Psychological Development Of Children Research Articles

Multi-Level Family Factors and Affective and Behavioral Symptoms of Oppositional Defiant Disorder in Chinese Children.

Given the important role of family environment in children's psychological development, the objective of this study was to examine the linkages between family factors at the whole, dyadic, and individual levels and two dimensions (affective and behavioral) of Oppositional Defiant Disorder (ODD) symptoms in Chinese children. Participants comprised of 80 father-child dyads and 169 mother-child dyads from families with ODD children. The results indicated that multilevel family factors were differently associated with children's affective and behavioral ODD symptoms. All the family factors at the dyadic and individual levels were significantly associated with child affective ODD symptoms. However, only the most proximal factors (parent-child relationship and child emotion regulation, which were directly related to child) were significantly related to child behavioral ODD symptoms. The present study extends the current knowledge regarding the relationships between family factors and two dimensions of child ODD symptoms by testing the comprehensive multilevel family factors model. This study also recommends that future interventions for ODD children should consider the multi-level family factors to enhance intervention efficacy.

Habits- A contemporary review

Although oral habits are being dealt by dentist especially by Pedodontist and orthodontist since long time, but till today this particular ab-normal/normal entity is not fully known. Time-to-Time various hypothesis & explanations have been given by various authors but none of it specifically delineate the habits those which are normal for a particular age group and others, which are deleterious to stomatognathic sys-tem. The main reason for this difficulty is that a habit may be a part of normal development, a symptom associated with deep-rooted Psycho-logical disturbance or a habit may be a result of abnormal facial growth. Though it is difficult to delineate it, but it is important to have dif-ferentiation of abnormal from normal because If normal development get disturbed unknowingly and at the same time If abnormal growth or underlying psychological cause let continue without interfering at proper time/age it will lead to long lasting effect on stomatognathic system its growth & development and psychological development of child.

Early childcare and trajectories of behavioral difficulties in children: The EDEN mother–child cohort study

BackgroundThere is no consensus of the relationship between early childcare and later psychological development.MethodsWe studied 1428 children participating in the French EDEN cohort. Childcare was reported prospectively between ages 4 months and 3 years: childminder, collective care, informal care. Children's behavior was assessed by mother-reported strength and difficulty questionnaire (SDQ) scores at ages 3.5, 5.5 and 8 years. Trajectories of children's behavioral difficulties (emotional difficulties, behavioral problems, peer-relations difficulties, symptoms of hyperactivity and inattention, prosocial behavior) were identified using group-based trajectory modelling (PROC TRAJ, SAS). To control for selection and confounding factors, we used propensity scores based on over 30 covariates, included in multinomial regression models as inverse probability weights of exposure.ResultsCompared to children in informal care, those who were cared for by a childminder or in collective care were less likely to have peer problems (respectively, ORs for the intermediate level trajectory = 0.67 [95% IC: 0.47–0.95] and 0.49 [95% IC: 0.34–0.72]; ORs for the high level trajectory = 0.47 [0.27–0.82] and 0.33 [0.17–0.62]). Collective care was also associated with a reduced likelihood of intermediate (OR = 0.71 [0.52–0.98]) and high trajectories of hyperactivity and inattention (OR = 0.50 [0.35–0.81]), intermediate (OR = 0.58 [0.39–0.88]) and high trajectories of emotional symptoms (OR = 0.54 [0.32–0.92]) and intermediate (OR = 0.72 [0.51–1.01]) and high behavioral problems trajectories (OR = 0.54 [0.34–0.85]).ConclusionChildcare attendance prior to school entry – particularly collective childcare – may have beneficial effects for children's psychological development and peer relations.Disclosure of interestThe author has not supplied his declaration of competing interest.

Growth and Psychological Development in Postoperative Patients With Anterior Encephaloceles

PurposeAnterior encephaloceles are rare malformations that are frequently associated with other brain anomalies. This study evaluates the growth and psychological development of children following encephalocele repair. Materials & MethodsGrowth and psychological assessment was done in 24 children with only encephalocele (group I); nine children with encephalocele and hydrocephalus (group II); seven children with encephalocele, hydrocephalus, and secondary malformations (group III); and 40 apparently healthy control subjects. Psychological assessment was done by evaluating intelligence and temperament. ResultsSingle-stage repair was performed in 38 children, and two underwent multistage repair. Major postoperative complications were noted in three individuals. The follow-up period ranged from 12 to 168 months, and during this time the growth velocity declined significantly among group II and group III patients when compared with control subjects. After adjusting the body mass index for age, our data revealed that group III participants had a significantly (P = 0.02) lower body mass index than the control group. Group III also had poor indices for intelligence quotient (P ≤ 0.01) and temperament (P ≤ 0.01). Female patients had lower temperament indices when compared with unaffected females with regard to approach withdrawal (P ≤ 0.01), mood (P = 0.026), and intensity (P = 0.03). Overall, increased disease severity adversely affected the psychological indices. ConclusionIndividuals with anterior encephalocele without associated intracranial defects had excellent postoperative outcomes in terms of growth and psychological developments. Hydrocephalus and agenesis of corpus callosum had the least impact on psychological development. However, the presence of secondary brain defects led to developmental delays. Gender differences in temperament may suggest a need for distinct treatment regimens to assess psychosocial well-being for males and females.

