...(MDT) focused on adolescents in residential treatment centers with conduct and personality disorders. The purpose of the study was to replicate previous studies where MDT was found effective. The dependent variable tested was the behavior and aggressive incidents, which were operationalized through different checklists and documentation of amount of aggressive incidents. Symptoms of depression and suicidal ideation were also dependent variables in this study. This particular study did not do a very thorough literature review and went immediately into discussing the study. There were no theories mentioned. The study focused on twenty male adolescents that were in a residential facility. These participants were randomly assigned to treatment groups based on the ability of the clinicians. The treatment as usual (TAU) group participated in weekly psychodynamic psychotherapy while the treatment group participated in weekly MDT. Aggression was recorded using Behavior Incident Reports and Daily Behavior Reports. They also used the Child Behavior Checklist (CBCL), the Beck Depression Inventory (BDI), and the Reynold’s Suicidal Ideation Questionnaire (SIQ)....
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...Parenting Skills Training: An Effective Intervention for Internalizing Symptoms in Younger Children? Parenting O 2 182005 if know UK ©RIGINAL 1073-6077 Nursecom, Inc. Journal 2005 ARTICLE JCAP by Skills Training: Oxford, of Child and Adolescent Psychiatric Nursing Blackwell Publishing, Ltd. An Effective Intervention for Internalizing Symptoms in Younger Children? Sam Cartwright-Hatton, D Phil, Clin PsyD, Deborah McNally, RMN, RGN, Clin PsyD, Caroline White, Clin PsyD, and Chrissie Verduyn, Msc, PhD PROBLEM: A number of interventions are effective in treating older children with internalizing symptoms. However, little is known about the efficacy of psychological interventions in treating younger children. This study examined the impact on internalizing symptoms of a parenting skills training program. METHODS: Forty-three parents took part in a parenting skills training program. Externalizing and internalizing behaviors were measured before and after treatment and after a 6-month period. FINDINGS: Externalizing symptoms fell after treatment. Interestingly, internalizing scores fell to an approximately equivalent degree. CONCLUSIONS: Sam Cartwright, Department of Child and Adolescent Psychiatry, University of Manchester. Deborah McNally, RMN, RGN, and Chrissie Verduyn MSc, PhD, Department of Clinical Psychology, Royal Manchester Children’s Hospital. Carolyn White, Clin PsyD, Department of Clinical Psychology, Booth Hall Children’s Hospital, Manchester, UK. Introduction...
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...students using the Child Behavior Checklist (CBCL); Achenbach & Edelbrock, 1983) and similar measures have found child witnesses of domestic violence to exhibit more aggressive and antisocial (“”internalized”” behaviors), and to show lower social competence than other children. Children from home where their mothers were being abused have shown less skill in understanding how others feel and examining situations from others’ perspective when compared to children from non-violent households. Peer relationships, autonomy, self-control, and overall competence...
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...One group were diagnosed with some type of developmental delay disorder which would be the dependent variable. The second group were not diagnosed with any developmental delay disorder but had been referred for neuropsychological evaluation because of their behavior or academic problems which would be the independent variable in the study. Children that had suffered from a neurological trauma or born with a neurological disorder were excluded from the study. The study did accept children that had recurrent ear infections in their records. Documentation was examined concerning developmental delays in motor functioning or speech, diagnosis of Attention Deficit Hyperactivity Disorder, and academic learning disorders. They were screened by “clinical interview with child and a parent, review of a DSM-IV diagnostic checklist, records review, CBCL, YSR, CDI, and test data” (Perna & Loughan,...
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...As the disorder is new, few tests or instruments are available to assist in the assessment of the DMDD. Yet, one such tool, the Child Behavioral Checklist dysregulation profile (CBCL-DP) has been identified as one of promise. The CBCL-DP “captures the mixed phenotype of severe behavioral and affective dysregulation, including irritability, aggression, ‘affective storms’, hyperarousal, and mood instability” (Zepf & Holtmann, 2012, p. 6). Zepf and Holtmann (2012) suggest the CBCL-DP phenotype may be useful in identifying patients with severe mood problems, such as DMDD. Additionally, as discussed previously individuals with Disruptive Mood Dysregulation Disorder have hypoactivity of the amygdala, which is evident in fMRI imaging, suggesting neuroimaging may be helpful in the assessment of the presences of DMDD in an individual ( Brotman et al.,...
