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1.
Child welfare involvement has been linked to child behavioral health issues, including increased likelihood of internalizing mental health problems such as depression and anxiety, and externalizing behavioral problems such as oppositional behaviors and substance use problems. One predictor of child behavioral health is caregiver mental health. Although, there remains a specific gap associated with identification of factors among caregivers that are associated with longitudinal child behavioral health trajectories. Using LONGSCAN, we explore the effects of caregiver depression on the behavioral health of children over time. Multilevel mixed-effects linear regression models showed that children with a caregiver who reported depression showed significantly higher internalizing behavioral problems over time, and significantly larger decreases in externalizing behavioral problems over time, compared to children with a caregiver who reported no depression. These findings emphasize that early interventions geared towards jointly assessing and treating parent and child mental health issues in the child welfare system may be successful at improving future behavioral health outcomes. 相似文献
2.
神经质在种系发生和个体发生上出现较早,反映自主神经系统的不稳定性,并且与患病率和死亡率相关。神经质可能通过应激反应和健康相关行为（包括规律运动、摄食和风险行为等）影响健康。在应激反应中,高神经质个体多采取消极的认知风格并且有更强烈的生理反应。并且高神经质个体更有可能发展出危害健康的行为。但在演化过程中,高神经质因其对潜在伤害的敏感而对个体生存有一定保护作用。对神经质及其与健康关系的物种差异、文化差异和性别差异进行更加深入的研究可以帮助我们理解人格与健康之间的复杂关系。 相似文献
3.
Mental health problems in children represent a significant international health concern, with up to one in five children using mental health services during the course of any given year. Identifying the processes of what prevents social, emotional and behaviour difficulties (SEBD) and promotes healthy development from an early age can make a significant contribution to the promotion of positive mental health in children. This article describes a longitudinal study which sought to identify the risk and promotive factors as young children move from the early to junior years in primary school. Multilevel analysis was used to identify the individual, classroom, school, home and community factors that predict change in SEBD and in prosocial behaviour in the early school years. It also calculated the cumulative effect of the various risk and promotive factors on the pupils’ well-being and mental health. The article presents the windows of vulnerability and opportunity for young children’s healthy development, proposing a trajectory for healthy development in early and middle childhood. 相似文献
4.
Malcolm Thorburn 《British Journal of Educational Studies》2018,66(3):307-319
This critical paper utilises selective education writings by John Dewey as the basis for considering how a strengths-based and personalised view of habit and embodiment could effectively thrive as part of an enhanced health and well-being focus in schools. The paper centres on Dewey’s belief that habits when allied to continuity and interaction could help children to integrate experiences in ways which enable them to constructively evaluate the contribution of health and well-being to their education. The paper concludes by reviewing how the connections between habit, embodiment and health and well-being could be pedagogically strengthened. 相似文献
5.
Nadine Finigan-Carr Rochon Steward Cathy Watson 《American journal of sexuality education》2018,13(3):310-323
ABSTRACTThe social, economic, and environmental determinants of health include employment, housing, and education; exposure to environmental factors like lead or access to healthy food; and poverty, racism and oppression. Many of these conditions can lead to Adverse Childhood Experiences that may put children and youth at risk for abuse or maltreatment leading to involvement in the child welfare or juvenile justice systems. All young people experience important developmental milestones on their path to becoming healthy adults, and while this time of change is full of promise, it can be a time of increased vulnerability or risk. For system-involved youth, navigating this time of change can be fraught with even more challenges or barriers. Without strong family and social networks, they may face increased risk of engaging in high-risk behaviors—such as unprotected sex and sex with multiple partners—as well as unintended pregnancy, HIV, and other sexually transmitted infections. Our study examined survey data to assess the overall sexual reproductive health behaviors for youth aged 14–21 in out-of-home care in an urban environment (n = 270; 60.7% male; 82% African American; 7.9% Latinx). Youth were recruited between 2012 and 2016; 76.4% of these teens had had sexual intercourse at some point in their lifetime. Of these, 86.0% were sexually active before the age of 16. Although there were numerous risk factors related to contraception and condom use as well as partner demographics, there were assets or strengths identified. A discussion of how these findings can be utilized to develop effective prevention intervention strategies is provided. 相似文献
6.
黄晓丽 《临沂师范学院学报》2011,(6):30-33
当前国内有关青少年健康危险行为的研究逐渐增多．然而多数研究是关于各种健康危险行为流行率调查,存在着重复研究的现象。通过对青少年健康危险行为和社会分层的相关理论的研究．发现社会分层对青少年健康危险行为具有一定的影响,不同阶层的青少年在生理和心理上也表现出差异。从社会分层视角来考虑青少年健康危险行为,是研究的新视角,从这点出发制定出监测和干预方案也具有重要的实践意义。 相似文献
7.
