scholarly journals Socio-emotional problems and learning skills of Roma and recently arrived refugee children in German elementary schools

2021 ◽  
Author(s):  
Sandy Chwastek ◽  
Birgit Leyendecker ◽  
Julian Busch
Keyword(s):  
Executive Functioning ◽  
Motor Skills ◽  
Emotional Problems ◽  
Immigrant Children ◽  
Refugee Children ◽  
Academic Learning ◽  
Foreign Born ◽  
High Poverty ◽  
Learning Skills ◽  
Peer Problems

Background: In Germany, many recently arrived and minority families live in multi-ethnic, high-poverty districts. Multiple risk factors threaten their children’s development.Aims: We examined the socio-emotional problems of these children in relation to their academic learning skills and executive functioning. Method: We compared teacher-rated socio-emotional problems of n = 112 Roma children (90% foreign-born), n = 101 refugee children (all foreign-born), and n = 56 German-born immigrant children (age in months: M= 99.66, SD= 13.61) between groups and to norm data. We related socio-emotional problems to receptive vocabulary, cognitive reasoning, motor skills, and executive functioning in n = 83 refugee and Roma children.Results: Roma children showed higher rates above cutoff than norm data in all subscales, more problems in all subscales but emotional symptoms than immigrant children, and more hyperactivity/inattention and peer problems than refugee children. Refugee children showed higher rates above cutoff than norm data in all subscales and more peer problems than immigrant children. Academic learning skills were overall below average among recently arrived children. Prosocial behavior was positively linked to fine motor skills. Other socio-emotional problems were not linked to academic learning skills and executive functioning. Gross and visuo-motor skills correlated positively with other academic learning skills. Limitations: We analyzed cross-sectional data. We did not include risk factors or non-immigrant German children.Conclusion: The heightened socio-emotional problems and low academic learning skills of refugee and particularly Roma children in high-poverty districts could jeopardize their educational trajectories. Additional support measures could increase their chances for educational participation.

Analysing Dynamic Change in Children’s Socio-Emotional Development using the Strengths and Difficulties Questionnaire in a large UK Longitudinal Study

2020 ◽  
Author(s):  
Lydia Gabriela Speyer ◽  
Anastasia Ushakova ◽  
Hildigunnur Anna Hall ◽  
Michelle Luciano ◽  
Bonnie Auyeung ◽  
...  
Keyword(s):  
Mental Health ◽  
Conduct Problems ◽  
Dynamic Change ◽  
Emotional Problems ◽  
Strengths And Difficulties Questionnaire ◽  
Mental Health Issue ◽  
Childhood And Adolescence ◽  
Peer Problems ◽  
Mental Health Difficulties ◽  
Strengths And Difficulties

Background: Most mental health difficulties have their onset during childhood and adolescence. Many children who suffer from one mental health issue also suffer from at least one comorbid disorder. Autoregressive latent trajectory models with structured residuals (ALT-SR) and multilevel graphical vector autoregression (GVAR) are recent complementary approaches that can help provide new insights into the reciprocal relationships between multiple mental health domains and advance the understanding of the development of comorbidities.Methods: This study uses ALT-SR and multilevel GVAR models to analyse the temporal, contemporaneous and between-person relationships between emotional problems, peer problems, conduct problems, hyperactivity/inattention and prosociality as measured by the parent-reported Strengths and Difficulties Questionnaire (SDQ) in 17,478 children taking part in the UK Millennium Cohort Study at ages 3, 5, 7, 11, 14 and 17 years. Results: Results from both the ALT-SR model and the multilevel GVAR model highlight that children’s strengths and difficulties in different domains of psychosocial functioning dynamically influence each other over- and within-time. The ALT-SR model highlighted that hyperactivity/inattention plays a central role in affecting other domains over developmental time while the GVAR model highlighted comparably strong bidirectional relationships between conduct problems and prosociality as well as between emotional problems and peer problems. Both models suggest that most domains are also related to each other over shorter timescales.Conclusion: This study highlights that mental health difficulties influence one another dynamically over time. As illustrated in the domains of the SDQ, these dynamic changes can be modelled using the complementary techniques of ALT-SR or GVAR models, each offering different insights into the nature of comorbidity.

