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internalizing problems</title> <meta name="description" content="Search results for: internalizing problems"> <meta name="keywords" content="internalizing problems"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="internalizing problems"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 6255</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: internalizing problems</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6255</span> Internalizing and Externalizing Problems as Predictors of Student Wellbeing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nai-Jiin%20Yang">Nai-Jiin Yang</a>, <a href="https://publications.waset.org/abstracts/search?q=Tyler%20Renshaw"> Tyler Renshaw</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Prior research has suggested that youth internalizing and externalizing problems significantly correlate with student subjective wellbeing (SSW) and achievement problems (SAP). Yet, only a few studies have used data from mental health screener based on the dual-factor model to explore the empirical relationships among internalizing problems, externalizing problems, academic problems, and student wellbeing. This study was conducted through a secondary analysis of previously collected data in school-wide mental health screening activities across secondary schools within a suburban school district in the western United States. The data set included 1880 student responses from a total of two schools. Findings suggest that both internalizing and externalizing problems are substantial predictors of both student wellbeing and academic problems. However, compared to internalizing problems, externalizing problems were a much stronger predictor of academic problems. Moreover, this study did not support academic problems that moderate the relationship between SSW and youth internalizing problems (YIP) and between youth externalizing problems (YEP) and SSW. Lastly, SAP is the strongest predictor of SSW than YIP and YEP. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20problems" title="academic problems">academic problems</a>, <a href="https://publications.waset.org/abstracts/search?q=externalizing%20problems" title=" externalizing problems"> externalizing problems</a>, <a href="https://publications.waset.org/abstracts/search?q=internalizing%20problems" title=" internalizing problems"> internalizing problems</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20mental%20health" title=" school mental health"> school mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20wellbeing" title=" student wellbeing"> student wellbeing</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20mental%20health%20screening" title=" universal mental health screening"> universal mental health screening</a> </p> <a href="https://publications.waset.org/abstracts/157811/internalizing-and-externalizing-problems-as-predictors-of-student-wellbeing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157811.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6254</span> Teacher-Student Interactions: Case-Control Studies on Teacher Social Skills and Children’s Behavior</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alessandra%20Turini%20Bolsoni-Silva">Alessandra Turini Bolsoni-Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Sonia%20Regina%20Loureiro"> Sonia Regina Loureiro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is important to evaluate such variables simultaneously and differentiating types of behavior problems: internalizing, externalizing and with comorbidity of internalizing and externalizing. The objective was to compare, correlate and predict teacher educational practices (educational social skills and negative practices) and children's behaviors (social skills and behavior problems) of children with internalizing, externalizing and combined internalizing and externalizing problems, controlling variables of child (gender and education). A total of 262 children were eligible to compose the participants, considering preschool age from 3 to 5 years old (n = 109) and school age from 6 to 11 (n = 153) years old, and their teachers who were distributed, in designs case-control, non-clinical, with internalizing, externalizing problems and internalizing and externalizing comorbidity, using the Teacher's Report Form (TRF) as a criterion. The instruments were applied with the teachers, after consent from the parents/guardians: a) Teacher’s Report Form (TRF); b) Educational Social Skills Interview Guide for Teachers (RE-HSE-Pr); (c) Socially Skilled Response Questionnaire – Teachers (QRSH-Pr). The data were treated by univariate and multivariate analyses, proceeding with comparisons, correlations and predictions regarding the outcomes of children with and without behavioral problems, considering the types of problems. As main results stand out: (a) group comparison studies: in the Inter group there is emphasis on behavior problems in affection interactions, which does not happen in the other groups; as for positive practices, they discriminate against groups with externalizing and combined problems and not in internalizing ones, positive educational practices – hse are more frequent in the G-Exter and G-Inter+Exter groups; negative practices differed only in the G-Exter and G-Inter+Exter groups; b) correlation studies: it can be seen that the Inter+Exter group presents a greater number of