陆意玲 《宁波教育学院学报》2012,(1):99-100,108
良好的饮食习惯与幼儿的健康有着密切的关系。零至七岁是饮食习惯形成的关键期,在这个阶段进行科学的食育往往能影响人的一生,起到事半功倍的效果。科学的幼儿食育,能有效提高孩子知食、选食、品食以及烹调的能力,进而形成良好的饮食习惯。 相似文献
8.
Sara A. Schmitt Kendra M. Lewis Robert J. Duncan Irem Korucu Amy R. Napoli 《Early Childhood Education Journal》2018,46(1):141-151
Children from low-income families are at greater risk for poor social–emotional development and physical health and may be in need of intervention. This study examined the extent to which the Positive Action (PA) preschool lessons improved low-income children’s social–emotional competence and health behaviors. Mixed findings emerged with regard to whether the lessons facilitated growth in child outcomes. Results showed positive effects of PA on children’s directly assessed social problem solving skills and their parent-rated social–emotional competence and health behaviors. Unexpectedly, program effects on teacher ratings of social–emotional competence were in the opposite direction. These findings provide preliminary evidence that PA may be effective in promoting positive social–emotional and health behavior outcomes for children, particularly when outcomes are assessed directly and by parents. 相似文献
9.
金钢铁 《南昌教育学院学报》2011,26(4):134-134
健康危险行为易发生于青少年时期,青少年是健康危险行为预防的重点人群.通过了解青少年健康危险行为现状,探索青少年健康危险行为的危害性,借鉴国内外青少年健康危险行为研究经验,为有针对性地开展青少年健康危险行为预防教育提供科学的理论依据. 相似文献
10.
The evidence for association between child maltreatment victimization and later maltreatment perpetration is both scant and mixed. The objective of the present study was to assess the association between childhood maltreatment experiences and later perpetration of maltreatment in young adulthood controlling for proximal young adult functioning, prior youth risk behaviors, and childhood poverty. The study included 6,935 low-income children with (n = 4,470) or without (n = 2,465) maltreatment reports prior to age 18 followed from ages 1.5 through 11 years through early adulthood (ages 18–26). Administrative data from multiple regional and statewide agencies captured reports of maltreatment, family poverty and characteristics, system contact for health, behavioral risks and mental health in adolescence, and concurrent adult functioning (crime, mental health and poverty). After controlling for proximal adult functioning, repeated instances of neglect or mixed type maltreatment remained associated with young adult perpetration. Females and subjects with adolescent history of runaway, violent behaviors or non-violent delinquency also had higher risk. Greater caregiver education remained associated with reduced risk. The study concludes that prevention of recurrent neglect and mixed forms of maltreatment may reduce risk of maltreatment for future generations. Intervening to increase parental education and decrease adolescent risk behaviors may offer additional benefit. 相似文献
11.
对智力残疾学生进行健康教育的实验研究表明,由研究者对健康教育课的教师进行巡回指导和集中培训相结合的方式,是解决智力残疾学校健康教育师资力量不足的一种可行的方式.健康教育的效果明显提高智力残疾学生选择健康行为的主动性;基本卫生行为的训练易在低年级进行;对"晚上刷牙"行为的形成及"咬指甲"等不良行为的消除则需要较长的时间.借助家庭这一支持系统的力量,能使健康教育的效果得到加强. 相似文献
12.
在幼儿的相关生活习惯和饮食习惯培养的黄金阶段对幼儿进行教育促进,能够使幼儿的健康饮食行为的重要性让教师和家长思想上真正开始进行重视起来,这对幼儿进行幼儿健康饮食行为的培养具有十分重要的意义,能够培养幼儿养成正确的饮食习惯以及饮食礼仪。本文以相关研究为参考,对食育课程的基本内涵进行了解读,就食育课程为培养幼儿健康饮食行为的重要性做出了相关解析。在现实的教学实践上,提出了一些培养幼儿健康饮食习惯的具体策略,期望能够提供一些参考。 相似文献
13.
Kyoung-Sae Na Soyoung Irene Lee Hyun Ju Hong Myoung-Ja Oh Geon Ho Bahn Kyunghee Ha Yun Mi Shin Jungeun Song Eun Jin Park Heejung Yoo Hyunsoo Kim Yun-Mi Kyung 《Child abuse & neglect》2014
In the last few decades, changing socioeconomic and family structures have increasingly left children alone without adult supervision. Carefully prepared and limited periods of unsupervised time are not harmful for children. However, long unsupervised periods have harmful effects, particularly for those children at high risk for inattention and problem behaviors. In this study, we examined the influence of unsupervised time on behavior problems by studying a sample of elementary school children at high risk for inattention and problem behaviors. The study analyzed data from the Children's Mental Health Promotion Project, which was conducted in collaboration with education, government, and mental health professionals. The child behavior checklist (CBCL) was administered to assess problem behaviors among first- and fourth-grade children. Multivariate logistic regression analysis was used to evaluate the influence of unsupervised time on children's behavior. A total of 3,270 elementary school children (1,340 first-graders and 1,930 fourth-graders) were available for this study; 1,876 of the 3,270 children (57.4%) reportedly spent a significant amount of time unsupervised during the day. Unsupervised time that exceeded more than 2 h per day increased the risk of delinquency, aggressive behaviors, and somatic complaints, as well as externalizing and internalizing problems. Carefully planned afterschool programming and care should be provided to children at high risk for inattention and problem behaviors. Also, a more comprehensive approach is needed to identify the possible mechanisms by which unsupervised time aggravates behavior problems in children predisposed for these behaviors. 相似文献
14.
