scholarly journals Social‐emotional problems among three‐year‐olds differ based on the child's gender and custody arrangement

2018 ◽  
Vol 108 (6) ◽  
pp. 1087-1095 ◽  
Author(s):  
Eva Eurenius ◽  
Linda Richter Sundberg ◽  
Masoud Vaezghasemi ◽  
Sven‐Arne Silfverdal ◽  
Anneli Ivarsson ◽  
...  
Keyword(s):  
Emotional Problems ◽  
Social Emotional ◽  
Custody Arrangement

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.

Identification of social-emotional problems among young children in foster care

2010 ◽  
Vol 51 (12) ◽  
pp. 1351-1358 ◽  
Author(s):  
Sandra H. Jee ◽  
Anne-Marie Conn ◽  
Peter G. Szilagyi ◽  
Aaron Blumkin ◽  
Constance D. Baldwin ◽  
...  
Keyword(s):  
Foster Care ◽  
Young Children ◽  
Emotional Problems ◽  
Social Emotional ◽  
Children In Foster Care

Brain imaging findings and social/emotional problems in Israeli children with neurofibromatosis type 1

2014 ◽  
Vol 174 (2) ◽  
pp. 199-203 ◽  
Author(s):  
Rony Cohen ◽  
Tamar Steinberg ◽  
Liora Kornreich ◽  
Sharon Aharoni ◽  
Ayelet Halevy ◽  
...  
Keyword(s):  
Brain Imaging ◽  
Neurofibromatosis Type 1 ◽  
Emotional Problems ◽  
Neurofibromatosis Type ◽  
Imaging Findings ◽  
Social Emotional

scholarly journals Social-emotional problems among Swedish three-year-olds: an Item Response Theory analysis of the Ages and Stages Questionnaires: Social-Emotional

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Masoud Vaezghasemi ◽  
Eva Eurenius ◽  
Anneli Ivarsson ◽  
Linda Richter Sundberg ◽  
Sven-Arne Silfverdal ◽  
...  
Keyword(s):  
Health Care ◽  
Item Response Theory ◽  
Child Health ◽  
Item Response ◽  
Emotional Problems ◽  
Child Health Care ◽  
Response Theory ◽  
Social Emotional ◽  
Ages And Stages Questionnaires ◽  
High Level

Abstract Background There is enough evidence to believe that young children’s social-emotional problems can have a long-term effect if extra support is not given early. Therefore, early identification of such problems and any differences between boys and girls are of importance. We utilized the 36-month interval of the Ages and Stages Questionnaires: Social-Emotional (ASQ:SE) among 3-year-olds aiming: 1) to report the normative values of social-emotional problems for Swedish boys and girls; 2) to identify ASQ:SE items that are most commonly endorsed by children with high level of social-emotional problems (high score on ASQ:SE); 3) to assess whether certain ASQ:SE items differ between boys and girls at the same level of social-emotional problems; and 4) to examine whether ASQ:SE performs well in identifying children with high level of social-emotional problems (high score on ASQ:SE). Method During 2014–2017, data were collected from 7179 three-year-old children (boys = 3719, girls = 3460) through Child Health Care in the Region Västerbotten in the northern part of Sweden. Unidimensionality was assessed by Confirmatory Factor Analysis and goodness-of-fit was reported. Item Response Theory was used to answer the aims of the study. Results Items regarding interest in sexual words, too little sleep, disinterest in things around, unhappiness and self-injury were more commonly endorsed by children with high levels of social-emotional problems, as reported by their parents. For the same level of social-emotional problem, girls were more likely to demonstrate difficulties in occupying themselves, clinging behaviour and repetitive behaviour. On the other hand, boys were more likely to score high in items regarding destruction of things on purpose, difficulty to name friends and to express feelings. We have also found that the ASQ:SE is suitable for identifying children with high level of social-emotional problems. Conclusion The salient point of our study was to increase knowledge about Swedish children’s social-emotional problems at 3-years of age based on the psychometric characteristics of the ASQ:SE using Item Response Theory model. The gender differences as well as those items that occurred at high levels of social-emotional problems should be of concern for everyday practice in Child Health Care.

Early Emergence of Behavior and Social-Emotional Problems in Very Preterm Infants

2009 ◽  
Vol 48 (9) ◽  
pp. 909-918 ◽  
Author(s):  
Alicia J. Spittle ◽  
Karli Treyvaud ◽  
Lex W. Doyle ◽  
Gehan Roberts ◽  
Katherine J. Lee ◽  
...  
Keyword(s):  
Preterm Infants ◽  
Emotional Problems ◽  
Social Emotional ◽  
Very Preterm Infants ◽  
Very Preterm ◽  
Early Emergence

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
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