correlations in the relationship between behavioral problems/complaints and negative practices and between children's social skills and positive practices/contexts; c) prediction studies: children's social skills predict internalizing, externalizing and combined problems; it is also verified that the negative practices are in the multivariate model for the externalizing and combined ones. This investigation collaborates in the identification of risk and protective factors for specific problems, helping in interventions for different problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=development" title="development">development</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20practices" title=" educational practices"> educational practices</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20skills" title=" social skills"> social skills</a>, <a href="https://publications.waset.org/abstracts/search?q=behavior%20problems" title=" behavior problems"> behavior problems</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a> </p> <a href="https://publications.waset.org/abstracts/169042/teacher-student-interactions-case-control-studies-on-teacher-social-skills-and-childrens-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169042.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6253</span> Identifying Factors Linking Childhood Neglect to Opiate Use</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Usha%20Barahmand">Usha Barahmand</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Khazaee"> Ali Khazaee</a>, <a href="https://publications.waset.org/abstracts/search?q=Goudarz%20Sadeghi%20Hashjin"> Goudarz Sadeghi Hashjin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to assess the relative mediating effects of impulsivity and internalizing problems in the relationship between childhood neglect and motives for opiate use. Seventy-two adolescent opiate users were recruited for the study. Participants completed assessments of childhood abuse history, distress, impulsiveness and motives for substance use as well as a socio-demographic information sheet. Findings from bootstrap mediator analyses indicated that distress, but not impulsiveness, mediated the relationship between childhood emotional abuse and expansion and enhancement motives for substance use. The current study provides preliminary evidence that internalizing problems may function as a mechanism linking prior childhood experiences of emotional neglect to subsequent motives for substance use. Clinical implications of these findings suggest that targeting emotion dysregulation problems may be an effective adjunct in the treatment of adolescents with a history of childhood maltreatment that are at risk for substance use. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=childhood%20neglect" title="childhood neglect">childhood neglect</a>, <a href="https://publications.waset.org/abstracts/search?q=impulsiveness" title=" impulsiveness"> impulsiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=internalizing%20problems" title=" internalizing problems"> internalizing problems</a>, <a href="https://publications.waset.org/abstracts/search?q=substance%20use%20motives" title=" substance use motives "> substance use motives </a> </p> <a href="https://publications.waset.org/abstracts/33926/identifying-factors-linking-childhood-neglect-to-opiate-use" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33926.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">463</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6252</span> Reliability Evidence of the Child Behavior Checklist (CBCL) Based on a Chinese Sample</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhidong%20Zhang">Zhidong Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhi-Chao%20Zhang"> Zhi-Chao Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Georgiana%20Duarte"> Georgiana Duarte</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Chinese version of the Child Behavior Checklist (CBCL) is the one of the Achenbach systems of empirically based assessment (ASEBA) scales, by which behavioral and emotional problems of early adolescents were examined. In order to further understand the robustness of the scale, its reliability has been examined. CBCL consists of 8 problems to measure internalizing, externalizing and social problems. In internalizing problem, there are Anxious, Withdrawn and Somatic Complaints. In this study, as an example, we only examined the anxious aspect which consisted of 13 questions. Cronbach alpha and factor analysis methods were used to examine the reliability of the scale. The result indicated that Cronbach alpha value was above 0.80. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxious%2Fdepressed%20problems" title="anxious/depressed problems">anxious/depressed problems</a>, <a href="https://publications.waset.org/abstracts/search?q=ASEBA" title=" ASEBA"> ASEBA</a>, <a href="https://publications.waset.org/abstracts/search?q=CBCL" title=" CBCL"> CBCL</a>, <a href="https://publications.waset.org/abstracts/search?q=Cronbach%20Alpha" title=" Cronbach Alpha"> Cronbach Alpha</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability" title=" reliability"> reliability</a> </p> <a href="https://publications.waset.org/abstracts/58362/reliability-evidence-of-the-child-behavior-checklist-cbcl-based-on-a-chinese-sample" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58362.