scholarly journals INTERDISCIPLINARY NEUROCOGNITIVE APPROACH TO THE ANALYSIS OF MOTOR, COGNITIVE, AND EMOTIONAL PROBLEMS IN CHILDREN ENGAGED IN MUSIC: PRINCIPLES OF NEUROCORRECTION

2021 ◽  
Vol 14 (2) ◽  
pp. 7-11
Author(s):  
MARINA V. BELOUSOVA ◽  
◽  
VERONICA A. MERKULOVA ◽  
NATALIA V. FUTINA ◽  
REZEDA F. SHAMSUTDINOVA ◽  
...  
Keyword(s):  
Emotional Problems ◽  
Self Control ◽  
Emotional Difficulties ◽  
Music Notation ◽  
Cognitive Difficulties ◽  
Body Sensations

The aim of the study was to investigate common complaints in children learning music related to the feeling of motor stiffness, muscle discomfort, painful postural tension, difficulties in self-control, difficulty in differentiating body sensations, as well as – emotional difficulties before the performance, and cognitive difficulties arising from the study of music notation.

scholarly journals Social-Emotional Difficulties in Very Preterm and Term 2 Year Olds Predict Specific Social-Emotional Problems at the Age of 5 Years

2012 ◽  
Vol 37 (7) ◽  
pp. 779-785 ◽  
Author(s):  
K. Treyvaud ◽  
L. W. Doyle ◽  
K. J. Lee ◽  
G. Roberts ◽  
J. Lim ◽  
...  
Keyword(s):  
Emotional Problems ◽  
Emotional Difficulties ◽  
Social Emotional ◽  
Very Preterm

Emotional difficulties in early adolescence following severe early deprivation: Findings from the English and Romanian adoptees study

2008 ◽  
Vol 20 (2) ◽  
pp. 547-567 ◽  
Author(s):  
Emma Colvert ◽  
Michael Rutter ◽  
Celia Beckett ◽  
Jenny Castle ◽  
Christine Groothues ◽  
...  
Keyword(s):  
Cognitive Impairment ◽  
Conduct Problems ◽  
Early Adolescence ◽  
Family Environment ◽  
Emotional Problems ◽  
Self Esteem ◽  
Emotional Difficulties ◽  
Early Deprivation ◽  
Emotional Difficulty

AbstractThe study assessed conduct and emotional difficulties in a group of Romanian adoptees at age 11, and serves as a follow-up to assessments made when the children were 6 years old. It was found that there was a significant increase in emotional difficulties, but not conduct problems, for the Romanian sample since age 6. It was also found that emotional difficulty was significantly more prevalent at age 11 in the Romanian group than in a within-UK adoptee group. Emotional difficulties in the Romanian adoptee group were found to be significantly and strongly related to previous deprivation-specific problems (disinhibited attachment, cognitive impairment, inattention/overactivity and quasi-autism); however, the presence of such early problems did not account fully for the onset of later emotional problems. Five contrasting hypotheses concerning possible mediators for later onset of emotional difficulties for the Romanian group were examined. No links were found to duration of deprivation or other deprivation-related indices, stresses/difficulties in the postadoption family environment, or educational attainment and self-esteem. There was some evidence that emotion recognition might play a role in the emergence of these problems, but other measures of social competence and theory of mind showed no associations with the onset of emotional problems.

scholarly journals A Cross-Lagged Analysis of Emotion Regulation, Peer Problems, and Emotional Problems in Children With and Without Early Language Difficulties: Evidence From the Millennium Cohort Study

2020 ◽  
Vol 63 (4) ◽  
pp. 1227-1239 ◽  
Author(s):  
Claire L. Forrest ◽  
Jenny L. Gibson ◽  
Sarah L. Halligan ◽  
Michelle C. St Clair
Keyword(s):  
At Risk ◽  
Emotion Regulation ◽  
Cohort Study ◽  
General Population ◽  
Emotional Problems ◽  
Emotional Difficulties ◽  
Millennium Cohort Study ◽  
Peer Problems ◽  
Lag Effects ◽  
Language Difficulties