Clinical and psychological effects of excessive screen time on children.

Over recent years, screen time has become a more complicated concept, with an ever-expanding variety of electronic media devices available throughout the world. Television remains the predominant type of screen-based activity among children. However, computer use, video games and ownership of devices, such as tablets and smart phones, are occurring from an increasingly young age. Screen time, in particular, television viewing, has been negatively associated with the development of physical and cognitive abilities, and positively associated with obesity, sleep problems, depression and anxiety. The physiological mechanisms that underlie the adverse health outcomes related to screen time and the relative contributions of different types of screen and media content to specific health outcomes are unclear. This review discusses the positive and negative effects of screen time on the physiological and psychological development of children. Furthermore, recommendations are offered to parents and clinicians.

Нетрадиционные техники рисования как средство развития творческого воображения детей старшего дошкольного возраста

this article is devoted to necessity of using non-traditional art techniques for the purpose of creative imagination development of elder preschoolers. The work also suggests some techniques of non-traditional drawing, their role in psychological development of children and the results of the program implementation, which is aimed to the creative imagination development of preschoolers through the creative drawing and a non-traditional drawing technique.

Anthropometric Measurement of Weight for Assessment of Nutritional Status of Anganwadi Children in Urban Mangalore - A Cross Sectional Study

Background and objectives: Anthropometry is the part of anatomy used to do external measurement of human body to assess underlying disease, like assessing the nutritional status of a child. Methods: The 254 Anganwadi children between age group 1 to 6 years of urban Mangalore during 2013year, measurements are calculated using WHO growth standard in assessing weight. Interpretation and conclusion: The underweight denotes in respect to age but doesn’t pin point whether acute or chronic, but the stunting is due to chronic malnutrition, the axial skeletal growth is stunted. Concludes that lower socioeconomic status and malnutrition are interrelated, which hampers the normal physical, intellectual, psychological development of children, there by affects the progress of the country.

EARLY CHILDHOOD ARTISTIC DEVELOPMENT AND SUBCONSCIOUS

Ponte Academic JournalJun 2017, Volume 73, Issue 6 EARLY CHILDHOOD ARTISTIC DEVELOPMENT AND SUBCONSCIOUSAuthor(s): Fatma MiralayJ. Ponte - Jun 2017 - Volume 73 - Issue 6 doi: 10.21506/j.ponte.2017.6.27 Abstract:Abstract: Artistic development of children begins at an early stage of childhood and lasts for a lifetime through art education. Artistic expression that acts as a stronger communication tool, in comparison to learned behaviours or reactions, is regarded as an efficient way of communication for youngsters in early childhood. Artistic expression shows parallelism with the psychological development of children in the early stages of childhood and aids them in expressing their understanding of perception, thought, emotion and concept in a concrete fashion.Every child is raised in a different culture, family environment, social circle and an environment of individual differences. Thus, in accordance with these dynamics, differences occur in their ways of expression. Within this concept, art education that plays a significant role during the analysis process of a child�s psychological development comes into prominence. This research includes the artistic development of children in early stages, their functions on painting and subconscious along with their analysis. Within this scope, for this qualitative research that has been made based on document review, the content analysis method has been adopted. In this study, subject related scientific researches published between the years of 2010 � 2017, international thesis and the analysis of children�s drawings and documents relating to clinical analysis have been examined. Keywords: early childhood, psychology, art education, subconscious, behaviour Download full text:Check if you have access through your login credentials or your institution Username Password

MOĆ IGRE U PODSTICANJU PSIHOLOŠKOG RAZVOJA DJECE I MLADIH

Play is not only an enjoyable activity with which a child fills his/her free time, but it presents a very imprtant factor in promoting the psychological development of children. Playing, children learn about the world in which they live as well as about their own positon in it. Play encourages the physical, cognitive, socio-emotional and moral development of children. Relying on the research results we want to point to the changes in the way children grow up, which, inter alia, contribute to the apparent reduction of time children spend involved in play like in a free, spontaneous, creative activity together with their peers due to the time they spend at a computer in an individual activity being led by the modern media. Our objective is to raise parents’ and professionals’ awareness about the importance of play in promoting the psychosocial develeopment of children and about the possible risks to the psychological development of children if play keeps being disregarded. Play should be an important part of growing up since through it children are more likely to grow up into psychologically stable persons and valuable society members. Play is not a waste of time, but a long-term investement in children’s academic and life success.

