More Than Words: Anxiety, Self-Esteem and Behavioral Problems in Children and Adolescents With Dyslexia

2021 ◽  
pp. 073194872110411
Author(s):  
Linda Zuppardo ◽  
Francisca Serrano ◽  
Concetta Pirrone ◽  
Antonio Rodriguez-Fuentes
Keyword(s):  
Children And Adolescents ◽  
Behavioral Problems ◽  
School Personnel ◽  
Self Esteem ◽  
Control Group ◽  
Behavioral Correlates ◽  
Academic Difficulties ◽  
Affective Factors ◽  
Affective Symptoms ◽  
Reading Measures

This study focused on psycho-affective and behavioral problems in children and adolescents with dyslexia. It aims to define clinical psycho-affective and behavioral profiles of dyslexia beyond those found in existing descriptions of the cognitive, neural, and behavioral correlates. The study focused specifically on the understudied population of native Italian-speaking students. Characteristics of anxiety and self-esteem, as psycho-affective factors, and a variety of associated behavioral problems were studied in a sample of children and adolescents with dyslexia ( n = 22) and compared to those of a group without learning disabilities ( n = 25). The findings suggest the group of participants diagnosed with dyslexia exhibited psycho-affective symptoms, especially anxiety and low self-esteem in social, and academic situations more frequently than the control group. These problems were related to reading measures. More research is needed to determine how they are related and their interaction. Overall, these findings are useful in clarifying the profile of psycho-affective symptoms in the development of academic difficulties in children and adolescents with dyslexia. In some cases, school personnel focus their interventions only on the academic difficulties and not the psycho-affective or behavioral problems. These findings could have implications regarding intervention for this population.

scholarly journals Evaluation of depression and self-esteem in children with monosymptomatic nocturnal enuresis: A controlled trial

2014 ◽  
Vol 86 (3) ◽  
pp. 212 ◽  
Author(s):  
Orhan Koca ◽  
Mehmet Akyüz ◽  
Bilal Karaman ◽  
Zeynep Yesim Özcan ◽  
Metin Öztürk ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Nocturnal Enuresis ◽  
Depression Scale ◽  
Self Esteem ◽  
Control Group ◽  
Case Group ◽  
Healthy Children ◽  
Significant Difference ◽  
Monosymptomatic Nocturnal Enuresis ◽  
Age Range

Objectives: Nocturnal enuresis (NE) is very common and is one of the most common causes for patients to be admitted to urology, pediatrics, child psychiatry and child surgery departments. We aimed to investigate the effect on depression and self-esteem of this disorder that can cause problems on person's social development and human relations. Material and methods: 90 patients who were admitted to our clinic with complaints of nocturnal enuresis were enrolled. Investigations to rule out organic causes were performed in this group of patients. Out of them 38 children and adolescents (age range 8-18 years) with primary monosymptomatic nocturnal enuresis (PMNE) agreed to participate in the study In the same period 46 healthy children and adolescents with a similar age range without bed wetting complaint were included in the study as a control group. The age of the family, educational and socioeconomic level were questioned and Piers-Harris Children's Self-Concept Scale (PHCSCS) and Children's Depression Inventory (CDI) forms were filled out. Results: Mean age of the cases (18 females or 47.4% and 20 males or 52.6%) was 10.76 ± 3.82 years whereas mean age of controls (26 females or 56.5% and 20 males or 43.5%) was 10.89 ± 3.11 years. Depression scale was significantly higher (p = 0.001) in the case group than in the control group (10.42 ± 4.31 vs 7.09 ± 4.35). In both groups there was no statistically significant difference by age and sex in terms of depression scale (p > 0.05). Conclusion: NE is widely seen as in the community and is a source of stresses either for children and for their families. When patients were admitted to physicians for treatment, a multidisciplinary approach should be offered and the necessary psychological support should be provided jointly by child psychiatrists and psychologists.