Purpose Adolescents with a history of language difficulties are at risk for increased social and emotional difficulties; however, the pathways involved are unclear. We examine the contribution of poor emotion regulation by comparing longitudinal data from children at risk of developmental language disorder (rDLD) and the general population. Method Data from the Millennium Cohort Study were analyzed at ages 3, 5, 7, 11, and 14 years. The rDLD group (children with parent-reported difficulties and/or a score of −1.5 SD s on the Naming Vocabulary subtest at age 5 years) was compared to a general population group on parent reports of emotion regulation, peer problems, and emotional problems. Results In line with the established literature, increased socioemotional problems in individuals with language difficulties were reported. Poor emotion regulation consistently predicted subsequent peer and emotional problems throughout development in both groups. Stronger cross-lag effects were found in the rDLD group for poor emotion regulation at age 3 years predicting age 5 years emotional problems and age 5 years emotional problems predicting age 7 years emotion regulation difficulties. Stronger reciprocal cross-lag effects were also observed in the rDLD group between peer and emotional problems at ages 3 and 5 years. No significant group differences were found in adolescence. Conclusions Poor emotion regulation makes a small but significant contribution to later peer and emotional difficulties, and this relationship is stronger in children at rDLD. Early reciprocal peer and emotional difficulties are also stronger in the rDLD group, but these effects dissipate in midchildhood. Nevertheless, the consistent relationship between early emotion regulation difficulties and socioemotional problems throughout development warrants further investigation in individuals with lower language skills. Supplemental Material https://doi.org/10.23641/asha.12142059

Parenting Mediates Associations Between Intimate Partner Violence at Different Life Stages and Toddler Social–Emotional Problems

2021 ◽  
pp. 107755952110026
Author(s):  
Jessica L. Riggs ◽  
Heather Janisse ◽  
Alissa Huth-Bocks
Keyword(s):  
Intimate Partner Violence ◽  
Partner Violence ◽  
Child Outcomes ◽  
Emotional Problems ◽  
Perinatal Period ◽  
Intimate Partner ◽  
Emotional Difficulties ◽  
Social Emotional Development ◽  
Social Emotional ◽  
The Impact

Background: Researchers have linked parent experiences of intimate partner violence (IPV) to engagement in more negative and less positive parenting behaviors with their own children. This parenting behavior is associated with more negative child social-emotional outcomes. There is little research examining the impact of exposure to IPV during childhood on subsequent parenting and child outcomes in the next generation. This study aimed to better understand the complex relationship between IPV, parenting, and child social-emotional development among mothers of toddler-aged children, using both mothers’ self-reported and observed parenting. Method: This study utilized longitudinal data from an economically disadvantaged, racially diverse sample of 120 women who participated in data collection across the perinatal period, until children were 2 years of age. Measures included self-reported and observed parenting, mother-reported IPV history, and mother-report of toddler social-emotional difficulties. Results: Childhood exposure to IPV predicted observed parenting problems, which in turn predicted greater toddler social-emotional problems. Conversely, adult experiences of IPV predicted self-reported parenting difficulties, which predicted greater toddler social-emotional problems. Summary: Findings suggest that exposure to IPV at different time points may influence parenting in different ways, representing unique pathways between maternal IPV experiences and child social-emotional difficulties

scholarly journals A longitudinal analysis of early language difficulty and peer problems on later emotional difficulties in adolescence: Evidence from the Millennium Cohort Study

2018 ◽  
Vol 3 ◽  
pp. 239694151879539 ◽  
Author(s):  
Claire L Forrest ◽  
Jenny L Gibson ◽  
Sarah L Halligan ◽  
Michelle C St Clair
Keyword(s):  
Cohort Study ◽  
Language Disorder ◽  
Emotional Problems ◽  
Mediating Effect ◽  
Emotional Difficulties ◽  
Millennium Cohort Study ◽  
Developmental Language Disorder ◽  
Peer Problems ◽  
Language Difficulties ◽  
The Relationship