In Memoriam Ernesto Pollitt (1938-2016)

On Monday, January 4, 2016, the Peruvian psychologist Ernesto Pollitt died in Lima at the age of 77. His work and his memory, however, remain with us. Ernesto Pollitt has dedicated 40 years of his life to investigating the consequences of malnutrition on the psychological development of children in various parts of the world, including Peru. His work has opened new lines of research in the country and the world, and has promoted the implementation of various social aid programs in Peru.

Psychodynamic Importance of “Cyber” and “In the Flesh” Friends in Psychotherapy with College-Aged Adolescents with Eating Disorders

ABSTRACTIt is well established that friends are an important part of child and adolescent emotional and psychological development (Erikson, 1980/1959; Kohut, 1971; Rubin et al., 2004; Sroufe et al., 1999; Sullivan, 1953). Friendships among 21st century children and adolescents develop not only in person but also through social media. Some of these friends are never seen “in the flesh,” yet there is no question they have an impact on the psyches of the youngsters involved. When it comes to eating disorders, both peer pressure and social focus on weight and size have long been recognized as having an impact on the development of eating disorders in children and adolescents. Adolescents susceptible to developing eating disorders often have a particular vulnerability to peer pressure and the demands of friends (Bunnell, 2016; Petrucelli, 2016; Zerbe, 2008, 2016). Friendships conducted through social media and electronic tools can have a significant affect not only on how these young people feel about their bodies, their selves, and their general sense of the world in which they live but also on their specific eating behaviors (Bunnell, 2016; Defeciani, 2016; Lanzieri and Hildebrandt, 2016; Sales, 2016).

Mise en place d’un dispositif innovant dans la prise en charge des enfants exposés aux violences intrafamiliales : un partenariat entre une équipe mobile de pédopsychiatrie et la Gendarmerie Nationale

The family is the place where children are most likely to be exposed to violence. The child may be abused and then becomes the victim of an intentional violence directed towards him/her. The child may also be “exposed” indirectly to domestic violence as a witness, but may suffer from this situation can lead to deleterious consequences for him/her. In under age children, exposure to domestic violence can indeed lead to psychological problems expressed through internalized or emotional symptoms and/or externalized symptoms. These problems may disrupt emotional and psychological development in children, especially when facing early and repeated exposure to domestic violence. These children/adolescents have most of the time little access to care directly from a request made by their legal representative. Primary and secondary schools, and social services can identify suffering children and adolescents and guide them, but they often intervene late when symptoms are already settled, following months or years of exposure to domestic violence. Then, Police/Gendarmerie services can have a preventive role when they intervene “on the ground” of domestic violence or meet the abused legal representative at the time of the complaint. Thus, a partnership was established 6 years ago between child psychiatry and the Police/Gendarmerie services leading to an innovative creation of a mobile team of domestic crisis (équipe mobile de crise intrafamiliale [CrIFEM]). This mobile team allows the children/youth and their families to psychically mobilize themselves, to defuse some conflicts negatively affecting the family dynamics and to guide, after evaluation, children/adolescents that would require psychological care.

Impact of Rural - Urban Labour Migration on Education of Left Behind Children : Evidence from Rural India

A number of studies have shown that adult male migration occurs from rural areas for harnessing better employment opportunities and assists in achieving financial stability for a migrant family, but research has showed that the absence of parents can be detrimental to a child's social and psychological development. Migration of adult household members can affect the education of children who are left behind in several ways. On the basis of a sample survey of 200 households spread over six villages in three blocks of Kendrapara district in Odisha, India, this paper analyzed the educational status of the children left behind. The results indicated that migration mattered for the education of children. It is evident from the study that enrolment-wise, children of migrant households were ahead of children of returned migrant and non-migrant households; however, in case of school attendance, continuation in education, and educational attainment, they lagged behind children in the latter two categories of households.

Children after adoption: Exploring their psychological needs.

