The Experts below are selected from a list of 229950 Experts worldwide ranked by ideXlab platform

Susan A. Holt - One of the best experts on this subject based on the ideXlab platform.

  • Social process theory of emotion: A dynamic systems approach
    Social Development, 1992
    Co-Authors: Alan Fogel, Evangeline E. Nwokah, Jae Young Dedo, Daniel S. Messinger, K. Laurie Dickson, Eugene Matusov, Susan A. Holt
    Abstract:

    In this paper we apply a dynamic systems perspective to infant Emotional Development. We propose that emotions are not states but self-organizing dynamic processes intimately tied to the flow of an individual's activity in a context. We review data on the relationship between Emotional actions and the social context, in particular the Development of smiling and laughter. These data are more adequately explained by our perspective than by other theories of Emotional Development. We provide a model for how Emotional processes in early infancy become embedded into sociocultural systems, and suggest new avenues of research on Emotional Development.

Malin Eberhardgran - One of the best experts on this subject based on the ideXlab platform.

  • the impact of perinatal depression on children s social Emotional Development a longitudinal study
    Maternal and Child Health Journal, 2017
    Co-Authors: Carolin Junge, Susan Garthusniegel, Kari Slinning, Carolin Polte, Tone Breines Simonsen, Malin Eberhardgran
    Abstract:

    Objectives This longitudinal population study aimed to investigate if maternal depression at different time points during the perinatal period impacts children’s social-Emotional Development at 2 years of age. Methods Participants were women (n = 1235) who gave birth at Akershus University Hospital in Norway. Maternal depressive symptoms were assessed by using the Edinburgh Postnatal Depression Scale at pregnancy week 32 and at 8 weeks and 2 years postpartum, whereas children’s social-Emotional Development at the age of 2 years was assessed by using the Ages and Stages Questionnaire: Social-Emotional. Bi- and multivariate logistic regression analyses were conducted to examine the linkage between maternal perinatal depression and children’s early social-Emotional Development. Results Multivariate analyses showed that social-Emotional problems in the child 2 years after birth were strongly associated with maternal depression at pregnancy week 32 (adjusted odds ratio (aOR) 3.4; 95 % CI 1.4–8.0), depression at 8 weeks postpartum (aOR 3.8; 95 % CI 1.7–8.6), and with depression at both time points (aOR 3.7; 95 % CI 1.5–10.1). Conclusion Findings indicate pre- and postnatal depression each bears an independent, adverse impact on children’s social-Emotional Development.

Jeanie L Y Cheong - One of the best experts on this subject based on the ideXlab platform.

  • association between moderate and late preterm birth and neuroDevelopment and social Emotional Development at age 2 years
    JAMA Pediatrics, 2017
    Co-Authors: Jeanie L Y Cheong, Lex W Doyle, Alice C Burnett, Katherine J Lee, Jennifer Walsh, Cody R Potter, Karli Treyvaud, Deanne K Thompson
    Abstract:

    Importance Moderate and late preterm (MLPT) births comprise most preterm infants. Therefore, long-term Developmental concerns in this population potentially have a large public health influence. While there are increasing reports of Developmental problems in MLPT children, detail is lacking on the precise domains that are affected. Objective To compare neuroDevelopment and social-Emotional Development between MLPT infants and term-born control infants at age 2 years. Design, Setting, and Participants This investigation was a prospective longitudinal cohort study at a single tertiary hospital. Participants were MLPT infants (32-36 weeks’ completed gestation) and healthy full-term controls (≥37 weeks’ gestation) recruited at birth. During a 3-year period between December 7, 2009, and November 7, 2012, MLPT infants were recruited at birth from the neonatal unit and postnatal wards of the Royal Women’s Hospital, Melbourne, Australia. The term control recruitment extended to March 26, 2014. The dates of the data Developmental assessments were February 23, 2012, to April 8, 2016. Exposure Moderate and late preterm birth. Main Outcomes and Measures Cerebral palsy, blindness, and deafness assessed by a pediatrician; cognitive, language, and motor Development assessed using the Bayley Scales of Infant Development–Third Edition ( Developmental delay was defined as less than −1 SD relative to the mean in controls in any domain of the scales); and social-Emotional and behavioral problems assessed by a parent questionnaire (Infant Toddler Social Emotional Assessment). Outcomes were compared between birth groups using linear and logistic regression, adjusted for social risk. Results In total, 198 MLPT infants (98.5% of 201 recruited) and 183 term-born controls (91.0% of 201 recruited) were assessed at 2 years’ corrected age. Compared with controls, MLPT children had worse cognitive, language, and motor Development at age 2 years, with adjusted composite score mean differences of −5.3 (95% CI, −8.2 to −2.4) for cognitive Development, −11.4 (95% CI, −15.3 to −7.5) for language Development, and −7.3 (95% CI, −10.6 to −3.9) for motor Development. The odds of Developmental delay were higher in the MLPT group compared with controls, with adjusted odds ratios of 1.8 (95% CI, 1.1-3.0) for cognitive delay, 3.1 (95% CI, 1.8-5.2) for language delay, and 2.4 (95% CI, 1.3-4.5) for motor delay. Overall social-Emotional competence was worse in MLPT children compared with controls ( t statistic mean difference, −3.6 (95% CI, −5.8 to −1.4), but other behavioral domains were similar. The odds of being at risk for social-Emotional competence were 3.9 (95% CI, 1.4-10.9) for MLPT children compared with controls. Conclusions and Relevance Moderate and late preterm children exhibited Developmental delay compared with their term-born peers, most marked in the language domain. This knowledge of Developmental needs in MLPT infants will assist in targeting surveillance and intervention.