Background and aim Individuals with developmental language disorder have been found to exhibit increased emotional difficulties compared to their typically developed peers. However, the underlying pathways involved in this relationship are unclear. It may be that poor language leads to social exclusion, resulting in feelings of frustration and isolation. Additionally, previous research has focused on clinical samples or early childhood in population cohorts. Therefore, the current paper examines the mediating effect of childhood peer problems on poor emotional outcomes in adolescence using a population cohort. Methods Data from the Millennium Cohort Study were analysed at ages 5, 7 and 14. The risk of developmental language disorder group (children considered at risk of developing developmental language disorder based on parental report of difficulties or a score −1.5 standard deviation on Naming Vocabulary subtest at age 5) was compared to a general population group. A Sobel–Goodman test was used to examine the mediating effect of teacher-reported peer problems at age 7 on the association between language difficulties at age 5 and parent-reported emotional problems at age 7 and 14. Results Peer problems at age 7 accounted for approximately 14% of the effect of language difficulties at age 5 on emotional problems at age 7, and approximately 17% of the effect of language difficulties at age 5 on emotional problems at age 14. Conclusions This paper supports previous findings that children and adolescents with language difficulties are at increased risk for social and emotional problems as reported by their parents and teachers. Furthermore, the findings show that peer problems partially mediate the relationship between language difficulties and emotional problems, suggesting that better relationships with peers may offer some protection against poor mental health outcomes in adolescents at risk of developmental language disorder. Implications This paper adds to the literature that investigates the mechanisms involved in the relationship between developmental language disorder and increased emotional problems. Practitioners wishing to reduce risk of emotional difficulties in children with developmental language disorder may wish to reflect on what they can do to support a child to develop positive peer relationships.

scholarly journals Building a Predictive Model of Social-Emotional Adjustment: Exploring the Relationship between Parenting Self-Efficacy, Parenting Behaviour and Psychological Distress in Mothers of Young Children in Ireland

2021 ◽  
Vol 18 (6) ◽  
pp. 2861
Author(s):  
Sabrina Coyle ◽  
Kiran M. Sarma ◽  
Catherine Maguire ◽  
Leora De Flumere
Keyword(s):  
Psychological Distress ◽  
Young Children ◽  
Self Efficacy ◽  
Clinical Sample ◽  
Emotional Adjustment ◽  
Emotional Problems ◽  
Emotional Difficulties ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Parenting Behaviour

The purpose of this study was to generate greater understanding of social-emotional difficulties in infants and toddlers in an Irish context. This study compared rates of reported social-emotional difficulties in young children in clinical and non-clinical samples and probed a predictive model of social-emotional adjustment. Data were collected from a cross-sectional sample of 72 mothers of young children aged between 12 and 48 months. Mothers were recruited from waiting lists for child Early Intervention services (clinical sample) and community mother-toddler groups (non-clinical sample). Mothers completed a questionnaire battery which assessed parenting self-efficacy, parenting behaviour, psychological distress and child social-emotional adjustment. The results indicated that 55.5% of young children in the clinical sample and 15% in the non-clinical sample had significant social-emotional problems. Similarly, 55.5% of young children in the clinical sample and 30% in the non-clinical sample had significant delays in the acquisition of social-emotional competencies. Two hierarchical multiple regressions were carried out with social-emotional problems and social-emotional competencies as the respective criterion variables. Clinical or non-clinical group membership, parenting satisfaction and maternal psychological distress were found to be significant predictors of child social-emotional problems in a model which explained 59% of the variance. Task-specific self-efficacy was the only significant predictor of child social-emotional competencies in a model which explained 21% of the variance. The significant rates of social-emotional problems in young children in the current study and the potential negative impact on child health and wellbeing, suggest that the early assessment of social-emotional adjustment should be incorporated into routine clinical assessment for young children. For services to effectively meet the needs of children with social-emotional difficulties and their families, consideration of maternal factors is also necessary.

