Children's Social Problems Research Articles

The Effect of Play Puzzle on Social Adapted Ability in Mental Retardation Students in SDLB Dharma Wanita Bengkulu

Mental retardation is a condition in which the child so that the child can not experience barriers through optimal development. Mental retardation is a global problem with major implications particularly for developing countries. Number of children with special needs in Indonesia is about 7% of the total number of children aged 0-18 years or a total of 6.23 million. In children with mental retardation learning process more focused on activities to train children with skills to enable them to function in an environment sosial. This study to determine the effect of Puzzle Play Against Social Adaptability on Mental Retardation Students in SDLB Dharma Women in Bengkulu. This research method using a research design Pre Exsperimental Design with draft form one group pretest-posttest, way of taking a sample is taken using total sampling with a sample of 12 respondents. used in this study are primary data, the data acquired, processed and analyzed using univariate and bivariate analysis using T. Test The results showed that the average number of children who have mental retardation prior to the puzzle game has a social adaptation unfavorable and the average number of children who have mental retardation after doing a puzzle game has a social adaptation good enough and no effect between playing puzzle to adaptability social in students with mental retardation in SDLB Dharma Women in Bengkulu City 2017 (p = 0.004). Suggested to the health public expected to make efforts to improve the health of children with mental retardation by performing group therapies in children with mental retardation regularly by medical personnel trained in the art so that the social problems of children with mental retardation can be minimized. Keywords: mental retardation, puzzle games, social adaptation

Quality of life and physician-reported developmental, cognitive, and social problems in children with benign external hydrocephalus\u2014long-term follow-up

IntroductionBenign external hydrocephalus (BEH) is characterized by too rapidly increasing head circumference in infants, combined with typical neuroimaging findings. Psychomotor developmental delay is typically seen during the first few years of life; after that, the children’s development assumedly normalizes. However, little is known about the long-term effects of BEH.MethodsIn this retrospective population-based study, children diagnosed with BEH during the years 1994–2003 in Southern Norway were asked to participate. Included patients (age 8–18 years old) and their parents answered the PedsQL questionnaire. The patient’s family physicians contributed by giving information from medical records, with special emphasis on developmental, cognitive, and social function.ResultsOne hundred seventy-six children were identified with BEH. One hundred three patients and 86 parents completed the PedsQL questionnaire. Supplemental medical information for 142 of the patients was received, mainly from their family physicians. Children and adolescents with BEH score themselves better than the normative mean on health-related quality of life, while the parents score their BEH children within the normative mean, except for the school functioning subgroup, where they score significantly lower. Various developmental, physical, and social problems are reported, like mental retardation, speech problems, epilepsy, motor impairment, psychiatric disorders, and cognitive difficulties. Among these patients, there is a discrepancy in some areas between the child-reported and parent-reported quality of life.ConclusionsChildren and adolescents who were diagnosed with BEH during infancy generally do well. However, for some patients, there appear to be various developmental, social, and cognitive problems, and they seem to struggle more in school than their healthy peers.

Family impact of childhood neurodevelopmental disability: considering adaptive and maladaptive behaviour.

The aim of the current study was to identify functional predictors of perceived impact of childhood disability among families of children with neurodevelopmental disorders and disabilities. We first examined the relationship between sub-domains of adaptive and problematic behaviour and perceived family impact. Second, we examined whether the same sub-domains would emerge as significant after controlling for the impact of child diagnosis, including autism spectrum disorder, cerebral palsy and intellectual disability. Caregivers of 216 children and adolescents (M=8.17years) with neurodevelopmental disorder and disability completed measures of children's practical, conceptual and social skills (i.e. adaptive behaviour), behaviour problems and positive and negative family impact. Indices of child adaptive and problematic behaviour were only significantly associated with perceived negative family impact. Children's practical and social skills, as well as emotional symptoms, emerged as significant predictors of perceived negative family impact, with emotional symptoms accounting for greatest variance. Including diagnosis in our statistical models did not explain additional variance above and beyond these particular sub-domains of child functioning. The study findings suggest that it is not children's most impaired domains of functioning that are perceived as significantly impactful by the family. The findings highlight the importance of devoting consideration to the ways in which the functional limitations experienced by children with chronic developmental health conditions similarly impact family life and well-being, regardless of disorder designation.