scholarly journals Self-Esteem Evaluation in Children and Adolescents Suffering from ADHD

2013 ◽  
Vol 9 (1) ◽  
pp. 96-102 ◽  
Author(s):  
Luigi Mazzone ◽  
Valentina Postorino ◽  
Laura Reale ◽  
Manuela Guarnera ◽  
Valeria Mannino ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Treatment Strategies ◽  
Well Being ◽  
Self Esteem ◽  
Control Group ◽  
Healthy Controls ◽  
Adhd Symptoms ◽  
The Relationship ◽  
Drug Free

Background: Several recent studies investigated the relationship between self-esteem and ADHD, however, the results are still controversial. In the present study we analyze the characteristics of self-esteem in a sample of children and adolescents suffering from ADHD, with a particular focus on the relationship between ADHD symptoms severity and treatment strategies. Methods: A total of 85 patients with ADHD (44 drug-free and 41 drug-treated, 23 of which atomoxetine-treated and 18 Methylphenidate-treated) and 26 healthy controls were enrolled in the study in order to evaluate self-esteem using the Self-esteem Multidimensional Test (TMA). Results: ADHD subjects revealed lower scores on all self-esteem domains compared to controls. Both ADHD drug-free (47.1%) and ADHD drug-treated (44.1%) groups showed significantly higher rates of subjects in the pathological range as compared to normal control group (8.8%) (p <.001) with a higher percentage of subjects in the pathological range. Among ADHD drug-treated subjects, the methylphenidate group showed higher self-esteem scores as compared to the atomoxetine group. Conclusion: A lower self-esteem profile is more common in subjects suffering from ADHD than in healthy controls, suggesting the importance of an early detection of psychological well-being in these children in order to reduce the ADHD symptoms long-term impacts.

scholarly journals Behavioral Problems in Juvenile Idiopathic Arthritis: A Controlled Study to Examine the Risk of Psychopathology in a Chronic Pediatric Disorder

2016 ◽  
Vol 2016 ◽  
pp. 1-5 ◽  
Author(s):  
Amir Hossein Memari ◽  
Elham Chamanara ◽  
Vahid Ziaee ◽  
Ramin Kordi ◽  
Seyed-Reza Raeeskarami
Keyword(s):  
Juvenile Idiopathic Arthritis ◽  
Children And Adolescents ◽  
Psychosocial Development ◽  
Behavioral Problems ◽  
Controlled Study ◽  
Control Group ◽  
Healthy Controls ◽  
Rule Breaking ◽  
Anxiety Depression ◽  
Internalizing And Externalizing

Children with juvenile idiopathic arthritis (JIA) are prone to the problems that can delay their psychosocial development; however, the existing literature has not reached a consensus on the psychological problems related to JIA. A total of 51 children and adolescents with JIA and 75 healthy controls aged 6 to 18 years were examined using the Child Behavioral Checklist (CBCL). Our results represented that 70 percent of JIA group reached “borderline clinical” range or “clinical” range in internalizing problems, while this percentage in the control group was 18 percent. In addition, our results indicated that JIA group has gotten significantly higher scores (more than twofold) in externalizing behaviors compared to control group. Furthermore, children with JIA showed higher rate of anxiety/depression, withdrawal/depression, somatic complaints, rule breaking behaviors, and aggressive behaviors as well as thought and social problems compared to control group (p<0.001). As a conclusion, children and adolescents with JIA compared to healthy controls may show higher rate of both internalizing and externalizing problems. Furthermore, our novel findings on externalizing, social, and thought problems in JIA warrant further investigation on affected children who may be at greater risk of future psychopathologies.

scholarly journals A Randomized Trial of Physical Activity in Children and Adolescents with Cancer

Cancers ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 121
Author(s):  
Paul Saultier ◽  
Clothilde Vallet ◽  
Frédéric Sotteau ◽  
Zeinab Hamidou ◽  
Jean-Claude Gentet ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Physical Activity ◽  
Children And Adolescents ◽  
Exercise Capacity ◽  
Intervention Group ◽  
Self Esteem ◽  
Physical Activity Program ◽  
Control Group ◽  
Activity Program

