Cognitive, behavioral, and emotional problems among school-age children of alcoholic parents

1988 ◽  
Vol 145 (2) ◽  
pp. 185-190 ◽  
Keyword(s):  
Emotional Problems ◽  
Cognitive Behavioral ◽  
School Age Children ◽  
School Age ◽  
Behavioral And Emotional Problems ◽  
Alcoholic Parents

scholarly journals Temporal and Reciprocal Relations Between ADHD symptoms and Emotional Problems in School-Age Children

2018 ◽  
Vol 24 (7) ◽  
pp. 1032-1044 ◽  
Author(s):  
Gloria T. Han ◽  
Yi-Lung Chen ◽  
Fang-Ju Tsai ◽  
Susan Shur-Fen Gau
Keyword(s):  
Emotional Problems ◽  
Eighth Graders ◽  
Parent Report ◽  
Third Graders ◽  
School Age Children ◽  
School Age ◽  
Adhd Symptoms ◽  
Strengths And Difficulties ◽  
Inattention And Hyperactivity

Objective: The study aimed to investigate the reciprocal and temporal relations between ADHD symptoms and emotional problems in school-age children. Method: This 1-year longitudinal study with a four-wave design included 1,253 children and adolescents (254 third graders, 281 fifth graders, and 718 eighth graders; 50.9% boys). ADHD symptoms and emotional problems were measured using parent report of the Swanson, Nolan, and Pelham, Version IV Scale and Strengths and Difficulties Questionnaire. Results: Cross-lagged panel analyses indicated that both inattention and hyperactivity/impulsivity symptoms were associated with emotional problems over the 1-year period. However, only inattention symptoms demonstrated a transactional relationship with emotional problems, such that inattention predicted future emotional problems, which in turn led to increases in inattention symptoms. Conclusion: Our findings highlight the transactional and dynamic interplay between inattention symptoms and emotional problems and support the mechanistic role of inattention symptoms in the development and persistence of emotional problems in school-age children.

scholarly journals Awareness, understanding, and help seeking for behaviour problems by parents of primary school age children in Central Jakarta: A qualitative study

2016 ◽  
Vol 50 (1) ◽  
pp. 18 ◽  
Author(s):  
Tjhin Wiguna ◽  
Myron L. Belfer
Keyword(s):  
Mental Health ◽  
Primary School ◽  
Help Seeking ◽  
Emotional Problems ◽  
Primary School Children ◽  
School Age Children ◽  
School Age ◽  
Perceived Needs ◽  
Children’S Behaviour ◽  
Primary School Age

Background Understanding children’s behaviour and emotional conditions will allow parents to help them cope with the tasks of growing up. The accuracy of parents to identify their children as needing mental health services, and the factor that might influence parental perceptions is important.Objectives To explore parents’ recognition and help-seeking patterns for behavior and emotional problems of school age children; To identify parents’ perceived needs and barriers in achieving access to appropriate mental health services.Methods We involved six parents who had primary school children with behavior and/or emotional problems identified by their class teacher. Parents were interviewed by using a semistructured clinical interview, some were adapted from the Arthur Kleinman’s explanatory model of illness. Data were presented in descriptive and interpretative accounts.Results In general, parents were aware that their children had behavioural and emotional problems but assumed it was part of their normal development. Four parents did not take their children to seek any professional help, assuming they would be able to overcome this situation with the helping hand from the school class teachers. Parents perceived that they were weak in parenting their child.Conclusion This study emphasizes the need to increase parents’ awareness and understanding and helping agencies so they can recognize the problems accurately and overcome the barriers appropriately. [Paediatr Indones. 2010;50:18-25].

Social–Emotional Problems in Early Childhood and the Development of Depressive Symptoms in School-Age Children

2009 ◽  
Vol 20 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Susan M. Meagher ◽  
David H. Arnold ◽  
Greta L. Doctoroff ◽  
Jennifer Dobbs ◽  
Paige H. Fisher
Keyword(s):  
Early Childhood ◽  
Depressive Symptoms ◽  
Emotional Problems ◽  
School Age Children ◽  
School Age ◽  
Social Emotional

scholarly journals The effect of emotional ventilation on the psychosocial development of school age children during the Covid-19 Pandemic

2021 ◽  
Vol 4 (4) ◽  
pp. 298
Author(s):  
Mariyam Mariyam ◽  
Eni Hidayati ◽  
Titik Suerni
Keyword(s):  
Psychosocial Development ◽  
Emotional Problems ◽  
World Health ◽  
Behavioural Problems ◽  
School Age Children ◽  
P Value ◽  
Prosocial Behaviour ◽  
School Age ◽  
Relationship Problems ◽  
The Impact

The World Health Organization has officially declared the coronavirus as a pandemic The impact of the pandemic is also experienced by children. Children experience major changes in their lives, one of which is child psychosocial. Psychosocial support needs for the children. This study aims to determine the effect of emotional ventilation on the psychosocial development of school-age children during the Covid-19 pandemic. This research design is a quasi-experiment with a one-group pretest and posttest design approach. Respondents were 43 school-age children. Psychosocial development was assessed using the Strengths and Difficulties Questionnaire (SDQ). Emotional ventilation is done once a week and twice a week. a week after the second intervention, a post-test was performed. The results showed that before the intervention prosocial behaviour, emotional problems and hyperactivity were mostly normal, behavioural problems and relationship problems with peers before the intervention showed mostly abnormal. After prosocial behaviour intervention, emotional problems, behavioural problems and hyperactivity were mostly normal and only peer relationship problems were still mostly abnormal. There are differences between emotional problems, behavioural problems, hyperactivity before and after emotional ventilation with a p-value ≤ 0.05.

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