Change in the quality of life of caregivers of pediatric department patients undergoing kidney transplantation: a single-center prospective study.

Caregivers of patients with chronic kidney disease experience great burdens. Changes in these caregivers' quality of life (QOL) before and after their children underwent kidney transplantation (KTx) were evaluated in this prospective study. The sequential QOL scores of 31 caregivers (median age 38.5years) whose children (5.8years) underwent KTx from 2012 to 2014 were studied. The same questionnaires were administered before and 1, 3, and 12months after KTx. We evaluated whether the following factors were associated with QOL: pre-transplant dialysis, recipient's mental and/or motor disability, and acute rejection or infections after KTx. The average QOL score before KTx (3.40) was higher than that of the general population (3.23). Despite a temporal decrease at 1month (3.15), the final QOL scores were maintained at 3months (3.40) and 1year (3.42) after KTx. The mean QOL scores were significantly higher for caregivers of patients with than without dialysis before KTx [3.46 vs. 3.28 (p = 0.041) at 3months and 3.53 vs. 3.18 (p = 0.001) at 1 year, respectively]. Conversely, these scores were significantly lower for caregivers of patients with than without disabilities [2.97 vs. 3.20 (p = 0.021) at 1month, 3.18 vs. 3.46 (p = 0.006) at 3months, and 3.10 vs. 3.50 (p = 0.001) at 1year, respectively]. Dialysis of children before KTx was a particularly larger burden for caregivers. The child's comorbidities and social adaptation problems might be focused after KTx, we need to evaluate for more long-term QOL of caregivers.

Preschool teachers and classroom aides: Same context, similar perceptions of children's behaviors?

AbstractThis study explored the correspondence and differences between school staff perceptions of preschool children's social skills and behavior problems. One hundred preschoolers were assessed by 14 pairs of teachers and classroom aides with the Preschool and Kindergarten Behavior Scales – 2nd Edition (PKBS‐2 Portuguese version). Indexes of agreement and disagreement were calculated. Risk levels and item analyses of PKBS‐2 scores according to both informants' ratings were compared. A higher level of agreement was obtained for social skills scores than for behavior problems (mean correlation of .62). No statistically significant differences between informants were obtained for the risk levels, and item analyses revealed a similar pattern of behaviors that were most and least rated by both informants. Results indicate that the classroom aides' perspective on preschool assessment represents a reliable input, which justifies that they network with teachers in addressing preschoolers' social‐emotional and behavioral challenges.

Population-Based System of Parenting Support to Reduce the Prevalence of Child Social, Emotional, and Behavioural Problems: Difference-In-Differences Study.

The quality of parenting is recognised as an important determinant of children's mental health. Parenting interventions typically target high-risk families rather than adopting a universal approach. This study examined the population impact of the Triple P Positive Parenting Programme on the prevalence of children's social, emotional, and behavioural problems. A propensity score matching difference-in-differences method was used to compare intervention and comparison regions matched on socio-demographic characteristics in midlands Ireland. The pre-intervention sample included 1501 and 1495 parents of children aged 4-8years in the intervention and comparison regions respectively. The post-intervention sample included 1521 and 1544 parents respectively. The primary outcome measure was parental reports on the Strengths and Difficulties Questionnaire. There were some significant reductions in the prevalence rates of social, emotional, and behavioural problems in the intervention regions compared to the comparison regions. Children in the intervention sample experienced lower total difficulties, emotional symptoms, and conduct problems than children in the comparison sample, and they were less at risk of scoring within the borderline/abnormal range for total difficulties, conduct problems, and hyperactivity. The programme reduced the proportion of children scoring within the borderline/abnormal range by 4.7% for total difficulties, 4.4% for conduct problems, and 4.5% for hyperactivity in the total population. This study demonstrated that a universal parenting programme implemented at multiple levels using a partnership approach may be an effective population health approach to targeting child mental health.