Children adopted from care are known to be at increased risk for mental health difficulties although relatively little research has been carried out to explore this question. This study assessed the mental health and psychological development of children placed for adoption by one UK Local Authority. We compared the pattern and prevalence of difficulties to existing data including that on Looked-After Children (LAC) children. Totally, 106 families were initially approached and parent interviews and at least partial questionnaire data were gathered on 47 children, 72.3% of whom were known to have been maltreated prior to adoption. Of the 34 children with a complete data set including Development and Well-Being Assessment (DAWBA), 76.4% met full criteria for at least one neurodevelopmental or mental health diagnosis, a markedly higher rate than comparison data on LAC or community samples. Less than half of those identified with a mental health diagnosis had received any prior diagnosis, and only a minority had received appropriate services. Despite the children's difficulties, the great majority of parents reported high enjoyment of bringing up their child.

Atropinic burden of drugs during pregnancy and psychological development of children: a cohort study in the EFEMERIS database.

The aim of this study was to evaluate the potential effect of in utero exposure to drugs with atropinic properties on infant psychological development using atropinic burden (AB) scales. Women from the EFEMERIS cohort, a French database including prescribed and dispensed reimbursed drugs during pregnancy and pregnancy outcomes, delivering between 2004 and 2010 were included (n = 43 740). Each drug was classified as having no (score=0), few (score=1) or strong (score=3) atropinic properties. AB per woman was calculated by adding the atropinic scores of drugs prescribed during pregnancy. AB was categorized as exposure or no exposure. Secondary analyses were performed by dividing the exposure into four scores = [0], [1-8], [9-17] and [≥18]. Data for psychological development were extracted from children's medical certificates completed at 9 and 24months. Thirty-four% (n = 14 925) of women received at least one atropinic drug during pregnancy. Women with AB ≥1 were older and received more drugs during pregnancy than unexposed women. At 24months, more infants of mothers with AB ≥1 had difficulties to 'name a picture' (ORa , 1.18, 95% CI 1.03, 1.36) and to 'understand instructions' (ORa , 1.61, 95% CI 1.13, , 2.30]) compared with infants of unexposed women. Analyses of four groups of exposure and analyses excluding women receiving psychotropics led to similar results. The study showed significant association between in utero exposure to drugs with atropinic properties and fewer infant cognitive acquisitions at 24months. Further exploring the potential effect of simultaneous use of drugs with atropinic effects among pregnant women will bring into consideration whether such prescriptions could be inappropriate for the child.

Postpartum practice: guidelines for clinical practice from the French College of Gynaecologists and Obstetricians (CNGOF)

ObjectiveTo make evidence-based recommendations for the postpartum management of women and their newborns, regardless of the mode of delivery. Material and methodsSystematic review of articles from the PubMed database and the Cochrane Library and of recommendations from the French and foreign societies or colleges of obstetricians. ResultsBecause breast-feeding is associated with reductions in neonatal, infantile, and childhood morbidity (lower frequency of cardiovascular, infectious, and atopic diseases and infantile obesity) (LE2) and improved cognitive development in children (LE2), exclusive and extended breastfeeding is recommended (grade B) for at least 4–6 months (professional consensus). Pharmacological treatments for inhibition of lactation should not be given routinely to women who do not wish to breastfeed (professional consensus). Because of potentially serious adverse effects, bromocriptine is contraindicated in inhibiting lactation (professional consensus). For women aware of the risks of pharmacological treatments to inhibit lactation but choose to take them, lisuride and cabergoline are the preferred drugs (professional consensus). Regardless of the mode of delivery, only women with bleeding or symptoms of anemia should be tested for it (professional consensus). Immediate postoperative monitoring after cesarean delivery should be performed in the postanesthesia care unit (PACU). An analgesic multimodal protocol for analgesia, preferring oral administration, should be developed by the medical team and be available for all staff (professional consensus) (grade B). Thromboprophylaxis with compression stockings should begin the morning of all cesarean deliveries and maintained for at least 7 postoperative days (professional consensus) with or without the addition of LMWH, depending on the presence and severity (major or minor) of additional risk factors. It is recommended that women be informed of the dangers of closely spaced pregnancies (LE3), that effective contraception begin no later than 21 days post partum for women who do not want such a pregnancy (grade B), and that it be prescribed at the maternity ward (professional consensus). In view of the postpartum risk of venous thromboembolism, use of combination hormonal contraception is not recommended before six weeks post partum (grade B).Pelvic floor rehabilitation in asymptomatic women to prevent urinary or anal incontinence in the medium or long term is not recommended (professional consensus). Rehabilitation using pelvic floor muscle contraction exercises is recommended to treat persistent urinary incontinence at 3 months post partum (grade A), regardless of the type of incontinence. Postpartum pelvic floor rehabilitation is recommended to treat anal incontinence (grade C), but not to treat or prevent prolapse (grade C) or dyspareunia (grade C). The months following the birth are a period of transition and of psychological changes for all parents (LE2) and are still more difficult for those with psychosocial risk factors (LE2). Situations of evident psychological difficulties can have a significant effect on the child's psychological and emotional development (LE3). Among these difficulties, postpartum depression is most common, but the risk of all mental disorders is generally higher in the perinatal period (LE3). ConclusionThe postpartum period presents clinicians with a unique and privileged opportunity to address the physical, psychological, social, and somatic health of women and babies.

