scholarly journals Care improves self-reported daily functioning of adolescents with emotional and behavioural problems

2021 ◽  
Author(s):  
Vera Verhage ◽  
Sijmen. A. Reijneveld ◽  
Charlotte Wunderink ◽  
Hans Grietens ◽  
Josue Almansa ◽  
...  
Keyword(s):  
Negative Impact ◽  
Leisure Activities ◽  
Real Life ◽  
Psychosocial Care ◽  
Behavioural Problems ◽  
Life Domains ◽  
Emotional And Behavioural Problems ◽  
Probit Regression ◽  
After Care

AbstractEmotional and behavioural problems (EBP) have a negative impact on various life domains of adolescents. Receiving care for EBP may improve the functioning of adolescents with EBP, but evidence on long-term outcomes in real-life settings is lacking. We, therefore, investigated self-reported functioning in different life domains of adolescents with various EBP, and the role of care during a three-year period. We used data from the TAKECARE study, which consist of a care and community cohort. We followed adolescents aged 12 and over (n = 733) during 3 years over five assessment rounds. Using the Strengths and Difficulties Questionnaire, self-reported functioning was measured in four life domains: home life, friendships, classroom learning and leisure activities. We categorized the respondents into four groups: (1) adolescents without emotional and behavioural problems (n = 298); (2) adolescents with emotional problems (n = 192); (3) adolescents with behavioural problems (n = 80); and (4) adolescents with both emotional and behavioural problems (n = 163). The development of functioning over time was analyzed using longitudinal ordinal (probit) regression analyses. Adolescents with both emotional and behavioural problems reported poorer functioning at baseline in all domains and adolescents who received care reported poorer functioning at baseline compared to adolescents who did not receive care. Regarding the change in functioning during the 3 years, adolescents who received care showed improved functioning in all domains. We found improved functioning after care, even if the problems may not have been solved. Psychosocial care can contribute to the functioning of adolescents with EBP, which can have major effects on their future life.

scholarly journals Difficulties in Getting to Sleep and their Association with Emotional and Behavioural Problems in Adolescents: Does the Sleeping Duration Influence this Association?

2020 ◽  
Vol 17 (5) ◽  
pp. 1691 ◽  
Author(s):  
Michaela Kosticova ◽  
Daniela Husarova ◽  
Zuzana Dankulincova
Keyword(s):  
Sleep Duration ◽  
Sleep Problems ◽  
Negative Impact ◽  
Age Groups ◽  
Binary Logistic Regression ◽  
International Classification Of Diseases ◽  
Behavioural Problems ◽  
Emotional And Behavioural Problems ◽  
Logistic Regression Models ◽  
And Gender

Sleep problems are common in adolescence with a negative impact on the mental health and functioning of adolescents. However, the roles of different sleep problems in relation to emotional and behavioural problems (EBPs), classified according to the 10th version of the International Classification of Diseases as emotional, conduct, hyperactivity and social functioning disorders, are not clear. The first aim of the study was to investigate the association between difficulties in getting to sleep and EBPs in adolescents. The second aim was to explore the role of sleep duration in this association. We used data from the Health Behaviour in School-aged Children (HBSC) study conducted in 2018 in Slovakia. Presented are results for specific age groups of 13-year-old (N = 1909) and 15-year-old (N = 1293) adolescents. Subjective measures of sleep variables were used. Binary logistic regression models adjusted for age and gender were used to assess associations between difficulties in getting to sleep, sleep duration and EBPs measured using the Strengths and Difficulties Questionnaire. Modification of the association between difficulties in getting to sleep and EBPs by sleep duration was also explored. We found that difficulties in getting to sleep at least once a week as well as insufficient sleep (less than 8 h) increased the probability of EBPs. Interactions of sleep duration with difficulties in getting to sleep on EBPs were found to be non-significant. The results suggest that caregivers and clinicians should screen and intervene for both sleep quality and quantity problems in adolescents as they might indicate and promote EBPs.

scholarly journals Changes in Adolescents’ Psychosocial Functioning and Well-Being as a Consequence of Long-Term COVID-19 Restrictions

2021 ◽  
Vol 18 (16) ◽  
pp. 8755
Author(s):  
Nóra Kerekes ◽  
Kourosh Bador ◽  
Anis Sfendla ◽  
Mohjat Belaatar ◽  
Abdennour Mzadi ◽  
...  
Keyword(s):  
High School Students ◽  
Social Services ◽  
Psychosocial Functioning ◽  
Negative Impact ◽  
Real Life ◽  
Well Being ◽  
School Students ◽  
Electronic Survey ◽  
The Usa