Experiences of physical and relational victimization in children with ADHD: The role of social problems and aggression.

The social risk factors for physical and relational peer victimization were examined within a mixed-gender sample of children with and without attention-deficit/hyperactivity disorder (ADHD). Participants were 124 children (ages 8-12 years; 48% boys), with 47% exhibiting sub-clinical or clinical elevations in ADHD symptoms. ADHD and oppositional defiant disorder (ODD) symptom counts were assessed based on parent- and teacher-reports; parents rated children's social problems and teachers rated children's use of physical and relational aggression and experiences of physical and relational victimization. A multiple mediator model was used to test whether there were indirect effects of ADHD or ODD symptoms on physical and relational victimization through social problems, physical aggression, or relational aggression. At the bivariate level, ADHD and ODD symptoms were both significantly associated with higher rates of physical and relational victimization. In the mediational model, there were significant indirect effects of ADHD symptoms on relational victimization via social problems, of ODD on relational victimization via relational aggression, and of ODD symptoms on physical victimization via physical aggression. Results suggest that there are distinct risk factors implicated in the physical and relational victimization of youth with ADHD and that the co-occurrence of ODD symptoms is important to assess. Clinical implications for addressing victimization in children with ADHD are discussed.

The Effect of TMPT Program on Pre-school Children's Social Problem Solving Skills

The Effect of TMPT Program on Pre-school Children's Social Problem Solving Skills

RELATIONSHIP BETWEEN QUALITY OF CARE OF YOUNG MOTHERS AND SOCIAL-EMOTIONAL DEVELOPMENT IN PRESCHOOL CHILDREN

Background: Social-emotional development in preschooler children is an important component in child development, as it becomes the foundation in preparing children for confidence, empathy and intellect, building trust, and being able to use language in communication and connect with others. One of the factors that affect children's emotional social development is the quality of mother's care. Children of young mothers have risks in emotional and intellectual social problems in children.
 Objective: The purpose of the study was to determine the relationship of quality care of young mothers with social-emotional development in preschool children in the working area of the Health Center of Kemalang, Klaten Regency, Indonesia.
 Methods: This was a correlational analytic research with cross sectional design. The sample of the study was 124 young mothers with preschool children selected using consecutive sampling technique. The study was conducted from July to August 2017 at six kindergarten schools in the working area of the Health Center of Kemalang, Klaten Regency. Data were collected using parent behavior questionnaire and stage social-emotional instrument. Data were analyzed using chi square test.
 Results: Findings showed that 58.1% of young mothers had good quality of care, and 55.6% of preschoolers were at risk of developing emotional social development problems. There was a significant correlation between the quality of care of young mothers with social-emotional development in preschool children (p-value <0.05).
 Conclusion: There was a correlation between the quality of care of young mothers with social-emotional development in preschool children.

Predictors of Weight-Related Quality of Life in Adolescents Who Are Overweight or Obese

Weight-related quality of life (WRQOL) is a type of health-related QOL that may serve as a patient-reported outcome of the potential burden of overweight. The present study uses structural equation modeling path analysis methods to examine body mass index (BMI) and other potential predictors of WRQOL components among adolescents who were overweight/obese from predominantly low-income, urban households. Baseline data were obtained from 360 participants (10-13 year olds; 57.8% female; 76.7% black; average BMI of 27.12) and their parents/legal guardians from a randomized, controlled, treatment trial. Youth completed measures of WRQOL, depressive symptoms, and family/friend social support for healthy eating. Parents completed measures of demographics and child social problems. The initial model included BMI, gender, parent education, family/friend social support for healthy eating, child social problems, body esteem and social life WRQOL, and depressive symptoms. The final model fit the data well (χ = 27.738; df = 16; p = .034). Higher BMI was indirectly related to lower social life and body esteem WRQOL through greater social problems. Physical comfort and family relations WRQOL were unrelated to BMI and were not included. Lower social life and body esteem related to more depressive symptoms. Family/friend discouragement for healthy eating was associated with lower body esteem; also, family discouragement was related to lower social life. Body mass index may not directly relate to WRQOL but may be associated through other factors, including child social problems. Interventions should screen for and treat mood and social problems and address family/friend support for healthy eating.