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...children in restrictive school settings. The researchers point out that children with Emotional and Behavioral Disorders (EBD) are often placed in the most restrictive educational settings, despite various countries’ aim to place all children in the least restrictive settings possible, based on the Salamanca Statement (1994). This is due to the fact that EBDs are considered the most challenging disabilities to be catered for in regular education settings. The researchers argue that there are differences in the characteristics between children with EBD that are educated in special education schools and those educated in inclusive education schools. It is argued that these differences play a significant role in the decision as to where a child with EBD is placed and the study seeks to answer two research questions: determination of the differences in characteristics between children with EBD placed in the two different settings, and determination of the the difference that contribute most to placement in restrictive education settings. The researchers mention previous studies that have determined that young age, ethnicity, male gender, low social economic status, stress in family functioning and low IQ are contributors to placement in more restrictive educational settings for children with EBD. They however argue that these findings focus mostly static factors, ignoring dynamic factors such as behavioral,...
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...and Child Development Inf. Child. Dev. 18: 37–60 (2009) Published online 30 July 2008 in Wiley InterScience (www.interscience.wiley.com). DOI: 10.1002/icd.578 Relationships among Parenting Practices, Parental Stress, Child Behaviour, and Children’s SocialCognitive Development Nicole R. Guajardoa,Ã, Gregory Snyderb and Rachel Petersenc Department of Psychology, Christopher Newport University, Newport News, V A, USA b Children’s Hospital, Omaha, NE, USA c Psychological Assessment Specialists, Pocatello, ID, USA a The present study included observational and self-report measures to examine associations among parental stress, parental behaviour, child behaviour, and children’s theory of mind and emotion understanding. Eighty-three parents and their 3- to 5-year-old children participated. Parents completed measures of parental stress, parenting (laxness, overreactivity), and child behaviour (internalizing, externalizing); children completed language, theory of mind, and emotion understanding measures. Parent–child interactions also were observed (N 5 47). Laxness and parenting stress predicted children’s theory of mind performance and parental usage of imitative gestures and vocalizations accounted for unique variance in emotion understanding. Associations also were found between child behaviour and emotion understanding. Results provide support for direct and indirect associations between parent–child interactions...
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...INTELLECTUAL ABILITY IN CHILDREN WITH ANXIETY: A REPLICATION AND EXPLORATION OF THE DIFFERENCES A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Master of Arts In The Department of Psychology by Melissa Munson B.S., University of Florida, 2004 May 2009 i Table of Contents List of Tables……………………………………………………………….. iii Abstract……………………………………………………………………... iv Introduction………………………………………………………………… Anxiety……………………………………………………………... Etiology…………………………………………………………….. Consequences of Anxiety…………………………………………... Theories…………………………………………………………….. Anxiety and Intelligence……………………………………………. Working Memory………………………………………………....... Memory Deficits and Psychopathology…………………………….. Integration and Purpose for the Study……………….……………… Hypotheses…………………………………………………………... Method……………………………………………………………………… Participants………………………………………………………….. Measures…………………………………………………………….. Procedure……………………………………………………………. Data Analysis………………………………………………………... 1 1 3 3 5 6 9 11 13 14 15 15 15 18 20 Results.…………………………………………………………………….... 22 Discussion……………………………………………………………………. 26 References…………………………………………………………………… 30 Appendix A: Demographic Questionnaire…………………………………...41 Appendix B: Recruitment Flyer………………………………………………43 Appendix C: Tear-off Recruitment Flyer…………………………………….44 Appendix D: Phone Screen………………………………………………......45 Vita…………………………………………………………………………… 46 ii ...
