What Works to Prevent or Reduce Internalizing Problems or Social-Emotional Difficulties in Adolescents: Lessons from Experimental Evaluations of Social Interventions

2011 ◽  
Keyword(s):  
Internalizing Problems ◽  
Emotional Difficulties ◽  
Social Emotional ◽  
Social Interventions ◽  
What Works

scholarly journals Social-Emotional Difficulties in Irish Children Aged Five and Nine Years: A National, Longitudinal Study

Children ◽  
2021 ◽  
Vol 8 (8) ◽  
pp. 656
Author(s):  
Ann Swift ◽  
Roy McConkey ◽  
Philip Curry ◽  
Edurne Garcia Iriarte
Keyword(s):  
Social Services ◽  
Family Relations ◽  
Secondary Analysis ◽  
Primary Caregivers ◽  
Emotional Difficulties ◽  
Children And Families ◽  
Social Emotional ◽  
Early Intervention Services ◽  
Nationally Representative ◽  
The Impact

A small proportion of children experience social-emotional difficulties from early childhood onwards. Longitudinal studies with nationally representative samples are needed to identify the prevalence and the characteristics of children and families persistently experiencing these difficulties. Secondary analysis of data collected on over 7500 Irish children and with the Strengths and Difficulties Questionnaire as the primary indicator, found that 6% of children when they were five year olds and 8% when they were nine-years, had above threshold scores that warranted further investigation. A smaller proportion—2.9% had elevated scores at both ages. Logistic regression analyses found that children with one or more developmental disabilities were up to six times more likely to have sustained difficulties. There were also significant associations with the lower education attainment of primary caregivers and the socio-economic deprivation of families. Primary caregivers and teachers reported higher conflict in their relationships with these children. Although the number of Irish children presenting with continuing social-emotional difficulties is small, they can present an ongoing and future societal cost in terms of the impact on family relations and demands placed on educational, health and social services. This study identified the children and families who are at greatest risk and for whom targeted early intervention services could be provided.

scholarly journals Prenatal and postnatal lipid-based nutrient supplementation and cognitive, social-emotional, and motor function in preschool-aged children in Ghana: a follow-up of a randomized controlled trial

2019 ◽  
Vol 109 (2) ◽  
pp. 322-334 ◽  
Author(s):  
Maku E Ocansey ◽  
Seth Adu-Afarwuah ◽  
Sika M Kumordzie ◽  
Harriet Okronipa ◽  
Rebecca R Young ◽  
...  
Keyword(s):  
Controlled Trial ◽  
Preschool Age ◽  
Fine Motor ◽  
Emotional Difficulties ◽  
Social Emotional ◽  
Intention To Treat ◽  
Follow Up Study ◽  
Randomized Controlled ◽  
Nutrient Supplements

ABSTRACT Background Adequate nutrition is necessary for brain development during pregnancy and infancy. Few randomized controlled trials of supplementation during these periods have measured later developmental outcomes. Objective Our objective was to investigate the effects of provision of prenatal and postnatal lipid-based nutrient supplements (LNS) on child development at preschool age. Methods We conducted a follow-up study of 966 children aged 4–6 y in 2016, born to women who participated in the International Lipid-Based Nutrient Supplements-DYAD trial conducted in Ghana in 2009–2014, representing 79% of eligible children. Women ≤20 weeks of gestation were randomized to daily LNS or multiple micronutrient (MMN) capsules during pregnancy through 6 mo postpartum or iron and folic acid (IFA) capsules during pregnancy and calcium placebo capsules during 6 mo postpartum. Children in the LNS group received LNS from 6 to 18 mo. Primary outcomes of this follow-up study were (1) a cognitive factor score based on a test battery adapted from several standard tests, 2) fine motor score (9-hole pegboard test), and (3) social-emotional difficulties (Strengths and Difficulties Questionnaire; SDQ). Eight secondary outcomes were calculated in specific domains (e.g., language, SDQ prosocial). Analysis was by a complete case intention to treat in a 2-group comparison: LNS compared with non-LNS (MMN + IFA). Results Children in the LNS group had significantly lower social-emotional difficulties z-scores than children in the non-LNS group (adjusted for child age β = −0.12, 95% CI: −0.25, 0.02, P = 0.087; fully adjusted β = −0.16, 95% CI: −0.29, −0.03, P = 0.013). The effect of LNS on social-emotional difficulties score was larger among children living in households with lower home environment scores (P-interaction = 0.081). No other outcomes differed between the 2 intervention groups. Conclusions Provision of LNS during the first 1000 d of development improved behavioral function, particularly for children from low nurturing and stimulation households, but did not affect cognition at preschool age in this setting. Trial Registration: clinicaltrials.gov, Identifier NCT00970866.