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">463</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6251</span> Prevalence of Behavioral and Emotional Problems in School Going Adolescents in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anshu%20Gupta">Anshu Gupta</a>, <a href="https://publications.waset.org/abstracts/search?q=Charu%20Gupta"> Charu Gupta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Adolescence is the transitional period between puberty and adulthood. It is marked by immense turmoil in emotional and behavioral spheres. Adolescents are at risk of an array of behavioral and emotional problems, resulting in social, academic and vocational function impairments. Conflicts in the family and inability of the parents to cope with the changing demands of an adolescent have a negative impact on the overall development of the child. This augers ill for the individual’s future, resulting in depression, delinquency and suicides among other problems. Aim: The aim of the study was to compare the prevalence of behavioral and emotional problems in school going adolescents aged 13 to 15 years residing in Ludhiana city. Method: A total of 1380 school children in the age group of 13 to 15 years were assessed by the adolescent health screening questionnaire (FAPS) and Youth Self-Report (2001) questionnaire. Statistical significance was ascertained by t-test, chi-square test (x²) and ANOVA, as appropriate. Results: A considerably high prevalence of behavioral and emotional problems was found in school going adolescents (26.5%), more in girls (31.7%) than in boys (24.4%). In case of boys, the maximum problem was in the 13 year age group, i.e., 28.2%, followed by a significant decline by the age of 14 years, i.e., 24.2% and 15 years, i.e., 19.6%. In case of girls also, the maximum problem was in the 13 year age group, i.e., 32.4% followed by a marginal decline in the 14 years i.e., 31.8% and 15 year age group, i.e., 30.2%. Demographic factors were non contributory. Internalizing syndrome (22.4%) was the most common problem followed by the neither internalizing nor externalizing (17.6%) group. In internalizing group, most (26.5%) of the students were observed to be anxious/ depressed. Social problem was observed to be the most frequent (10.6%) among neither internalizing nor externalizing group. Aggressive behavior was the commonest (8.4%) among externalizing group. Internalizing problems, mainly anxiety and depression, were commoner in females (30.6%) than males (24.6%). More boys (16%) than girls (13.4%) were reported to suffer from externalizing disorders. A critical review of the data showed that most of the adolescents had poor knowledge about reproductive health. Almost 36% reported that the source of their information on sexual and reproductive health being friends and the electronic media. There was a high percentage of adolescents who reported being worried about sexual abuse (20.2%) with majority of them being girls (93.6%) reflecting poorly on the social setup in the country. About 41% of adolescents reported being concerned about body weight and most of them being girls (92.4%). Up to 14.5% reported having thoughts of using alcohol or drugs perhaps due to the easy availability of substances of abuse in this part of the country. 12.8% (mostly girls) reported suicidal thoughts. Summary/conclusion: There is a high prevalence of emotional and behavioral problems among school-going adolescents. Resolution of these problems during adolescence is essential for attaining a healthy adulthood. The need of the hour is to spread awareness among caregivers and formulation of effective management strategies including school mental health programme. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescence" title="adolescence">adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=behavioral" title=" behavioral"> behavioral</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional" title=" emotional"> emotional</a>, <a href="https://publications.waset.org/abstracts/search?q=internalizing%20problem" title=" internalizing problem"> internalizing problem</a> </p> <a href="https://publications.waset.org/abstracts/101394/prevalence-of-behavioral-and-emotional-problems-in-school-going-adolescents-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101394.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">288</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6250</span> Mental Health Challenges, Internalizing and Externalizing Behavior Problems, and Academic Challenges among Adolescents from Broken Families</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fadzai%20Munyuki">Fadzai Munyuki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Parental divorce is one of youth's most stressful life events and is associated with long-lasting emotional and behavioral problems. Over the last few decades, research has consistently found strong associations between divorce and adverse health effects in adolescents. Parental divorce has been hypothesized to lead to psychosocial development problems, mental health challenges, internalizing and externalizing behavior problems, and low academic performance among adolescents. This is supported by the Positive youth development theory, which states that a family setup has a major role to play in adolescent development and well-being. So, the focus of this research will be to test this hypothesized process model among adolescents in five