The period of early childhood sets the stage for how well children view themselves, each other, and their world. Shared positive emotional experiences between caregivers and children serve as building blocks for the development of social and emotional well-being in infants and toddlers. Incorporating the three principles of promotion, prevention, and intervention within a systems framework (child–parent–environment) will enable early childhood practitioners to foster the emotional health and well-being of all children and families, especially those individual children who are more vulnerable due to the presence of multiple risk factors. The primary intent of the authors of this paper is to discuss the importance of attending to the social and emotional well being of very young children as a primary focus of early learning and school success. 相似文献
15.
Sara B. Oswalt MPH PhD Tammy J. Wyatt PhD CHES 《American journal of sexuality education》2014,9(1):4-20
Sexual health programs on college campuses are often directed toward single individuals with a focus on sexual risk. Using a sample of college students, this study examines how relationship status relates to sexual behaviors and may be a factor for sexual risk. Based on the study's results, expansion of sexual health programming on college campuses to include those married and in committed relationships is justified. 相似文献
16.
The health of children in affluent economies has become closely tied to the ideal of a normative body weight achieved by monitoring and balancing diet and physical activity. As a result, the education of young people on how to avoid becoming fat begins at an early age through the language and practices of families, the messages embedded in children’s media, and through formal schooling. In this paper we use the concept of biopedagogies to investigate how discourses that connect food, the body and health come together on Internet websites to instruct children on how they should come to know and act on themselves in order to be(come) healthy bio-citizens. 相似文献
17.
Marcee M. Steele 《Early Childhood Education Journal》2004,32(2):75-79
The early identification of children with learning disabilities (LD) is difficult but can be accomplished. Observation of key behaviors which are indicators of LD by preschool and kindergarten teachers can assist in this process. This early identification facilitates the use of intervention strategies to provide a positive early experience for children at risk for academic difficulties. 相似文献
18.
Imac Maria Zambrana Terje Ogden Henrik Daae Zachrisson 《Scandinavian Journal of Educational Research》2020,64(3):440-456
ABSTRACTLow academic achievements are predicted by early disadvantages. Because achievement gaps typically escalate with age, early efforts to prevent future academic disadvantages are called for. The current study examines whether exposure to structured pre-academic activities in Early Childhood Education and Care (ECEC) play a compensatory role for the early academic achievements in school (teacher ratings and screening tests of reading and math) of children who were at developmental (low receptive language), behavioral (high externalizing behavior and low effortful control) and socio-economic (low maternal education) risk in preschool. Using a sample of 934 children from the longitudinal Behavioral Outlook Developmental Study to examine between-school comparisons and within-school fixed effects models, findings suggest that preschoolers with externalizing behaviors may moderately benefit from structured pre-academic activities prior to school entry. However, it is concluded that this pre-academic boost is weak and may be limited to a short transition period from ECEC to school. 相似文献
19.
Government statistics show that children with special educational needs and disabilities do not achieve as well academically as their peers, which impacts on later employment and socioeconomic circumstances. Addressing these inequalities is a key policy area which currently lacks a satisfactory evidence base. To explore the issue, the present study used data from the Scottish Longitudinal Study which contains data from the 1991, 2001 and 2011 censuses along with other administrative data, from a representative sample of the Scottish population. Using this large and longitudinal sample, the present study examines educational engagement, expectations and attainment for children with self-reported disability, controlling for other early childhood factors. The results show that children with mental health problems were at higher risk of leaving school early, and that children with learning difficulties were less likely to gain advanced qualifications. Neither limiting long-term illness in early childhood nor disability in adolescence were significant predictors of engagement, however, they did predict measures of academic expectation and attainment. Results suggest there is a critical phase for attainment, with area deprivation in early childhood but not adolescence being important for later educational inequalities. 相似文献
20.
陈能新 《佳木斯教育学院学报》2012,(8):258-259
0-3岁是人生身心发育的关键期,家长、父母在重视对孩子身体保健的同时,也要重视对孩子的心理保健。心理保健可以从几个方面入手:满足孩子各种合理的需求,培养儿童积极的情绪;培养孩子良好的习惯和生活自理能力;提供丰富、适宜的环境刺激,发展儿童的动作能力和语言能力;客观对待孩子的过失和错误。 相似文献