Okul öncesi dönemdeki çocukların sosyal problem çözme becerisinin çeşitli değişkenler açısından incelenmesi

Bu araştırmanın amacı; okul öncesi dönemdeki çocukların sosyal problem çözme becerilerinin çeşitli değişkenler açısından incelenmesidir. Araştırmanın evreni, 2015-2016 eğitim ve öğretim yılında Ankara ili Çankaya ilçesinde bulunan bağımsız anaokullarına devam eden dört-altı yaş arası çocuklar ve ebeveynlerinden oluşmaktadır. Araştırmanın örneklemi, basit rastgele örnekleme yöntemi ile seçilmiş olan 2015-2016 eğitim ve öğretim yılında Ankara ili Çankaya ilçesinde bulunan bağımsız anaokullarına devam eden dört-altı yaş arası 240 çocuk ve ebeveynden oluşmaktadır. Betimsel araştırma yöntemlerinden kesitsel tarama modelinde yürütülen araştırmanın veri toplama aşamasında; Genel Bilgi Formu ve Wally Sosyal Problem Çözme Dedektiflik Oyun Testi kullanılmıştır. Verilerin analizi yapılırken Kruskal Wallis-H Testi, Bağımsız Gruplar-T Testi ve Tek Yönlü Varyans Analizi kullanılmıştır. Elde edilen bulgulara göre çocukların sosyal problem çözme becerilerinin yaşa göre anlamlı bir farklılık gösterirken; cinsiyete, anne ve baba yaşına, anne ve baba eğitim durumuna, anne ve baba çalışma durumuna, kardeş sayısına ve aylık gelire göre istatistiksel olarak anlamlı bir farklılık göstermemektedir. Araştırma sonuçları ilgili literatür çerçevesinde tartışılmış ve yorumlanmıştır.

Changing Tides: Mothers' Supportive Emotion Socialization Relates Negatively to Third-Grade Children's Social Adjustment in School.

Parents' supportive reactions to children's negative emotions are thought to promote children's social adjustment. Research heretofore has implicitly assumed that such reactions are equally supportive of children's adjustment across ages. Recent findings challenge this assumption, suggesting that during middle childhood, socialization practices previously understood as supportive may in fact impede children's social adjustment. We explored this possibility in a sample of 203 third-grade children and their mothers. Using structural equation modeling, we tested associations between mothers' supportive (i.e., problem- and emotion-focused) reactions to children's negative emotions and children's social skills and problems as reported by mothers and teachers. Mothers' supportive reactions predicted greater social adjustment in children as reported by mothers. Inverse associations, however, were found with teachers' reports of children's social adjustment: mothers' supportive reactions predicted fewer socioemotional skills and more problem behaviors. These contrasting patterns suggest potential unperceived costs associated with mothers' supportiveness of children's negative emotions for third-grade children's social adjustment in school and highlight the importance of considering associations between socialization practices and children's various social contexts. The findings also highlight a need for greater consideration of what supportiveness means across different developmental periods.

Habiletés et difficultés sociales des enfants ayant un TDAH : état des connaissances et perspectives d’intervention

BackgroundSocial skills deficit is a central issue in adaptive functioning of children with attention deficit hyperactivity disorder (ADHD). MethodThis article is a narrative summary based on a review of the international literature, French and English, regarding social skills of children with ADHD. The definition of ADHD is derived from DSM-5 terminology. ResultsThis article provides current state of knowledge of social problems in children with a ADHD and their impact on social status and friendship as well as moderating and mediator factors affecting the developmental trajectory of these difficulties. The efficiency of the social skills training programs are discussed in regard to their modalities and targets. ConclusionAlthough some limitations exist in current researches, social skills of children with ADHD could be improved under some conditions. It is notably preferable to offer social skills training programs that take into account the particular nature of their perceived difficulties. Refresher training courses should be developed in accordance with these children's learning needs. In order to optimise children's acquisition of taught social skills, activities should be carried out in their natural environment and in various contexts. Finally, caregivers are perceived as the main agents of change in these children's behaviour modification and social context transformation.