Background: to evaluate the safety and efficacy of a physical activity program (PAP) in children and adolescents with cancer. Methods: children and adolescents with cancer were randomly assigned in a 1:1 ratio to the six-month PAP (intervention group) or to the control group. The first evaluation was performed at the end of the PAP (T0 + 6 mo). At T0 + 6 mo, both groups received the six-month PAP with a second evaluation at T0 + 12 mo. The primary outcome was the evolution of exercise capacity measured using the six-minute walk test (6 MWT) at T0 + 6 mo. Secondary outcomes included PAP safety and changes in other physical functions, self-esteem, and quality-of-life parameters. Results: The trial involved 80 children and adolescents (age range 5.0–18.4 years), of whom 41 were assigned to the interventional group and 39 to the control group. Underlying malignancies were leukemia (39%) and a broad range of solid tumors (61%). No adverse events occurred. At T0 + 6 mo, the evolution of the 6 MWT distance (±SEM) was improved in the intervention group vs. the control group (86 ± 12 m vs. 32 ± 6 m, p < 0.001). Several other physical parameters were significantly improved in the intervention group. Global self-esteem and parent-reported quality-of-life were significantly increased in the intervention group. Analysis at T0 + 12 mo showed persistence of the benefits in the intervention group on exercise capacity evolution (115 ± 18 m vs. 49 ± 11 m, p = 0.004) and on most physical and QoL parameters. Conclusion: In children and adolescents with cancer, a physical activity program is safe, improves exercise capacity, and may have physical and psychological benefits.

scholarly journals Reducing Emotional and Behavioral Problems by Improving Life Skills and Self-Esteem of Institutionalized Children: Effectiveness of an Art-Based Intervention

2020 ◽  
Vol 35 (3) ◽  
pp. 595-616
Author(s):  
Zoya Amjad ◽  
Humaira Jami
Keyword(s):  
Behavioral Problems ◽  
Life Skills ◽  
Self Esteem ◽  
Assessment Scale ◽  
Emotional And Behavioral Problems ◽  
Skills Assessment ◽  
Control Group ◽  
Post Test ◽  
Strengths And Difficulties ◽  
Experimental Group

The present study aimed to evaluate the effectiveness of an art based intervention program on reducing emotional and behavioral problems by improving life skills and self-esteem of institutionalized children. Pre-test Post-test control group design was used for the purpose of the study. Scales used were the English caregiver version of the Strengths and Difficulties Questionnaire (Goodman, 1977), Urdu self-report version of the Strengths and Difficulties Questionnaire (Younis, Jami, & Masood, 2016) and Rosenberg’s Self-Esteem Scale (Rosenberg, 1965). The Life Skills Assessment Scale was developed and validated. The study was conducted at Child Protection Bureau, Rawalpindi containing a sample of 28 boys aged 11 to 17. After screening based on the assessment of the teacher on The Life Skills Assessment Scale and SDQ, children were randomly assigned to control and experimental groups. Pre-test was conducted with the children using SDQ and Rosenberg’s Self-Esteem Scale while the teacher had filled SDQ and the Life Skills Assessment Scale. The experimental group received four weeks of an art based intervention while the control group received regular classroom lectures on life skills. After post-test and analysis in SPSS 21, results confirmed that life skills and self-esteem of the experimental group improved significantly while emotional and behavioral problems decreased.

scholarly journals Current State of the Literature on Psychological and Social Sequelae of Sports-Related Concussion in School-Aged Children and Adolescents