Danielle Mazza - One of the best experts on this subject based on the ideXlab platform.

  • can they really identify mental health problems at the age of three parent and practitioner views about screening young children s social and Emotional Development
    Australian and New Zealand Journal of Psychiatry, 2013
    Co-Authors: Karyn Alexander, Bianca Brijnath, Danielle Mazza
    Abstract:

    Objective:To report the views of parents, general practitioners and practice nurses on the proposed changes to incorporate social and Emotional health checks of three-year-olds into the Healthy Kids Check, a one-off pre-school health assessment delivered through general practice.Method:Participants were recruited from three socio-culturally diverse urban areas of Melbourne for a qualitative study involving 28 parent interviews and six focus groups with a total of 40 practitioners. Participants discussed child social and Emotional Development, health-seeking and preventive health care for young children. Transcripts were thematically analysed.Results:Common themes showed: (i) Although both parents and practitioners were receptive to the idea of social and Emotional screening, parents had limited knowledge about mental health issues for young children and the need for early intervention. (ii) All groups questioned the current capabilities of practice staff to identify problems, and practitioners expressed a...

Susanne A Denham - One of the best experts on this subject based on the ideXlab platform.

  • commentary on the review of measures of early childhood social and Emotional Development conceptualization critique and recommendations
    Journal of Applied Developmental Psychology, 2016
    Co-Authors: Susan B Campbell, Stephanie M Jones, Susanne A Denham, Grace Z Howarth, Jessica Vick Whittaker, Amanda P Williford, Michael T Willoughby, Monica Yudron, Kristen E Darlingchurchill
    Abstract:

    Abstract This compilation of five papers provides commentary from researchers devoted to the study of a variety of components that contribute to the broader domain of social and Emotional Development in early childhood. These components include social competence, Emotional competence, behavior problems, self-regulation, and executive function. Each section provides a general definition of the construct, highlighting how it fits in a broader model of social and Emotional Development, and summarizing its relationship with a range of Developmental outcomes. The papers then address Developmental and contextual issues that are essential to consider when selecting a measurement tool for social and Emotional Development in early childhood, and discuss the field of extant measures available for each area of Development. Presented intentionally as a part of a single paper, these contributions together provide a comprehensive response to the review, methods, and recommendations presented by Halle and Darling-Churchill (in this issue).

  • assessing social Emotional Development in children from a longitudinal perspective
    Journal of Epidemiology and Community Health, 2009
    Co-Authors: Susanne A Denham, Todd M Wyatt, Hideko H Bassett, D Echeverria, S S Knox
    Abstract:

    This paper provides an overview of methodological challenges related to the epidemiological assessment of social-Emotional Development in children. Because population-based studies involve large cohorts and are usually multicentre in structure, they have cost, participant burden and other specific issues that affect the feasibility of the types of measures that can be administered. Despite these challenges, accurate in-depth assessment of social-Emotional functioning is crucial, based on its importance to child outcomes like mental health, academic performance, delinquency and substance abuse. Five dimensions of social-Emotional Development in children are defined: (1) social competence; (2) attachment; (3) Emotional competence; (4) self-perceived competence; and (5) temperament/personality. Their measurement in a longitudinal study and associated challenges are discussed. Means of making valid, reliable assessments while at the same time minimising the multiple challenges posed in the epidemiological assessment of social-Emotional Development in children are reviewed.

  • Emotional Development in young children
    1998
    Co-Authors: Susanne A Denham
    Abstract:

    Chapter 1: Introduction, Chapter 2: Emotional Expressiveness, Chapter 3: Understanding of Emotions, Chapter 4: Socialization of Emotional Expressiveness and Understanding, Chapter 5: Emotion Regulation, Chapter 6: Contributions of Emotional Expressiveness, Understanding, and Coping to Social Competence, Chapter 7: Disruptions in the Development of Emotional Competence and Interventions to Ameliorate Them. References. Index.