Social-Emotional Problems in Deaf and Hard-of-Hearing Children from an Executive and Theory-of-Mind Perspective

2018 ◽  
Author(s):  
Constance Th. W. M. Vissers ◽  
Daan Hermans
Keyword(s):  
Theory Of Mind ◽  
Executive Functioning ◽  
Children And Adolescents ◽  
Hard Of Hearing ◽  
Cognitive Model ◽  
Emotional Problems ◽  
Inner Speech ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Hearing Children

The implications of a hearing loss can go far beyond the linguistic domain. Several studies have revealed that deaf and hard-of-hearing children are at risk in their social-emotional development. This chapter argues that executive functions and theory of mind are two central underlying cognitive factors in people’s social-emotional functioning. We briefly review what is currently known about executive functioning and theory-of-mind development in deaf and hard-of-hearing children and adolescents and then present a cognitive model with a central role for inner speech in relation to executive functioning and theory of mind. We hypothesize that inner speech both enables and urges the regulation of oneself (executive function) and also the mentalization of one’s own and others’ inner worlds (theory of mind). We discuss the implications for assessing and treating social-emotional problems in deaf and hard-of-hearing children and adolescents.

scholarly journals Longer-Term Outcomes of the Incredible Years Parenting Intervention

2020 ◽  
Author(s):  
Geertjan Overbeek ◽  
Jolien van Aar ◽  
Bram Orobio de Castro ◽  
Walter Matthys ◽  
Joyce Weeland ◽  
...  
Keyword(s):  
Mental Health ◽  
Conduct Problems ◽  
Service Use ◽  
Mental Health Problems ◽  
Emotional Problems ◽  
Parenting Intervention ◽  
Adhd Symptoms ◽  
Incredible Years ◽  
Peer Problems ◽  
The Incredible Years

Abstract Conduct problems can develop into behavior disorders and put children at risk for other mental health problems. Parenting interventions have been shown to successfully reduce conduct problems and are often expected to prevent the development of broader mental health problems. Few studies have evaluated the longer-term and broader effects of these interventions. To what extent are parenting intervention effects sustained in the years after the intervention? And do effects pertain to conduct problems specifically, or do they also affect broader aspects of children’s mental health? We used a randomized controlled trial to assess the longer-term (2.5 years) effects of the Incredible Years parenting intervention on children’s conduct problems in an indicated prevention setting (N = 387; 79% retention rate). Using a multi-method (survey and computerized tasks) and multi-informant (parents, teachers, and children) approach, we tested whether initial effects on conduct problems were sustained, and whether Incredible Years had broader effects on children’s peer problems, emotional problems, attention-deficit/hyperactivity disorder (ADHD) symptoms, attention and inhibition deficits, and service use. Incredible Years, relative to control (no intervention), led to sustained reductions in parent-reported conduct problems (Cohen’s d = 0.31), but not teacher- and child-reported conduct problems. There were no broader benefits: Incredible Years did not reduce children’s peer problems, emotional problems, ADHD-symptoms, attention and inhibition deficits, or their service use. Improvements in parents’ perceptions of child conduct problems sustained until 2.5 years later. Our findings do not show benefits of Incredible Years as a preventive intervention for children’s broader mental health.

School performance and emotional problems in refugee children.

1996 ◽  
Vol 66 (2) ◽  
pp. 239-251 ◽  
Author(s):  
Cécile Rousseau ◽  
Aline Drapeau ◽  
Ellen Corin
Keyword(s):  
School Performance ◽  
Emotional Problems ◽  
Refugee Children

scholarly journals Psychological Impact of a Peer-Led Life Skills-Based Intervention for HIV-Infected Adolescents

2021 ◽  
Author(s):  
Uttara Chari ◽  
Chitra Dinakar ◽  
Nancy Angeline
Keyword(s):  
Self Efficacy ◽  
Life Skills ◽  
Psychological Impact ◽  
Emotional Problems ◽  
Hiv Disclosure ◽  
Post Intervention ◽  
Cross Sectional ◽  
Peer Problems ◽  
Living With Hiv ◽  
Social Behaviours