2019 ◽  
Vol 13 ◽  
pp. 117906951983042 ◽  
Author(s):  
Kristin Wilmoth ◽  
Alexander Tan ◽  
Cole Hague ◽  
Tahnae Tarkenton ◽  
Cheryl H Silver ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Behavioral Problems ◽  
Psychosocial Functioning ◽  
Social Issues ◽  
Small Body ◽  
Psychosocial Needs ◽  
Behavioral Disturbances ◽  
Academic Difficulties ◽  
School Aged Children ◽  
Pediatric Concussion

Considerably less attention has been paid to psychological and social sequelae of concussion in youth athletes compared with neurocognitive outcomes. This narrative review consolidates the literature on postconcussive emotional and psychosocial functioning in school-aged children and adolescents, highlighting athlete-specific findings. MEDLINE and PsycINFO databases were queried for pediatric concussion studies examining psychological and/or social outcomes, and 604 studies met search criteria (11 of those specific to sport). Results were organized into domains: emotional and social dysfunction, behavioral problems, academic difficulties, sleep disturbance, headache, and quality of life. The small body of literature regarding psychological and social issues following pediatric concussion suggests behavioral disturbances at least temporarily disrupt daily life. Extrapolation from samples of athletes and nonathletes indicates postconcussive anxiety and depressive symptoms appear, although levels may be subclinical. Social and academic findings were less clear. Future well-controlled and adequately powered research will be essential to anticipate concussed athletes’ psychosocial needs.

scholarly journals Characterization of Sleep Disturbances in Children and Adolescents with Down Syndrome and Their Relation with Cognitive and Behavioral Features

2021 ◽  
Vol 18 (9) ◽  
pp. 5001
Author(s):  
Elisa Fucà ◽  
Floriana Costanzo ◽  
Laura Celestini ◽  
Alessandra Mandarino ◽  
Stefano Vicari
Keyword(s):  
Down Syndrome ◽  
Children And Adolescents ◽  
Behavioral Problems ◽  
Sleep Disturbances ◽  
Sleep Problems ◽  
Emotional And Behavioral Problems ◽  
Behavioral Correlates ◽  
Behavioral Features ◽  
Visual Motor

Despite sleep disturbances are common among youths with Down syndrome (DS), the cognitive and behavioral features associated with sleep problems have not yet been studied extensively. The present study investigated the presence of sleep disturbances in a group of children and adolescents with DS and their cognitive and behavioral correlates. Seventy-one children and adolescents with DS underwent a neuropsychological evaluation, whereas parents completed questionnaires for the screening of the child’s sleep, emotional and behavioral problems. We found no association between sleep disturbances and sex, nonverbal IQ, nor adaptive abilities. However, we found that age was positively associated with disorders in initiating and maintaining sleep (DIMS) and disorders of excessive somnolence (DOES), while body mass index was related with DOES. We also detected a relationship between visual-motor integrations and DIMS, as well as multiple associations between sleep disturbances and psychopathological and behavioral problems, mainly externalizing symptoms. The present study provided a detailed characterization of sleep problems in relation to several features of youths with DS. The proper identification of sleep disturbances profile in the DS population could support the process of clinical evaluation, in particular for psychopathological aspects.

scholarly journals Parent Reports of the Psychosocial Functioning of Children with Cleft Lip and/or Palate

2007 ◽  
Vol 44 (3) ◽  
pp. 304-311 ◽  
Author(s):  
Orlagh Hunt ◽  
Donald Burden ◽  
Peter Hepper ◽  
Mike Stevenson ◽  
Chris Johnston
Keyword(s):  
Behavioral Problems ◽  
Psychosocial Functioning ◽  
Child Behavior Checklist ◽  
Cleft Lip ◽  
Previous History ◽  
Psychosocial Problems ◽  
Self Esteem ◽  
Cross Sectional Study ◽  
Control Group ◽  
Cross Sectional