An Overview of Child Neglect and Abuse: Types, Causes, Impact and Prevention

This study aims at investigating the definitions, types and causes of child neglect and abuse, as well as their impacts on children, preventive efforts, and offers suggestions. Child neglect is the inhibition of a child's physical, psychological, moral or social development due to negligence on the part of the parents, caregivers or other adults to provide the basic essentials. Child abuse, in its broadest sense, is the child being intentionally exposed to circumstances, which result in the inhibition of his/her physical, sexual, economic or psychological development by parents, caregivers or other adults. Children who are exposed to neglect or abuse suffers from health problems, such as, psychological problems, developmental delay, depression, low self-esteem, aggressive behavior, poor academic and work performance, learning disorders, difficulties in peer relationships or criminal tendencies. In order to mitigate its impact, the causes of child neglect and abuse should be identified and preventive measures should be taken both governmentally and as a community. Language: en

Parents' Thoughts towards Their Children Participation in Swimming Course as a Leisure Time Activity: A Qualitative Research

While sports, and especially swimming, are particularly important for the physical, mental and psychological development of children, parents also have significant role in orienting their children towards sports. The aim of this study was to identify the views of parents regarding their children’s participation to swimming courses, and to propose a number of recommendations based on these views. The study was based on a descriptive study method, and used a phenomenological design. The study participants included seven parents whose children took swimming courses at the Inonu University Indoor Swimming Pool in 2015 and 2016, and who voluntarily accepted to take part in the study. In this study, parent opinions were grouped under six main themes, which included: leisure time activities, the types of sports the children participate to, the goals of children in participating to swimming, the effects of swimming on children’s development and health, parent participation to swimming, and swimming facility.

Системный анализ доказательств влияния участия детей в оценке социальных программ на их психологическое развитие

This article discusses the development of children's participation in the evaluation of social programs and evidences of the positive impact of this kind of participation on the psychological development of children. The article includes the overview of 27 foreign studies concerning children and organizing the evidences of the impact provided by the child participatory behavioron his/her psychological development. The review shows that inclusion of children in the evaluationprogram can contribute to positive development of theirs. The authors also discuss the inclusion of children in the evaluation of social projects and programs, and the opportunity for developmentof thispractice in Russia

Necesidades de formación psicopedagógica de pediatras en la atención hospitalaria

<p class="p1"><strong>Antecedentes.</strong> La enfermedad crónica infantil tiene impacto en la familia y afecta al paciente física, psicoemocional y socialmente. La hipótesis de este estudio es que la identificación de tales factores puede servir para mejorar su formación y competencia comunicativa y, consecuentemente, la gestión de la enfermedad crónica.</p><p class="p2"><span class="s1"><strong>Objetivo.</strong> Identificar las necesidades formativas </span>psicopedagógicas en pediatras y residentes en pediatría del mayor hospital público en las Islas Baleares, España. </p><p class="p1"><strong>Materiales y métodos.</strong> Estudio de diseño mixto cuantitativo-cualitativo, donde 51 pediatras y residentes —71.8% del servicio— contestaron un cuestionario y 26 participaron en entrevistas analizadas con análisis de contenido.</p><p class="p1"><strong>Resultados.</strong> Los pediatras consideran que el apoyo y la cohesión familiar son los factores más relevantes para gestionar adecuadamente una enfermedad crónica infantil, pero manifiestan tener escasos conocimientos sobre el desarrollo emocional y psicológico de los niños y adolescentes. Destacan la escasa comunicación entre pediatras y escuela, así como la deficiente información sobre servicios socioeducativos que se ofrecen en el hospital y también en la comunidad. Los resultados cualitativos fueron organizados en cinco bloques temáticos: impacto de la enfermedad crónica infantil en la familia, formación psicopedagógica de los pediatras, dificultades en la práctica, comunicación entre escuela y hospital y el hospital como entidad educativa. </p><p class="p1"><strong>Conclusión.</strong> La pediatría hospitalaria requiere considerar las específicas necesidades psicoemocionales de la familia y del menor, para lo cual se necesita formación psicopedagógica, así como un trabajo interprofesional entre sanitarios y educadores. </p>