Abstract Background: Peers are salient in an adolescent’s life, influencing attitudes and behaviours. This study examines the psychological impact of a peer-led life skills-based intervention for HIV-infected adolescents. We examined trends in change, following a peer-led life skills-based intervention for HIV-infected adolescents, on (i) emotional and behavioural problems and pro-social behaviours, and (ii) coping self-efficacy.Methods: This study is a pre and post intervention cross-sectional study done among 33 HIV-infected adolescents (14 boys and 19 girls) between 12 to 18 years of age from a semi-urban community. Peer-led life skills-based intervention encompassed aspects of HIV-infection including adolescent health, living with HIV, disclosure of HIV status, treatment adherence, substance use, and reproductive health. Life skills comprised of self-awareness, empathy, problem solving, decision making, effective communication, coping with stress, and interpersonal relationships in the context of living with HIV. Outcome measures were (i) Strengths and Difficulties Questionnaire (SDQ), and (ii) Coping Self-Efficacy Scale (CSES).Results: The mean age of sample was 16 years (15.61 ± 1.78). On SDQ, there was significant increase in peer problems (Z = -2.75, p = 0.01) and decrease in pro-social behaviours (Z=-3.76, p = 0.00). Trends suggested decrease in emotional problems (Z = -1.31, p = 0.19). On CSES, there was significant decrease in coping self-efficacy (Z = -2.96, p = 0.00).Conclusions: Peer-led life skills-based intervention for HIV-infected adolescents increased peer problems; decreased pro-social behaviours, coping self-efficacy, and emotional problems.

scholarly journals Providing Psychological Services to Immigrant Children: Challenges and Potential Solutions

2019 ◽  
Vol 1 (2) ◽  
pp. 48-68
Author(s):  
Sajjad Ahmad ◽  
Keith S. Dobson
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Immigrant Children ◽  
Psychological Services ◽  
Foreign Born ◽  
Multilevel Approach ◽  
Statistics Canada

Canada is a diverse and multicultural country. More than one fifth of Canadians are foreign-born individuals from over 200 countries (Statistics Canada, 2017a). Whereas diversity and official multiculturalism makes Canada attractive for immigrants, the newcomers nonetheless face challenges in the areas of settlement, employment, and access to mental health services. These challenges are particularly acute for immigrant children. This article describes four major challenges related to the provision of psychological services to immigrant children and suggests potential solutions for each of these four challenges. The article concludes with the suggestion of a multilevel approach to address these challenges, and the collaborative inclusion of relevant stakeholders.

Transtorno do Déficit de Atenção e Hiperatividade e Transtorno do Desenvolvimento da Coordenação:

2015 ◽  
Vol 23 (4) ◽  
pp. 617-624
Author(s):  
Juliana B Goulardins ◽  
Roseane O Nascimento ◽  
Flávia AO Aquino ◽  
Ludinalva O Mendes ◽  
Erasmo B Casella ◽  
...  
Keyword(s):  
Executive Functioning ◽  
Motor Skills ◽  
Neural Basis

Objetivo. Discutir os mecanismos neurais envolvidos no Transtorno do Déficit de Atenção e Hiperatividade (TDAH) e no Transtorno do Desenvolvimento da Coordenação (TDC) em crianças. Embora os problemas motores ocorram em 30-50% das crianças com TDAH, suas causas ainda não estão claras. Método. Foi realizada pesquisa bi­bliográfica nas bases de dados PubMed e Scielo, entre os anos de 2000 e 2015, utilizando os descritores “ADHD”, “DCD”, “comorbidity”, “motor skills”, “attention”, “executive functioning”, “neural basis” e suas combinações. A seleção de 72 artigos considerou aqueles mais relevantes de acordo com a abrangência do tema proposto, de forma não sistemática. Resultados. O envolvimento dos gânglios basais e do córtex pré-frontal verificado nos indivíduos com TDAH pode refletir dificuldades de planejamento motor e organização dos movimentos antes do seu início, enquanto que alterações parietais encontradas em crianças com TDC podem estar relacionadas não apenas à preparação, mas principalmente à execução do ato motor. Conclusões. A sobre­posição entre o TDAH e TDC pode implicar um substrato neurobio­lógico comum para ambos os transtornos. Porém, não está claro até o momento quais dificuldades motoras e atencionais são intrínsecas a cada transtorno, devido a não identificação do TDC em muitas amos­tras com TDAH e vice-versa.

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