The protocol for a randomised controlled trial (RCT) of a brief intervention for parents of children experiencing sibling conflict

BackgroundConflict among siblings is linked with potentially lifelong social, cognitive, and behavioural problems. Parents of siblings play a crucial role in the development of both the positive and negative relationships of their children. Despite this, relatively few parenting programmes specifically address how to manage sibling relationships marked by elevated levels of conflict.MethodsThis article presents the rationale, protocol, and potential implications of a randomised controlled trial evaluating a tailored version of the Triple P‐Positive Parenting Program for managing sibling conflict. This body of research seeks to illustrate how an evidence‐based parenting intervention can be successfully deployed to reduce rates of sibling conflict while improving children's social, emotional, and behavioural problems and enhancing parent competence and confidence.ConclusionsAlthough sibling conflict is among the most widely reported and frequently cited concerns for parents, this is the first time a Triple P intervention has been used to target sibling conflict directly. If the intervention is found to be effective, it is hypothesised that the availability of an evidence‐based parenting programme focusing on sibling conflict will be highly appealing to parents and help engender a further destigmatisation of the notion of parents seeking parenting support.

The Relationship between Parenting Stress and Perceived Children’s Social Problem Behavior among Chinese Working Mothers

—This study examines the relationship between parenting stress and perceived children's social problem behavior. The sample consists of 100 Chinese working mothers were sampled by cluster sampling methods. Parenting Stress Index-short Form and Eyberg child Behavior Inventory were employed to measure the parenting stress and children social problem behavior respectively. The result revealed that parenting stress is significantly positive correlated with perceived children social problem behavior in intensity (r= .431**, p < 0.01) and problem score (r = .716 **, p (0.0I). Besides, parental distress (r = .340**, p < 0.01), parent child dysfunction interaction (r = .398**, p < 0.01) and difficult child (r = .389**, p < 0.01) also moderately associated with perceived children social problem behavior in intensity score. The findings also noted parental distress (r = .435**, p < 0.01), parent child dysfunction interaction (r = .731**, p < 0.01) and difficult child (r = .672**, p < 0.01) also moderately associated with perceived children social problem behavior in problem score. Interestingly, the result showed household income (r = -.233**, p < 0.01) and numbers of children (r = .333 **, p < 0.01) are related to parenting stress. The result showed the higher the working hours, the lower the parenting stress (r = -.424**, p < 0.01). Hence, this study gives a guideline for the policy makers and counselors to design program which can benefit the parents and children as well.

Children with Sexual Behavior Problems: Clinical Characteristics and Relationship to Child Maltreatment.

Research examining children with sexual behavior problems (SBP) almost exclusively relies on caregiver reports. The current study, involving a sample of 1112 children drawn from a prospective study, utilizes child self-reports and teacher reports, as well caregiver-reports. First, analyses examined children displaying any SBP; a second set of analyses specifically examined children displaying interpersonal forms of SBP. Caregivers reported greater internalizing, externalizing, and social problems for children with general SBP and/or interpersonal SBP when compared to children without SBP. Caregiver concerns were rarely corroborated by teacher and child reports. Protective services records indicated that SBP was linked to childhood sexual abuse, but sexual abuse occurred in the minority of these cases. Physical abuse was more common among children with interpersonal forms of SBP. The data in the current study suggest the need for multiple reporters when assessing children presenting with SBP and that conventional views of these children may be misleading.