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

scholarly journals Alexithymia and Autistic Traits: Associations With Social and Emotional Challenges Among College Students

2021 ◽  
Vol 15 ◽  
Author(s):  
Potheini Vaiouli ◽  
Georgia Panayiotou
Keyword(s):  
Young Adults ◽  
Emotion Regulation ◽  
Social Skills ◽  
Social Communication ◽  
Significant Relationship ◽  
Autistic Traits ◽  
Emotional Difficulties ◽  
Social Emotional ◽  
Emotional Challenges ◽  
The Relationship

Background: Alexithymia is a multifaceted personality construct defined by marked difficulties in identifying and describing feelings and in externally oriented thinking. Given its intrinsic role in social-emotional processing, alexithymia is now recognized as a trans-diagnostic trait in a range of neurodevelopmental disorders, including autism. Research has pinpointed to the co-occurrence of autism with characteristics typical of alexithymic normative samples, such as social-communication difficulties and decreased emotion regulation abilities. Nonetheless, the role of individual facets of alexithymia in predicting challenges in social communication functioning is still understudied.Methods: In total, 275 young adults completed the Toronto Alexithymia Scale, the Autism Spectrum Quotient (short form), the Interpersonal Competence Questionnaire, and the Difficulties in Emotion Regulation Scale self-reported questionnaires for assessing alexithymic and autistic traits, social-communication abilities, and emotion regulation difficulties. We used regression models to establish cross-sectional associations between autism, alexithymia, and social-emotional difficulties. Also, we ran a parallel mediation analysis to determine whether the relationship between autistic traits and emotion regulations challenges are mediated by Alexithymia facets.Results: Analysis showed a significant positive association between autistic traits and alexithymic traits and between autistic traits and emotion regulation difficulties while, as expected, autistic traits were negatively correlated with social skills. A significant relationship was found among the participants’ levels of alexithymia and their interpersonal skills with two of three alexithymic subscales significantly contributing to the model. Similarly, a significant relationship was found among alexithymia subscales and emotion regulation difficulties with all three alexithymia subscales being statistically significant. Finally, analysis on two mediator models indicated a significant effect of autistic traits on social skills mediated by alexithymic traits as well as a significant indirect effect of autistic traits on emotion regulation difficulties mediated by alexithymic traits.Conclusion: The results of this study provide evidence of the influence of different alexithymic facets on the relationship between autistic traits and social-emotional challenges in young adults. Longitudinal studies may explore further alexithymia and its associations with social-emotional difficulties in autism as well as the potential implications of these findings in intervention and treatment programs.

scholarly journals Behavioral Treatment for the Social-Emotional Difficulties of Preadolescent and Adolescent Girls with ADHD

2020 ◽  
Vol 5 (2) ◽  
pp. 173-188
Author(s):  
Dara E. Babinski ◽  
Sara Mills Huffnagle ◽  
Pevitr S. Bansal ◽  
Rosanna P. Breaux ◽  
Daniel A. Waschbusch
Keyword(s):  
Adolescent Girls ◽  
Behavioral Treatment ◽  
Emotional Difficulties ◽  
Social Emotional ◽  
The Social ◽  
Girls With Adhd
Sign in / Sign up

Export Citation Format

Share Document