scholarly journals Parent Training Interventions for Children and Adolescents with Aggressive Behavioral Problems

2018 ◽  
Author(s):  
Pietro Muratori ◽  
Valentina Levantini ◽  
Azzurra Manfredi ◽  
Laura Ruglioni ◽  
Furio Lambruschi
Keyword(s):  
Parent Training ◽  
Children And Adolescents ◽  
Behavioral Problems ◽  
Training Interventions

scholarly journals DDAA and Maternal Reflective Functions

2021 ◽  
Author(s):  
Alessandro Frolli ◽  
Antonella Cavallaro ◽  
Stephen Oduro ◽  
Antonia Bosco ◽  
Agnese Lombardi ◽  
...  
Keyword(s):  
Social Cognition ◽  
Parent Training ◽  
Old Age ◽  
School Children ◽  
Behavioral Problems ◽  
Behavioral Symptoms ◽  
Slight Reduction ◽  
Central Idea ◽  
Regulatory Functions ◽  
Age Range

AbstractIn this study, we propose to examine two types of Parent Training (PT) under DDAA —behavioral and reflective types of PT. The central idea of our work is that the development of parenting educational skills cannot ignore the development of reflective and regulatory functions, which promote pre-mentalization, social cognition, and empathic skills. Because of the lack of studies on the efficacy of behavioral PT addressed to the parents of subjects with DDAA, this work took place. This study included 90 families whose children were diagnosed with the disorder of dysregulated anger and aggression (DDAA) according to criteria of CD 0–5 (2016). The sample included pre-school children aged between 2 and 3 years old (age range 2–3 years), who were equally divided into two groups based on the type of PT administered to the parents or caregivers. Our results indicate that the PT intervention, which is focused on the improvement of parental reflexive functions, helps in obtaining greater results even in the reduction of the externalizing behavioral symptoms. Additionally, results show that the intervention of PT with a behavioral matrix does not improve parental reflexive functions even if it guarantees a slight reduction of children’s behavioral problems.

Insulin-dependent Diabetes Mellitus

1994 ◽  
Vol 15 (4) ◽  
pp. 137-148
Author(s):  
Leslie Plotnick
Keyword(s):  
Diabetes Mellitus ◽  
Children And Adolescents ◽  
Plasma Glucose ◽  
Behavioral Problems ◽  
Insulin Dependent Diabetes Mellitus ◽  
Health Care Team ◽  
Insulin Dependent Diabetes ◽  
Dependent Diabetes Mellitus ◽  
Type I ◽  
Insulin Dependent

Insulin-dependent diabetes mellitus (IDDM) is a chronic, serious disease in children and adolescents. Its diagnosis is straightforward and rarely subtle. The major challenges of this disease for the child, family, and health-care team involve long-term management of medical and metabolic factors as well as psychological and behavioral concerns. While developments in the past 10 to 15 years have made metabolic control technically possible, psychological stresses and behavioral problems often interfere with metabolic goals. There are few, if any, other diseases that require such intensive and extensive self-care skills. Definitions Diabetes generally is classified in two types. Type I, or IDDM, is seen mostly in younger people (children and adolescents). It previously was called juvenile onset or ketosisprone. Insulin deficiency characterizes IDDM, and patients need exogenous insulin for survival. Type II, or non-IDDM (NIDDM), previously called adult or maturity onset, is the type seen most commonly in older people and in obesity and is not discussed in this review. To make a diagnosis of diabetes, a child must have either classic symptoms with a random plasma glucose above 200 mg/dL or specific plasma glucose levels before and after a standard glucose load if asymptomatic. The diagnosis of IDDM usually is clear-cut.

A Review of past and Current Pharmacological Intervention in the Treatment of Emotionally Disturbed Children and Adolescents

1979 ◽  
Vol 5 (1) ◽  
pp. 60-69 ◽  
Author(s):  
James E. Wilson ◽  
Steven D. Sherrets
Keyword(s):  
Children And Adolescents ◽  
Behavioral Problems ◽  
Emotionally Disturbed ◽  
Emotional And Behavioral Problems ◽  
Pharmacological Intervention ◽  
Test Results ◽  
Treatment Team ◽  
Team Members ◽  
Medication Effects ◽  
Emotionally Disturbed Children

Increasingly, seriously handicapped students are returning to the schools and the use of psychotropic medications is on the rise with these and other emotionally disturbed children and adolescents. In an effort to improve the dialogue and cooperation within the physician/educator terms an overview of the history, philosophy, current practices and a look at the future of neurochemical treatments of children with emotional and behavioral problems, is presented. A separate review of available literature concerning medication effects on cognitive functioning and test results is presented. Psycho-pharmacology is and can be a useful treatment; however, the available supporting literature that has already been developed with adults is still largely missing with children and adolescents. Guidelines for the treatment team members to help assure proper prescribing and monitoring of medications to achieve maximum therapeutic effect with minimal side-effects are reviewed.

scholarly journals Effect of Parent Training vs Parent Education on Behavioral Problems in Children With Autism Spectrum Disorder

JAMA ◽  
2015 ◽  
Vol 313 (15) ◽  
pp. 1524 ◽  
Author(s):  
Karen Bearss ◽  
Cynthia Johnson ◽  
Tristram Smith ◽  
Luc Lecavalier ◽  
Naomi Swiezy ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Parent Training ◽  
Parent Education ◽  
Behavioral Problems ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder

scholarly journals Combined cognitive and parent training interventions for adolescents with ADHD and their mothers: A randomized controlled trial

2015 ◽  
Vol 22 (4) ◽  
pp. 394-419 ◽  
Author(s):  
Christine M. Steeger ◽  
Dawn M. Gondoli ◽  
Bradley S. Gibson ◽  
Rebecca A. Morrissey
Keyword(s):  
Randomized Controlled Trial ◽  
Parent Training ◽  
Controlled Trial ◽  
Training Interventions ◽  
Randomized Controlled
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