with high and low initial social-emotional functioning converged over time). Experiences within the school context also contributed to childrens outcomes: High-quality teacher-student interactions and teachers own social-emotional competence predicted higher concurrent behavior and achievement, and there was some evidence that cumulative exposure to high-quality experiences uniquely contributed to outcomes. Finally, features of the school context generally did not moderate the effects of school-entry social-emotional functioning, suggesting that variation in the school context had a surprisingly minimal impact on rates of convergence or divergence in developmental trajectories of children who differed in school-entry social-emotional functioning. This dissertation adds to a growing body of work out of the Family Life Project investigating families, schools, and child development in high-poverty rural regions (e.g., Blair et al., 2016; Broekhuizen et al., 2016; Garrett-Peters et al., 2016; Sandilos et al., 2014; Vernon-Feagans et al., 2016). Fostering early social-emotional functioning and improving classroom experiences for children are two promising policy levers through which children may be supported as they progress through school.
Download or read book Handbook of Research on Emotional and Behavioral Disorders written by Thomas W. Farmer and published by Routledge. This book was released on 2020-03-26 with total page 539 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Research on Emotional and Behavioral Disorders explores the factors necessary for successful implementation of interventions that foster productive relationships and ecologies to establish, reinforce, and sustain adaptive patterns of emotional and behavioral functioning across childhood and into adulthood. Although there has been a concerted focus on developing evidence-based programs and practices to support the needs of children and youth with emotional and behavioral disorders, there has been less emphasis on the developmental, social, and environmental factors that impact the implementation and effectiveness of these approaches. Chapters from leading experts tackle this complexity by drawing on a range of disciplines and perspectives including special education; mental health services; school, clinical, and community psychology; social work; developmental psychology and psychopathology; and prevention science. An essential resource for scholars and students interested in emotional and behavioral disorders, this volume crafts an essential framework to promote developmentally meaningful strategies for children and youth with even the most adverse experiences and intensive support needs.
Download or read book Risk and Resilience in U S Military Families written by Shelley MacDermid-Wadsworth and published by Springer Science & Business Media. This book was released on 2010-11-03 with total page 377 pages. Available in PDF, EPUB and Kindle. Book excerpt: War related separations challenge military families in many ways. The worry and uncertainty associated with absent family members exacerbates the challenges of personal, social, and economic resources on the home front. U.S. military operations in Iraq and Afghanistan have sent a million service personnel from the U.S. alone into conflict areas leaving millions of spouses, children and others in stressful circumstances. This is not a new situation for military families, but it has taken a toll of magnified proportions in recent times. In addition, medical advances have prolonged the life of those who might have died of injuries. As a result, more families are caring for those who have experienced amputation, traumatic brain injury, and profound psychological wounds. The Department of Defence has launched unprecedented efforts to support service members and families before, during, and after deployment in all locations of the country as well as in remote locations. Stress in U.S. Military Families brings together an interdisciplinary group of experts from the military to the medical to examine the issues of this critical problem. Its goal is to review the factors that contribute to stress in military families and to point toward strategies and policies that can help. Covering the major topics of parenting, marital functioning, and the stress of medical care, and including a special chapter on single service members, it serves as a comprehensive guide for those who will intervene in these problems and for those undertaking their research.
Download or read book The New York Teacher written by and published by . This book was released on 1853 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Oxford Handbook of Externalizing Spectrum Disorders written by Theodore P. Beauchaine and published by Oxford University Press. This book was released on 2015-10-01 with total page 545 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent developments in the conceptualization of externalizing spectrum disorders, including attention-deficit/hyperactivity disorder, conduct disorder, antisocial personality disorder, and substance use disorders, suggest common genetic and neural substrates. Despite this, neither shared vulnerabilities nor their implications for developmental models of externalizing conduct are captured by prevailing nosologic and diagnostic systems, such as the DSM-5. The Oxford Handbook of Externalizing Spectrum Disorders is the first book of its kind to capture the developmental psychopathology of externalizing spectrum disorders by examining causal factors across levels of analysis and developmental epochs, while departing from the categorical perspective. World renowned experts on externalizing psychopathology demonstrate how shared genetic and neural vulnerabilities predispose to trait impulsivity, a highly heritable personality construct that is often shaped by adverse environments into increasingly intractable forms of externalizing conduct across development. Consistent with contemporary models of almost all forms of psychopathology, the Handbook emphasizes the importance of neurobiological vulnerability and environmental risk interactions in the expression of externalizing behavior across the lifespan. The volume concludes with an integrative, ontogenic process model of externalizing psychopathology in which diverse equifinal and multifinal pathways to disorder are specified.