provinces in Zimbabwe. A cross-sectional study will be conducted to test this hypothesis, and 1840 (n = 1840) adolescents aged between 14 to 17 will be employed for this study. A Stress and Questionnaire scale, a Child behavior checklist scale, and an academic concept scale will be used for this study. Data analysis will be done using Structural Equations Modeling. This study has many limitations, including the lack of a 'real-time' study, a few cross-sectional studies, a lack of a thorough and validated population measure, and many studies that have been done that have focused on one variable in relation to parental divorce. Therefore, this study seeks to bridge this gap between past research and current literature by using a validated population measure, a real-time study, and combining three latent variables in this study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title="mental health">mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=internalizing%20and%20externalizing%20behavior" title=" internalizing and externalizing behavior"> internalizing and externalizing behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=divorce" title=" divorce"> divorce</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievements" title=" academic achievements"> academic achievements</a> </p> <a href="https://publications.waset.org/abstracts/163629/mental-health-challenges-internalizing-and-externalizing-behavior-problems-and-academic-challenges-among-adolescents-from-broken-families" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163629.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6249</span> Emotional, Behavioral and Social Problems in Children with Fecal Incontinence by Child Behavior Checklist (CBCL): A Cross-sectional Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roshanak%20Farjad">Roshanak Farjad</a>, <a href="https://publications.waset.org/abstracts/search?q=Amirhossein%20Hosseini"> Amirhossein Hosseini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Fecal incontinence (FI) is a stressful condition for children and their parents that may affect the patient’s psychological well-being. Evaluating the patients’ psychological status may help physicians manage the disease effectively. This study aimed to assess the emotional and behavioral disturbances in children with FI who were referred to the pediatric gastroenterology clinic in Mofid Children’s Hospital from April 2021 to 2022. This cross-sectional study included children (over four years old) with chronic constipation and fecal incontinence. The diagnosis of chronic constipation and FI were made according to Rome-IV criteria. The Child Behavior Checklist (CBCL) evaluated patients’ emotional, behavioral, and social problems. One hundred one patients with a mean age of 7.96 years were enrolled in the study; 67.32% were males. According to CBCL, 12% (12 patients) indicated emotional and behavioral problems, with CBCL scores in the clinical or at-risk range. We detected anxious/depressed problems in five (4.95%), withdrawn/depressed problems in eight (7.92%), somatic complaints in seven (6.93%), social problems in eight (7.92%), thought problems in nine (8.91%), attention problems in seven (6.93%), rule-breaking behavior in two (1.98%), and aggressive behavior in nine (8.91%) patients. The risk of internalizing and externalizing disorders was reported in four (3.96%) and five (4.95%) patients. Also, eight (7.92%) and seven (6.93%) patients had clinical symptoms of internalizing and externalizing disorders, respectively. There was no significant relationship between patients’ age and gender with the CBCL scores in any subscales. However, there was a significant difference in the total score among the age groups (P = 0.04). The relatively high prevalence of emotional, behavioral, and social problems in our study corroborates the importance of psychological screening of children with FI during the treatment process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chronic%20constipation" title="chronic constipation">chronic constipation</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20behavior%20checklist%20%28CBCL%29" title=" child behavior checklist (CBCL)"> child behavior checklist (CBCL)</a>, <a href="https://publications.waset.org/abstracts/search?q=fecal%20incontinence" title=" fecal incontinence"> fecal incontinence</a>, <a href="https://publications.waset.org/abstracts/search?q=rome-IV%20criteria" title=" rome-IV criteria"> rome-IV criteria</a> </p> <a href="https://publications.waset.org/abstracts/168978/emotional-behavioral-and-social-problems-in-children-with-fecal-incontinence-by-child-behavior-checklist-cbcl-a-cross-sectional-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168978.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6248</span> Exposure to Bullying and General Psychopathology: A Prospective, Longitudinal Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jolien%20Rijlaarsdam">Jolien Rijlaarsdam</a>, <a href="https://publications.waset.org/abstracts/search?q=Charlotte%20A.%20M.%20Cecil"> Charlotte A. M. Cecil</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Marieke%20Buil"> J. Marieke Buil</a>, <a href="https://publications.waset.org/abstracts/search?q=Pol%20A.%20C.%20Van%20Lier"> Pol A. C. Van Lier</a>, <a href="https://publications.waset.org/abstracts/search?q=Edward%20D.