Objectives: (1) to determine the opinion of parents regarding the psychosocial functioning of their child with cleft lip and/or palate (CLP); (2) to identify predictors of psychosocial functioning; and (3) to determine the level of agreement between children with CLP and their parents. Participants: One hundred twenty-nine parents of children with CLP and 96 parents of children without CLP participated in this cross-sectional study. Outcome measures: Parental opinion of the child's self-esteem, anxiety, happiness, and problems caused by facial appearance were assessed using visual analogue scales. Parents completed the Child Behavior Checklist and were interviewed. Results: Children with CLP were more anxious (p < 0.05), less happy with their appearance (p < 0.001), and in general (p < 0.05) had lower self-esteem (p < 0.05) and greater behavioral problems (p < 0.001) compared with non-CLP children. Parents reported that their child with CLP was teased more often (p < 0.001) and was less satisfied with his/her speech (p < 0.01) compared with reports of parents in the control group. A number of factors affected parents’ ratings of their child's psychosocial functioning (presence of CLP, appearance happiness, previous history of CLP, and visibility of scar). Children who had been teased were more anxious (p ≤ 0.01), less happy with their appearance (p < 0.001) and had greater behavioral problems (p < 0.001). Conclusions: Parents of children with CLP reported various psychosocial problems among their children. Parents considered children who had been teased to have greater psychosocial problems.

scholarly journals Intervention Model for Orphan’s Emotional and Behavioral Problems: A Scoping Review

2021 ◽  
Vol 9 (F) ◽  
pp. 211-218
Author(s):  
Yuli Isnaeni ◽  
Sri Hartini ◽  
Carla Raymondalexas Marchira
Keyword(s):  
Children And Adolescents ◽  
Scoping Review ◽  
Behavioral Problems ◽  
Meta Analysis ◽  
Behavioral Problem ◽  
Self Esteem ◽  
Emotional And Behavioral Problems ◽  
Flow Diagram ◽  
Research Subjects ◽  
Learning Group

BACKGROUND: As many as, 45% of orphaned children and adolescents living in orphanages experience behavioral and emotional problems. Several literature reviews on the intervention of emotional and behavioral problems in orphan children and adolescents have been widely conducted. However, there is paucity in the reviews of emotional and behavioral problem interventions in the orphan group based on the type of group approach used in published articles. AIM: This study aimed to synthesize the results on the interventions of emotional and behavioral problems in orphan children and adolescents aged 7–20 years who live in institutions or orphanages. METHODS: This research was a scoping review. This review used three databases comprising PubMed, Science Direct, and Wiley Library Online. The inclusion criteria were experimental research designs and cohort studies, published in the 2009–2019, discussed emotional and behavioral problem’s intervention in orphan, and written in English. The exclusion criteria were that the research subjects had severe mental and psychosocial disorders such as autism, mental retardation, and mental disorders. The authors used three categories of keywords; the first keyword and its synonym were “intervention, treatment.” The second keyword focused on behavioral problems, which was “behavioral difficulties,” and the third keyword focuses on population and place, “orphan, institutions orphans, orphanages.” The article selection stage is described in detail in the flow diagram of Preferred Reporting Items for Systematic Reviews and Meta-Analysis. The critical appraisal stage used the checklist from Joanna Briggs Institute. RESULTS: Ten articles were found and selected for review. The main emotional and behavioral problems experienced by orphan children and adolescents include depression, anxiety, and low self-esteem, feelings of anger, and trauma. Other problems related, functional disorders, life satisfaction, the probability of suicide, and early (prodromal) symptoms of psychosis, also arise. There were six types of interventions given to overcome emotional and behavioral problems in orphan children and adolescents, but the interventions that are most often given are cognitive therapy, educational support, complementary, and alternative medicine. The approaches in groups that are often used in this review are the support group and the teaching-learning group. The combination of two or more approaches in one intervention can increase the success or effectiveness in overcoming emotional and behavioral problems. CONCLUSIONS: Depression, anxiety, low self-esteem, feeling anger, and trauma are main problems for orphans. To address these emotional and behavior problems, it is necessary to combine several interventions and a combination of group-based approaches.

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