Kontrolliertes Trinken bei Alkoholkonsumstörungen: Eine systematische Übersicht

2015 ◽  
Vol 61 (3) ◽  
pp. 147-174 ◽  
Author(s):  
Joachim Körkel
Keyword(s):  
Self Control ◽  
Systematische Übersicht

Hintergrund: Verhaltenstherapeutische Behandlungen zum selbstkontrollierten Trinken (KT) wurden in den letzten 50 Jahren vielfältig erforscht. Eine aktuelle Übersicht über den gegenwärtigen Status dieses Ansatzes liegt nicht vor. Fragestellung: Es wird ein systematischer Überblick über die Konzept- und Forschungsgeschichte des KT (Definition, theoretische Wurzeln, Behandlungsmethoden), Wirksamkeit von KT-Behandlung (inkl. Prognosefaktoren) sowie Implementierung von KT in das Behandlungssystem (Akzeptanz und Verbreitung) vorgenommen. Methodik: Gemäß den PRISMA Richtlinien wurde in den Datenbanken PsycINFO, Medline und Psyndex nach psychologischen Behandlungen zum selbstkontrollierten Alkoholkonsum bei Menschen mit klinisch relevanten Alkoholproblemen recherchiert und 676 einschlägige Beiträge identifiziert. Ergebnisse: KT wird als regelgeleitet-planvoller Alkoholkonsum definiert. Seine theoretischen Wurzeln reichen von Lerntheorien bis zur Psychologie der Selbstregulation. In der Behandlung haben Behavioral Self-Control Trainings frühere Methoden (z. B. aversive Konditionierung, Kontingenzmanagement und Reizexposition) abgelöst. Einzel und Gruppenbehandlungen sowie Selbsthilfemanuale zum KT erweisen sich über das gesamte Spektrum des problematischen Alkoholkonsums als kurz- und langfristig wirksam zur Reduktion des Alkoholkonsums und alkoholassoziierter Probleme wie auch zur Förderung des Übergangs zur Abstinenz. Prognostisch bedeutsam sind v. a. der Zielentscheid des Patienten pro KT und seine Zuversicht in die Realisierbarkeit von KT. Akzeptanz und Verbreitung von KT haben in den letzten Jahrzehnten zugenommen und variieren u. a. länderspezifisch. Schlussfolgerungen: Angesichts der Wirksamkeit von KT-Behandlungen sowie gesundheitspolitischer, ethischer, therapeutischer und ökonomischer Überlegungen sollten Reduktionsbehandlungen gleichrangig neben Abstinenzbehandlungen in ein zieloffen ausgerichtetes Behandlungssystem integriert werden.

Parasympathetic Concomitants of Habitual, Spontaneous, and Instructed Emotional Suppression

2017 ◽  
Vol 31 (2) ◽  
pp. 78-89 ◽  
Author(s):  
Asmir Gračanin ◽  
Igor Kardum ◽  
Jasna Hudek-Knežević
Keyword(s):  
Negative Emotion ◽  
Self Regulation ◽  
Experimental Manipulation ◽  
Task Demands ◽  
Self Control ◽  
Integration Model ◽  
Sinus Arrhythmia ◽  
Emotional Suppression ◽  
Emotion Experience ◽  
Similar Relation

Abstract. The neurovisceral integration model proposes that different forms of self-regulation, including the emotional suppression, are characterized by the activation of neural network whose workings are also reflected in respiratory sinus arrhythmia (RSA). However, most of the previous studies failed to observe theoretically expected increases in RSA during emotional suppression. Even when such effects were observed, it was not clear whether they resulted from specific task demands, a decrease in muscle activity, or they were the consequence of more specific self-control processes. We investigated the relation between habitual or trait-like suppression, spontaneous, and instructed suppression with changes in RSA during negative emotion experience. A modest positive correlation between spontaneous situational and habitual suppression was observed across two experimental tasks. Furthermore, the results showed greater RSA increase among participants who experienced higher negative affect (NA) increase and reported higher spontaneous suppression than among those with higher NA increase and lower spontaneous suppression. Importantly, this effect was independent from the habitual suppression and observable facial expressions. The results of the additional task based on experimental manipulation, rather than spontaneous use of situational suppression, indicated a similar relation between suppression and RSA. Our results consistently demonstrate that emotional suppression, especially its self-regulation component, is followed by the increase in parasympathetic activity.

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