This work studied self-reports from adolescents on how the COVID-19 pandemic has changed their behaviors, relationships, mood, and victimization. Data collection was conducted between September 2020 and February 2021 in five countries (Sweden, the USA, Serbia, Morocco, and Vietnam). In total, 5114 high school students (aged 15 to 19 years, 61.8% females) responded to our electronic survey. A substantial proportion of students reported decreased time being outside (41.7%), meeting friends in real life (59.4%), and school performance (30.7%), while reporting increased time to do things they did not have time for before (49.3%) and using social media to stay connected (44.9%). One third of the adolescents increased exercise and felt that they have more control over their life. Only a small proportion of adolescents reported substance use, norm-breaking behaviors, or victimization. The overall COVID-19 impact on adolescent life was gender-specific: we found a stronger negative impact on female students. The results indicated that the majority of adolescents could adapt to the dramatic changes in their environment. However, healthcare institutions, municipalities, schools, and social services could benefit from the findings of this study in their work to meet the needs of those young people who signaled worsened psychosocial functioning, increased stress, and victimization.

scholarly journals Teacher-reported emotional and behavioural problems and ethnic background associated with children’s psychosocial care use: a longitudinal population-based study

2022 ◽  
Author(s):  
D. G. M. Eijgermans ◽  
H. Raat ◽  
P. W. Jansen ◽  
E. Blok ◽  
M. H. J. Hillegers ◽  
...  
Keyword(s):  
Unmet Need ◽  
Psychosocial Care ◽  
Population Based ◽  
Ethnic Background ◽  
Behavioural Problems ◽  
Research Centre ◽  
Future Research ◽  
Emotional And Behavioural Problems ◽  
Need For Care ◽  
Internalising Problems

AbstractApproximately, 15% of children in Western countries suffer from emotional and behavioural problems. However, not all children receive the psychosocial care they need, especially children with a non-Western background experience an unmet need for care. This might be because parents of non-Western children report a lower need for care than parents of Western children, unrelated to the actual need. This study examined the association between teacher-reported problems and psychosocial care use, independent of mother-reported problems. Further, the role of ethnic background in this association was investigated. The study sample of 9-year-old children was retrieved from the Generation R Study (N = 3084), a prospective, population-based cohort of children born in Rotterdam, the Netherlands. Teacher- and mother-reported problems were measured via questionnaire when the children were  6/7 years old. Psychosocial care use was mother-reported at the research centre when children were 9 years old (8.1%). Hierarchical logistic regressions showed significant positive associations between teacher-reported total, externalising and internalising problems and later psychosocial care use. These associations were independent of mother-reported problems. Children with a non-Western background used less care, but ethnic background did not moderate the association between teacher-reported problems and care use. Our findings suggest that teachers might have an important role, next to parents, in the identification of problems and children’s access to care. This may be particularly important for non-Western children, as they use less psychosocial care than Western children, despite other research showing that they generally display higher levels of problems. Directions for future research and implications are discussed.

scholarly journals Life after Adolescent and Adult Moderate and Severe Traumatic Brain Injury: Self-Reported Executive, Emotional, and Behavioural Function 2–5 Years after Injury

2015 ◽  
Vol 2015 ◽  
pp. 1-19 ◽  
Author(s):  
Torun Gangaune Finnanger ◽  
Alexander Olsen ◽  
Toril Skandsen ◽  
Stian Lydersen ◽  
Anne Vik ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Depressive Symptoms ◽  
Brain Injury ◽  
Severe Traumatic Brain Injury ◽  
Executive Dysfunction ◽  
Behavioural Problems ◽  
Emotional And Behavioural Problems ◽  
Long Term Outcome ◽  
Severe Tbi

Survivors of moderate-severe Traumatic Brain Injury (TBI) are at risk for long-term cognitive, emotional, and behavioural problems. This prospective cohort study investigated self-reported executive, emotional, and behavioural problems in the late chronic phase of moderate and severe TBI, if demographic characteristics (i.e., age, years of education), injury characteristics (Glasgow Coma Scale score, MRI findings such as traumatic axonal injury (TAI), or duration of posttraumatic amnesia), symptoms of depression, or neuropsychological variables in the first year after injury predicted long-term self-reported function. Self-reported executive, emotional, and behavioural functioning were assessed among individuals with moderate and severe TBI (N=67, age range 15–65 years at time of injury) 2–5 years after TBI, compared to a healthy matched control group(N=72). Results revealed significantly more attentional, emotional regulation, and psychological difficulties in the TBI group than controls. Demographic and early clinical variables were associated with poorer cognitive and emotional outcome. Fewer years of education and depressive symptoms predicted greater executive dysfunction. Younger age at injury predicted more aggressive and rule-breaking behaviour. TAI and depressive symptoms predicted Internalizing problems and greater executive dysfunction. In conclusion, age, education, TAI, and depression appear to elevate risk for poor long-term outcome, emphasising the need for long-term follow-up of patients presenting with risk factors.