Download or read book Risk and Protective Factors in the Development of Psychopathology written by Jon Rolf and published by Cambridge University Press. This book was released on 1992 with total page 580 pages. Available in PDF, EPUB and Kindle. Book excerpt: Chapters by distinguished investigators in clinical psychology, psychiatry, and child development, many of whose work led to the new developmental model of psychopathology, provide a unique review of current research on vulnerability and resistance to disorder.
Download or read book Origins of the Social Mind written by Bruce J. Ellis and published by Guilford Press. This book was released on 2005-01-01 with total page 572 pages. Available in PDF, EPUB and Kindle. Book excerpt: Applying an evolutionary framework to advance the understanding of child development, this volume brings together leading figures to contribute chapters in their areas of expertise. Researcher- and student-friendly chapters adhere to a common format.
Download or read book Moving Forward in the Study of Temperament and Early Education Outcomes written by Cynthia L. Smith and published by Routledge. This book was released on 2020-06-29 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book furthers understanding of how child temperament is linked to educational outcomes through mediating and moderating factors. As the importance of socio-emotional development for educational outcomes is increasingly recognized, understanding the influence that children’s temperament—which includes their emotional reactivity and regulation of emotions, cognitions, and behaviors—can have on educational factors, such as school readiness and academic achievement, is crucial. First, the chapters in this book examine pathways connecting temperament with educational outcomes; for example, one study reports that toddler negative affect predicted executive functioning, which then predicted achievement at age six. The second way that chapters in this book examine links between temperament and education is by identifying factors that make associations between temperament and educational outcomes more salient; for example, findings from one study show that shyness and negative emotion were more strongly associated with lower academic achievement only when children received fewer than nine hours of sleep each night, highlighting the importance of sleep. By examining pathways through which temperament exerts effects on educational outcomes (i.e., mediators), or factors that modify associations between temperament and educational outcomes (i.e., moderators), the potential for interventions aimed at improving early educational outcomes can be fully realized. This book was originally published as a special issue of Early Education and Development.
Download or read book Maternal Expressed Emotion in Early Childhood written by Kathryn Dingman Boger and published by . This book was released on 2010 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Expressed Emotion (EE) describes emotional attitudes of family members toward one another, including criticism (critical EE) and emotional overinvolvement (EOI), and has been shown to predict outcome in adult psychiatric disorders. The current study investigated the stability of maternal EE from kindergarten to second grade and the role of maternal EE at kindergarten as a predictor of second grade child functioning in a large community sample of youth, oversampled for risk. First, maternal EE stability over time was examined, including stability of overall maternal EE, critical EE, and EOI, gender as a moderator of maternal EE stability, child functioning as a predictor of maternal EE stability, and maternal EE stability as a predictor of subsequent child functioning. Second, kindergarten maternal EE, critical EE, and EOI were examined as predictors of subsequent child functioning, and gender moderation was explored. Mother-child dyads (n=199) were evaluated when the children were in kindergarten and in second grade. Maternal EE was assessed using both categorical and dimensional ratings from the Five Minute Speech Sample (FMSS); children's internalizing, externalizing, and overall symptoms were evaluated with the Child Behavior Checklist (CBCL and CBCL-TRF); and children's social competence was measured using Adaptive Social Behavior Ratings (ASBR). Findings in relation to EE stability were that overall EE, critical EE, and EOI exhibited modest yet significant stability during this developmental period and gender moderated dimensional EE and critical EE stability, suggesting greater instability for the mothers of boys than girls. Further, EE stability predicted second grade CBCL Externalizing scores for boys but not girls. Findings regarding maternal EE as a predictor of child outcome were that kindergarten maternal EE and critical EE (but not EOI) predicted second grade child CBCL Total Problem, Externalizing, Internalizing (at the trend level for critical EE), and ASBR scores and gender moderated some of these relationships. However, after controlling for initial child functioning, maternal EE and critical EE were less strong predictors of child outcome. This study suggests that earlier maternal emotional attitudes may affect children's symptoms and functioning later in development and that their impact may differ according to the gender of the child.