%20%20Barker"> Edward D. Barker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although there is mounting evidence that the experience of being bullied associates with both internalizing and externalizing symptoms, it is not known yet whether the identified associations are specific to these symptoms or shared between them. The primary focus of this study is to assess the prospective associations of bullying exposure with both general and specific (i.e., internalizing, externalizing) factors of psychopathology. This study included data from 6,210 children participating in the Avon Longitudinal Study of Parents and Children (ALSPAC). Child bullying was measured by self-report at ages 8 and 10 years. Child psychopathology symptoms were assessed by parent-interview, using the Development and Well-being Assessment (DAWBA) at ages 7 and 13 years. Bullying exposure is significantly associated with the general psychopathology factor in early adolescence. In particular, chronically victimized youth exposed to multiple forms of bullying (i.e., both overt and relational) showed the highest levels of general psychopathology. Bullying exposure is also associated with both internalizing and externalizing factors from the correlated-factors model. However, the effect estimates for these factors decreased considerably in size and dropped to insignificant for the internalizing factor after extracting the shared variance that belongs to the general factor of psychopathology. In an integrative longitudinal model, higher levels of general psychopathology at age seven are associated with bullying exposure at age eight, which, in turn, is associated with general psychopathology at age 13 through its two-year continuity. Findings suggest that exposure to bullying is a risk factor for a more general vulnerability to psychopathology through mutually influencing relationships. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bullying%20exposure" title="bullying exposure">bullying exposure</a>, <a href="https://publications.waset.org/abstracts/search?q=externalizing" title=" externalizing"> externalizing</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20psychopathology" title=" general psychopathology"> general psychopathology</a>, <a href="https://publications.waset.org/abstracts/search?q=internalizing" title=" internalizing"> internalizing</a>, <a href="https://publications.waset.org/abstracts/search?q=longitudinal" title=" longitudinal"> longitudinal</a> </p> <a href="https://publications.waset.org/abstracts/132837/exposure-to-bullying-and-general-psychopathology-a-prospective-longitudinal-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132837.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6247</span> The Necessity of Screening for Internalizing Mental Health Problems in Primary School Educational Settings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Atefeh%20Ahmadi">Atefeh Ahmadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Sharif%20Mustaffa"> Mohamed Sharif Mustaffa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mental health problems that children introspect them are hardly identified. The internalizing nature of Anxiety Disorders as the most prevalent psychological diseases, make them been under recognized by parents and teachers and so become under attended by school counsellors and subsequently under referred to clinicians. The aim of this study is to investigate the level of Anxiety Disorders to clarify if it is necessary to run screening programs in rural educational settings. Spence children anxiety scale-malay-child for the first time in Malaysia distributed among 640 Malay rural primary school students aged from 9-11 years old. Cut-off score was considered one standard deviation more than the mean of all students’ scores. The results of descriptive analyses revealed the mean for scores of SCAS was 32.84 and 15.6% of students had high level of anxiety. In addition, the level and prevalence of six types of anxiety disorders based on SCAS were described. In regards to the study outcomes, screening for anxiety disorders in academic settings could prevent and reduce their side effects by early identification. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety%20disorders" title="anxiety disorders">anxiety disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20schools" title=" primary schools"> primary schools</a>, <a href="https://publications.waset.org/abstracts/search?q=SCAS" title=" SCAS"> SCAS</a>, <a href="https://publications.waset.org/abstracts/search?q=screening" title=" screening"> screening</a> </p> <a href="https://publications.waset.org/abstracts/30463/the-necessity-of-screening-for-internalizing-mental-health-problems-in-primary-school-educational-settings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30463.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">300</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6246</span> Maternal Adverse Childhood Experiences and Preschool Children’s Behavioural Problems: Mediation via Adult Attachment and Moderation by Maternal Mental Health, Social Support, and Child Sex</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stefan%20Kurbatfinski">Stefan Kurbatfinski</a>, <a href="https://publications.waset.org/abstracts/search?q=Aliyah%20Dosani"> Aliyah Dosani</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20F.