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...Running head: Risk and Protective factors associated with Alcohol, Cigarette and Marijuana use during Adolescence. Risk and Protective factors: the effects of specific substances on adolescence. Sheldon Harrison Psychology LD10, Substance Use Professor S. Williams Fall 2008, Article #4 Researchers have studied the risk and protective factors associated with Alcohol, Cigarette and Marijuana use during Adolescence. Also they studied to determine if there were differences in risk and protective factors depending on the magnitude of their association with the previously mentioned substances. It was believed that substance use by adolescence had an effect on an individual’s whole cognitive functions, increases risk of crimes and maybe even death. It was also proven that the total economic cost of drug abuse was quite costly. Hence this research was deemed highly beneficial. In this study of risk and protective factors by Graves, Fernandez, Shelton, Frabutt and Williford (2005), both 11 – 17 year old male and female adolescent individuals were observed in the experiment. Results showed that cigarettes were the highest used substance, and also that there was a high correlation among the three substances. The predictions were that higher frequencies of substance use would be higher for older adolescence, adolescent males and those with a history of parental criminal involvement (Graves et al., 2005)...
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...Am. J. Hum. Genet. 56:993-998, 1995 Association of Attention-Deficit Disorder and the Dopamine Transporter Gene Edwin H. Cook, Jr.," 23 Mark A. Stein," 3 Matthew D. Krasowski," 2 Nancy J. Cox,4 Deborah M. Olkon,' John E. Kieffer,' and Bennett L. Leventhal" 23 3Department of Pediatrics, and 4Department of Medicine, University of Chicago, Chicago Child and Adolescent Psychiatry, Department of Psychiatry, 'Laboratory of Developmental Neuroscience, Harris Center for Developmental Studies, Summary Attention-deficit hyperactivity disorder (ADHD) has been shown to be familial and heritable, in previous studies. As with most psychiatric disorders, examination of pedigrees has not revealed a consistent Mendelian mode of transmission. The response of ADHD patients to medications that inhibit the dopamine transporter, including methylphenidate, amphetamine, pemoline, and bupropion, led us to consider the dopamine transporter as a primary candidate gene for ADHD. To avoid effects of population stratification and to avoid the problem of classification of relatives with other psychiatric disorders as affected or unaffected, we used the haplotype-based haplotype relative risk (HHRR) method to test for association between a VNTR polymorphism at the dopamine transporter locus (DAT1) and DSM-IR-diagnosed ADHD (N = 49) and undifferentiated attention-deficit disorder (UADD) (N = 8) in trios composed of father, mother, and affected offspring. HHRR analysis revealed significant association...
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...Human Sciences. Paper 164. http://digitalcommons.unl.edu/cehsdiss/164 This Article is brought to you for free and open access by the Education and Human Sciences, College of (CEHS) at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Open Access Theses and Dissertations from the College of Education and Human Sciences by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. FAMILY ENVIRONMENT AND SCHOOL ENVIRONMENT AS PREDICTORS FOR PHYSICAL AGGRESSION IN LOW-INCOME CHILDREN by Xiaoyu Li A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Science Major: Child, Youth, & Family Studies Under the Supervision of Professor Soo-Young Hong Lincoln, Nebraska November, 2012 FAMILY ENVIRONMENT AND SCHOOL ENVIRONMENT AS PREDICTORS FOR PHYSICAL AGGRESSION IN LOW-INCOME CHILDREN Xiaoyu Li, M.S. University of Nebraska, 2012 Adviser: Soo-Young Hong The purpose of the current study was to examine the unique and collective contributions of...
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...Pakistan Journal of Social and Clinical Psychology 2012, Vol. 10, No, 1, 10-16 Emotional Behaviour and Academic Achievement in Middle School Children Nazar Hussain Soomro and Jane Clarbour Department of Psychology, University of York, USA The present study investigates the relationship between emotional behaviour and academic achievement in middle school children in Hyderabad, Pakistan. One hundred and forty-six students of grade 8 completed the Emotional Behavioural Scale for Pakistani Adolescents (EBS-PA; Soomro, 2010), and rendered measures of their social anxiety, malevolent aggression, and social self-esteem scores. These measures cumulatively represented emotional behaviour in these children, based upon Clarbour and Roger‟s (2004) model of emotional style, on which the EBS-PA scale is based. We then ascertained academic grades of these students from their school records and ran correlation between academic achievement (grades) and emotional behaviour measures. Results revealed academic achievement to be negatively associated with malevolent aggression, but positively related to social self-esteem. In addition, mediator analysis indicated social self-esteem to partially mediate the relationship between malevolent aggression and academic achievement. Keywords: emotional behaviour, academic achievement, adolescents, Pakistani There is robust evidence that emotional and behavioural problems are related with academic difficulties (Arnold, 1997; Hinshaw, 1992). These associations...