Download or read book BITSEA written by Margaret J. Briggs-Gowan and published by . This book was released on 2006 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The Brief Infant-Toddler Social and Emotional Assessment (BITSEA) is an efficient and easy to use tool for identifying children ages 12 months to 35 months 30 days who may have social-emotional and behavioral problems and/or delays, or deficits in social-emotional competence."--P. 1.
Download or read book Measuring Serious Emotional Disturbance in Children written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2016-02-28 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: The workshop summarized in this report was organized as part of a study sponsored by the Substance Abuse and Mental Health Services Administration (SAMHSA) and the Office of the Assistant Secretary for Planning and Evaluation of the U.S. Department of Health and Human Services, with the goal of assisting SAMHSA in its responsibilities of expanding the collection of behavioral health data in several areas. The workshop brought together experts in child mental health, psychiatric epidemiology and survey methods to facilitate discussion of the most suitable measures and mechanisms for producing estimates of serious emotional disturbance in children, which are necessary to enable the distribution of block grants that support state-level mental health services for children. The report discusses existing measures and data on mental disorders and functional impairment, challenges associated with collecting these data in large-scale population-based studies, as well as study design and estimation options.
Download or read book Handbook of Research on Emotional and Behavioral Disorders written by Thomas Farmer and published by . This book was released on 2020-04-17 with total page 500 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Research on Emotional and Behavioral Disorders explores the factors necessary for successful implementation of interventions that foster productive relationships and ecologies to establish, reinforce, and sustain adaptive patterns of emotional and behavioral functioning across childhood and into adulthood. Although there has been a concerted focus on developing evidence-based programs and practices to support the needs of children and youth with emotional and behavioral disorders, there has been less emphasis on the developmental, social, and environmental factors that impact the implementation and effectiveness of these approaches. Chapters from leading experts tackle this complexity by drawing on a range of disciplines and perspectives including special education; mental health services; school, clinical, and community psychology; social work; developmental psychology and psychopathology; and prevention science. An essential resource for scholars and students interested in emotional and behavioral disorders, this volume crafts an essential framework to promote developmentally meaningful strategies for children and youth with even the most adverse experiences and intensive support needs.
Download or read book Parental Stress and Early Child Development written by Kirby Deater-Deckard and published by Springer. This book was released on 2017-05-14 with total page 319 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the complex impact of parenting stress and the effects of its transmission on young children’s development and well-being (e.g., emotion self-regulation; executive functioning; maltreatment; future parenting practices). It analyzes current findings on acute and chronic psychological and socioeconomic stressors affecting parents, including those associated with poverty and cultural disparities, pregnancy and motherhood, and caring for children with developmental disabilities. Contributors explore how parental stress affects cognitive, affective, behavioral, and neurological development in children while pinpointing core adaptation, resilience, and coping skills parents need to reduce abusive and other negative behaviors and promote optimal outcomes in their children. These nuanced bidirectional perspectives on parent/child dynamics aim to inform clinical strategies and future research targeting parental stress and its cyclical impact on subsequent generations. Included in the coverage: Parental stress and child temperament. How social structure and culture shape parental strain and the well-being of parents and children. The stress of parenting children with developmental disabilities. Consequences and mechanisms of child maltreatment and the implications for parenting. How being mothered affects the development of mothering. Prenatal maternal stress and psychobiological development during childhood. Parenting Stress and Early Child Development is an essential resource for researchers, clinicians and related professionals, and graduate students in infancy and early childhood development, developmental psychology, pediatrics, family studies, and developmental neuroscience.
