Mothers’ stress and behavioral and emotional problems in children with ADHD. Mediation of coping strategies

2020 ◽  
Author(s):  
Carmen Berenguer ◽  
Belen Rosello ◽  
Ana Miranda
Keyword(s):  
Coping Strategies ◽  
Emotional Problems ◽  
Behavioral And Emotional Problems ◽  
Children With Adhd

scholarly journals Temperament in infancy and behavioral and emotional problems at age 5.5: The EDEN mother-child cohort

PLoS ONE ◽  
2017 ◽  
Vol 12 (2) ◽  
pp. e0171971 ◽  
Author(s):  
Xian Abulizi ◽  
Laura Pryor ◽  
Grégory Michel ◽  
Maria Melchior ◽  
Judith van der Waerden ◽  
...  
Keyword(s):  
Emotional Problems ◽  
Behavioral And Emotional Problems

Prevalence of behavioral and emotional problems in children at-risk for learning difficulties

2011 ◽  
Vol 26 (S2) ◽  
pp. 326-326
Author(s):  
K. Mehrotra ◽  
S. Ahamad Manzur ◽  
Y.P. Ooi ◽  
C.G. Lim ◽  
D.S.S. Fung ◽  
...  
Keyword(s):  
At Risk ◽  
Learning Difficulties ◽  
Emotional Problems ◽  
Communication Disorders ◽  
Psychiatric Clinic ◽  
Children At Risk ◽  
Behavioral And Emotional Problems ◽  
T Score ◽  
Clinical Concern ◽  
Child Psychiatric

IntroductionStudies have shown that children with learning difficulties are likely to demonstrate a host of shared behavioral and emotional problems that affect their daily functioning.Objectives/AimsThe goal of this study was to examine profiles of behavioral and emotional problems in children at risk for Learning Disorders (LD) and Communication Disorders (COMM), without intellectual disabilities.MethodData on the Child Behavior Checklist (CBCL) of 52 participants (4–12 years old) at-risk for LD and 52 age- and gender- matched participants at-risk for COMM were obtained from the archival records of a local outpatient child psychiatric clinic. For all CBCL scales, T scores ranging from 65 to 69 are in the borderline clinical range, whereas a T score of 70 and above are in the clinical range. T scores of below 65 are considered as non-clinical. For the purposes of this study, a T score of 65 and above for the CBCL syndromes indicated the problem to be of clinical concern.ResultsA total of 51.9% of these children had at least one problem of clinical concern, with Attention Problems (LD: 36.5% vs. COMM: 17.3%), Social Problems (LD: 21.2% vs. COMM: 30.8%), and Withdrawn/Depressed (LD: 23.1% vs. COMM: 26.9%) syndromes being commonly reported. There were no significant differences between the 2 groups on the CBCL syndromes.ConclusionsFindings from the study suggest that children with any form of learning difficulties demonstrate high prevalence of behavioral and emotional problems, suggesting possible comorbidities such as Attention Deficit Hyperactivity and Depression.

Comparisons of Behavioral and Emotional Problems among Children of Jamaica and the United States

1996 ◽  
Vol 27 (1) ◽  
pp. 82-97 ◽  
Author(s):  
Michael Canute Lambert ◽  
Frank H. Knight ◽  
Rosemary Taylor ◽  
Thomas M. Achenbach
Keyword(s):  
United States ◽  
Emotional Problems ◽  
The United States ◽  
Behavioral And Emotional Problems

625 The association between circadian rhythms and psychosocial functioning in children with attention deficit hyperactivity disorder

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A245-A245
Author(s):  
Xiao Li ◽  
Ka Sin Caroline Shea ◽  
Lok Fan Lau ◽  
Ching Kwong Dino Wong ◽  
Waiyan Vivian Chiu ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Circadian Rhythm ◽  
Attention Deficit ◽  
Psychosocial Functioning ◽  
Emotional Problems ◽  
Activity Level ◽  
Adhd Symptoms ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Rest Activity

Abstract Introduction Circadian rhythm disturbances, including delayed circadian rhythm and increased motor activity, are commonly seen in attention-deficit hyperactivity disorder (ADHD). Previous research suggested a link between circadian rhythm disturbances and poor psychosocial functioning in children, but such a relationship has not been examined in children with ADHD. This study aimed at examining the association between circadian-related parameters and psychosocial functioning in children with ADHD. Methods Seventy-nine children with ADHD were recruited into this study (age range: 6–12 years, 75.9% male). They were assessed by parent-report questionnaires on sleep problems (Children’s Sleep Habits Questionnaire, CSHQ), ADHD symptoms (Strengths and Weaknesses of ADHD Symptoms and Normal Behaviour Scale, SWAN), and psychosocial functioning (Strengths and Difficulties Questionnaire, SDQ). Actigraphic data collected for seven consecutive days were analyzed using parametric and nonparametric methods. The relationship between circadian parameters and psychosocial functioning was analyzed using multiple regression while controlling for age, sex, ADHD medication, total sleep time, and CSHQ total score. Results Later acrophase was significantly associated with higher scores on SDQ emotional problems (St. β = 0.30, p = 0.03) and SWAN inattention subscale (St. β = 0.27, p = 0.043). Lower relative amplitude was associated with higher scores on SDQ hyperactivity symptoms (St. β = -0.29, p = 0.045) and SDQ total difficulties (St. β = -0.31, p = 0.036). Higher levels of mean activity level during the least active 5-h period (L5) were related to higher scores on SDQ peer problems (St. β = 0.38, p = 0.021), SDQ internalizing problems (St. β = 0.38, p = 0.020) and SDQ total difficulties (St. β = 0.33, p = 0.036). Later onset of L5 was associated with increased SDQ emotional problems (St. β = 0.26, p = 0.046). Conclusion Circadian rest-activity rhythm disturbances (delayed phase, blunted rest-activity rhythms, higher level of nocturnal activity, and later onset of nocturnal rest) were associated with poor psychosocial functioning in children with ADHD. Further longitudinal studies are needed to examine the effects of circadian disruption on psychosocial functioning in children with ADHD. Support (if any) This work was supported by the Health and Medical Research Fund (Project No.: 30160604).

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