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...Acknowledgements This report would not have been possible without the support of two research assistants, Caroline Scott and Karin Barty. We thank them for their enthusiasm for the project and the many hours they spent searching the literature. The Early Childhood Education Research Team would also like to acknowledge the parents, primary school teachers, school principals, early childhood professionals and other support staff who were willing to provide their views on what they considered to be a successful transition to school. A very special thank you to the kindergarten teachers who, at the time, were very busy writing Transition Learning and Development Statements yet somehow put time aside to answer our questions. Finally, we would like to acknowledge the support and colleagueship provided by the Department of Education and Early Childhood Development, especially Pippa Procter, Gina Suntesic and Karen Weston. This has been an interesting and stimulating project for us all. The Early Childhood Education Research Team Victoria University December, 2009 Table of Contents Acknowledgements Introduction • Background • Purpose Methodology • Literature Review • Participants • Data Collection • Victorian Early Years Learning & Development Framework (Victorian Framework) • Outcomes • Indicators • Measures • Tables Outcomes & Indicators of a Positive Start to School • For Children • For Families • For Educators • Table 1: Outcomes & indicators of a positive start to school...
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...Jan Fordham, Manager, Planning & Policy – Family Health Juanita Hogg-Devine, Family Health Manager Tobie Mathew, Health Promotion Consultant – Early Child Development Project Karen Wade, Clinical Nurse Specialist, Planning & Policy – Family Health Mary Lou Walker, Family Health Manager Karen Whitworth, Mental Health Manager Copyright: Copyright of this document is owned by University Health Network Women’s Health Program. The document has been reproduced for purposes of disseminating information to health and social service providers, as well as for teaching purposes. Citation: The following citation should be used when referring to the entire document. Specific chapter citations are noted at the beginning of each chapter. Stewart, D.E., Robertson, E., Dennis, C-L., Grace, S.L., & Wallington, T. (2003). Postpartum depression: Literature review of risk factors and interventions. POSTPARTUM DEPRESSION: LITERATURE REVIEW OF RISK FACTORS AND INTERVENTIONS Table of Contents EXECUTIVE SUMMARY 2 OVERALL METHODOLOGICAL FRAMEWORK 5 CHAPTER 1: RISK FACTORS FOR POSTPARTUM DEPRESSION 9 Emma Robertson PhD, Nalan Celasun PhD, Donna E. Stewart MD FRCPC CHAPTER 2: DETECTION, PREVENTION AND TREATMENT OF POSTPARTUM DEPRESSION 71 Cindy-Lee Dennis RN PhD CHAPTER 3: THE EFFECT OF POSTPARTUM DEPRESSION ON THE MOTHER-INFANT RELATIONSHIP AND CHILD GROWTH AND DEVELOPMENT 197 Sherry L. Grace PhD, Stephanie Sansom MA CHAPTER 4: PUBLIC HEALTH INTERVENTIONS AND...
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...analysis on differences related to physical and mental health needs among various groups of children in foster care revealed a number of significant differences that are often overlooked in other types of analyses. Children's medical needs differ significantly by length of stay and emotional needs were more profound among children of certain ages. Published by Elsevier Ltd. Keywords: Foster care; Well-being; Mental health; Physical health; CHAID 1. Introduction Historically, social workers in child welfare have focused primarily on keeping children safe from abuse and neglect, and helping them return home safely or find new adoptive homes. However, Altshuler and Gleeson (1999) described the emphasis on safety and permanency, to the exclusion of well-being, as a triangle that can only be completed when well-being becomes a focus of child welfare services. In response to this emerging professional perspective, the Adoption and Safe Families Act (ASFA) of 1997 mandated three goals for public child welfare agencies—safety, permanency, and well-being for children and families (PL 105–89). This marked the first time that well-being was made a specific goal. At the time of passage of ASFA, no consensus existed about how to measure the well-being of children, particularly the...
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