Parents’ and teachers’ opinions of preschool children's social problem-solving and behavioural problems

ABSTRACTThe aim of our study was to shed light on (1) what Hungarian mothers, fathers and teachers of 4–6-year-olds think of these children's social problem-solving (SPS) and their difficulties in terms of problem-solving, adaptability and prosocial behaviour; (2) studying any correlation between the examined aspects and (3) the connection between one's opinion about SPS and some family background variables. We used three questionnaires (a modified version of SPSI-R [D'Zurilla, T. J., Nezu, A., & Maydeu-Olivares, A. (2002). Social problem-solving inventory–revised (SPSI–R): Technical manual. New York, NY: Multi-Health Systems, North Tonawanda]; Strength and Difficulty Questionnaire, [Goodman, R. (2001). Psychometric properties of the strength and difficulty questionnaire. Journal of Child and Adolescent Psychiatric, 40(11), 1337–1345]; Conners Parent/Teacher Rating Scale-Revised, [Conners, C. K. (1997). Parent rating scale–revised technical manual. New York, NY: Multi Health Systems, North Tonawanda]) and a background questionnaire in our research. Parents and teachers have different opinions in almost all studied aspects (e.g. positive and negative approach to SPS) and there is also a difference between how mothers and fathers rated most of the factors. Contrary to previous international research in the field, it is not teachers who have the most negative opinion but fathers.

Affiliation with Socially Withdrawn Groups and Children's Social and Psychological Adjustment.

This 1-year longitudinal study examined the effects of membership in socially withdrawn peer groups on children's social and psychological adjustment in a sample of 979 children (417 boys, 562 girls, M age = 11.84years). Data on children's social and psychological adjustment and problems were collected from peer nominations and self-reports in the fall and spring of a single academic year. Using the Social Cognitive Map, 162 peer groups were identified. Multilevel analyses showed that affiliation with withdrawn groups negatively predicted social competence and school attitude, and positively predicted victimization and depression. The results suggest that affiliation with socially withdrawn groups is a risk factor for the development of social and psychological problems.

The association between preschool classroom quality and children's social-emotional problems

ABSTRACTThis study examined the association between early childhood classroom quality and preschool children's social skills and emotional problems. Teachers completed the Early Childhood Environmental Rating Scale-Revised (ECERS-R) and the Devereux Early Childhood Assessment-Clinical Form (DECA-C). Participants included 141 preschool children from 10 kindergartens and 28 classrooms in Cairo, the capital of Egypt. The study used a mixed-methods approach to explore quantitative and qualitative data. For the qualitative data, focus groups were used to interview a group of female preschool teachers in the schools where observations were conducted. The quantitative results of the study indicated that all the ECERS-R subscales were acceptable expect for the parents and staff subscale. For the DECA-C, the Total Protective Factors (TPF) composite score (including the attachment, self-control, and initiative subscales) was above the mean, which indicates acceptable levels of social functioning. The Total Behavioural Concerns (TBC) composite score (including attention problems, aggression problems, emotional-control problems, and withdrawal/depression problems subscales) was below the mean, which refers to low levels of behavioural problems. The hierarchical multiple regression analyses showed that two subscales of the ECERS-R, namely space and furnishing, and language and reasoning predicted the TPF composite score. Also, two subscales of the ECERS-R, namely activities and interaction, significantly predicted the TBC composite score, while programme structure and parents and staff negatively predicted the TBC composite score.

Effects of the Good Behavior Game on the Behavioral, Emotional, and Social Problems of Children With Psychiatric Disorders in Special Education Settings

Teaching children with psychiatric disorders can be a challenging task. The purpose of this study was to examine the impact of the Good Behavior Game (GBG) in children with psychiatric disorders, and their teachers, in special education. Teachers were trained by licensed school consultants to implement positive behavior support strategies to elicit desired behavior in students. A total of 389 children and their 58 teachers at 11 schools for special primary education were included in the study. Using a cluster randomized controlled design, special education schools were assigned to an intervention condition or an education as usual condition. An increase in emotional and behavioral problems was found in the control group, whereas no change was seen in the intervention group, indicating a modest intervention effect. No effects were found on children’s relationships with teachers or peers. The GBG affected teachers’ sense of self-efficacy in engaging students in schoolwork, but no effects were found on teachers’ self-efficacy in classroom management or on teachers’ burnout symptoms. Thus, although children with psychiatric disorders and their teachers in special education can benefit from the GBG, given the partial effects and modest effect sizes, a longer duration program complemented with additional elements is recommended.