Effectiveness of individual psychodynamic psychotherapy in disability psychotherapy

2016 ◽  
Vol 10 (2) ◽  
pp. 128-144 ◽  
Author(s):  
Erica Elaine McInnis
Keyword(s):  
Intellectual Disabilities ◽  
Real Life ◽  
Well Being ◽  
Behavioural Problems ◽  
Emotional And Behavioural Problems ◽  
Emotional Disability ◽  
Male Adult ◽  
Content Type ◽  
People With Intellectual Disabilities

Purpose – The purpose of this paper is to report effectiveness of disability psychotherapy with a male adult with a mild intellectual disability presenting with complex emotional and behavioural problems. Design/methodology/approach – An individual case study was used with repeated analytic, quantitative and qualitative measures. This reported progress from individual weekly disability psychotherapy of psychodynamic orientation within an emotional disability framework. Findings – Disability psychotherapy led to a reduction in emotional and behavioural problems, reduction in emotional disability and facilitated protective psychological growth. In total, 88 sessions resulted in cessation of problem behaviours when other approaches did not. Given this therapy is likely to be reserved for the most complex and severe of cases, this study suggests more sessions of psychotherapy are needed than inferred from previous studies of effectiveness (Beail et al., 2007). This is to promote a sense of self which facilitates psychological well-being. Research limitations/implications – Limitations of a single case study include generalisability, controlling other factors in real life settings and subjectivity from inclusion of analytical measures. Further studies and follow-up would determine longevity of benefits. Nevertheless disability psychotherapy can be effective and should be available in a culturally appropriate service to meet the diverse needs of people with intellectual disabilities. Originality/value – This case study adds to the limited body of evidence on effectiveness of psychotherapy for people with intellectual disabilities. It is novel to report formal outcomes from an emotional disability model (Frankish, 2013a) and the use of analytic and attachment outcome measures.

scholarly journals Does Resilience Mediate the Association of Adverse Early Childhood Experiences With Emotional and Behavioural Problems?

2021 ◽  
Vol 66 ◽  
Author(s):  
Miriama Lackova Rebicova ◽  
Zuzana Dankulincova Veselska ◽  
Daniela Husarova ◽  
Andrea Madarasova Geckova ◽  
Danielle E. M. C. Jansen ◽  
...  
Keyword(s):  
Negative Impact ◽  
Behavioural Problems ◽  
Emotional And Behavioural Problems ◽  
Childhood Experiences ◽  
School Aged Children ◽  
Adverse Childhood ◽  
Mediator Role ◽  
External Sources ◽  
The Relationship

Objectives: To explore the role of resilience as a mediator in the association between adverse childhood experiences (ACE) and emotional and behavioural problems (EBP) among adolescents.Methods: We used data from the Slovak 2018 Health Behaviour in School-aged Children study, comprising 2,839 adolescents aged 13–15 (mean age 13.93; 49.6% boys). We used multivariate linear regression performed on 5000 bootstrap samples adjusted for age, gender, family affluence to explore mediation of the associations between ACE (measured using the adapted Adverse Childhood Experience Questionnaire) and EBP (measured using the Strengths and Difficulties Questionnaire) by resilience (measured with the Child and Youth Resilience Measure).Results: We found ACE [B = 0.78; 95% confidence interval (CI): 0.67|0.90] and resilience (B = −0.73; 95% CI: −0.79|−0.67) to be significantly associated with EBP. The association of ACE and EBP was mediated by resilience. The mediated indirect effect of resilience was ab = 0.25; 95% CI: 0.18|0.32.Conclusion: Resilience seems to play a mediator role in the relationship between ACE and EBP. Helping adolescents with ACE to build and use internal and external sources of resilience can decrease the negative impact of ACE on EBP.

Barriers to Physical Activity in Adolescents

2015 ◽  
Vol 23 (2) ◽  
pp. 47-59 ◽  
Author(s):  
Nadine Langguth ◽  
Tanja Könen ◽  
Simone Matulis ◽  
Regina Steil ◽  
Caterina Gawrilow ◽  
...  
Keyword(s):  
Physical Activity ◽  
Leisure Activities ◽  
Outcome Expectations ◽  
Multidimensional Approach ◽  
Factor Analyses ◽  
Physical And Mental Health ◽  
Tailored Interventions ◽  
Long Term Consequences ◽  
Age Range

During adolescence, physical activity (PA) decreases with potentially serious, long-term consequences for physical and mental health. Although barriers have been identified as an important PA correlate in adults, research on adolescents’ PA barriers is lacking. Thus reliable, valid scales to measure adolescents’ PA barriers are needed. We present two studies describing a broad range of PA barriers relevant to adolescents with a multidimensional approach. In Study 1, 124 adolescents (age range = 12 – 24 years) reported their most important PA barriers. Two independent coders categorized those barriers. The most frequent PA barriers were incorporated in a multidimensional questionnaire. In Study 2, 598 adolescents (age range = 13 – 21 years) completed this questionnaire and reported their current PA, intention, self-efficacy, and negative outcome expectations. Seven PA barrier dimensions (leisure activities, lack of motivation, screen-based sedentary behavior, depressed mood, physical health, school workload, and preconditions) were confirmed in factor analyses. A multidimensional approach to measuring PA barriers in adolescents is reliable and valid. The current studies provide the basis for developing individually tailored interventions to increase PA in adolescents.

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