%20Hayes"> Andrew F. Hayes</a>, <a href="https://publications.waset.org/abstracts/search?q=Deborah%20Dewey"> Deborah Dewey</a>, <a href="https://publications.waset.org/abstracts/search?q=Nicole%20Letourneau"> Nicole Letourneau</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Maternal adverse childhood experiences (ACEs) have been associated with internalizing and externalizing behavioral problems in preschool children. However, little is known about the influence of maternal adult attachment patterns on this association. Further, potential moderation by maternal mental health, maternal social support, or child sex is poorly understood. Therefore, this study examined associations between 1) maternal ACEs and preschool children’s behavioural problems, with mediation through maternal attachment patterns and moderation by maternal mental health, maternal social support, and child sex; and 2) maternal attachment patterns and children’s behavioural problems, with mediation through maternal mental health and social support and moderation by child sex. Methods: This secondary analysis used data (n=625) from a high socioeconomic, longitudinally prospective cohort (Alberta Pregnancy Outcomes and Nutrition). Child behaviour (BASC-2) and maternal adult attachment (ECR-Q) were measured at five years of child age, maternal ACEs (ACEs Questionnaire) at around 12 months, and maternal mental health (CESD and SCL-90-R) and social support (SSQ) across various prenatal and postnatal time points. All moderation and mediation analyses occurred through RStudio using PROCESS, interpreting significant interactions through Johnson-Neyman plots. Findings: Maternal ACEs interacted with maternal anxiety symptoms to predict both behavioural problems (pexternalizing=0.007; pinternalizing=0.0159). An indirect pathway via dismissive attachment was moderated by maternal social support ([0.0058, 0.0596]). Attachment patterns predicted all behavioural problems (p<0.05) and interacted with maternal anxiety symptoms to predict internalizing behaviours among male children ([0.0321, 0.1307]; [0.0321, 0.1291]). Interpretation: Maternal attachment patterns may predict children’s behavioural problems more than ACEs. Social support interventions may not always be beneficial for highly dismissively attached mothers. Implications for policy and child health include mandatory sex and gender education for teachers; assessing attachment patterns prior to recommending social support as an intervention; and anxiety-focused interventions for mothers in higher socioeconomic populations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=maternal%20adverse%20childhood%20experiences" title="maternal adverse childhood experiences">maternal adverse childhood experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=internalizing%20behaviours" title=" internalizing behaviours"> internalizing behaviours</a>, <a href="https://publications.waset.org/abstracts/search?q=externalizing%20behaviours" title=" externalizing behaviours"> externalizing behaviours</a>, <a href="https://publications.waset.org/abstracts/search?q=mediators%20and%20moderators" title=" mediators and moderators"> mediators and moderators</a>, <a href="https://publications.waset.org/abstracts/search?q=attachment%20patterns" title=" attachment patterns"> attachment patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20health" title=" child health"> child health</a> </p> <a href="https://publications.waset.org/abstracts/168991/maternal-adverse-childhood-experiences-and-preschool-childrens-behavioural-problems-mediation-via-adult-attachment-and-moderation-by-maternal-mental-health-social-support-and-child-sex" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168991.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">71</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6245</span> Links Between Maternal Trauma, Response to Distress, and Toddler Internalizing and Externalizing Behaviors: A Mediational Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zena%20Ebrahim">Zena Ebrahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Susan%20Woodhouse"> Susan Woodhouse</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Previous research shows that mothers’ experiences of trauma are linked to their child’s later socioemotional functioning. However, the mechanisms involved are not well understood. One potential mediator is maternal insensitive responses to child distress. This study examined the link between maternal trauma, mothers’ responses to toddler distress, and toddlers’ socioemotional outcomes among a socioeconomically diverse sample of 110 mothers and their 12- to 35-month-old toddlers. It was hypothesized that a mother’s difficulty in responding sensitively to her child’s distress would mediate the relations between maternal trauma and child internalizing and externalizing behaviors. Two mediational models were tested to examine non-supportive responses to distress as a potential mediator of the relation between maternal trauma and toddler mental health outcomes; one model focused on predicting child internalizing symptoms and the other focused on predicting child externalizing symptoms. Measures included assessment of maternal trauma (Life Stressor Checklist-Revised), mothers’ responses to child distress (Coping with Toddlers’ Negative Emotions Scale), and toddler socioemotional functioning (Infant-Toddler Social and Emotional Assessment). Results revealed that the relations between maternal trauma and toddler symptoms (internalizing and externalizing symptoms) were mediated by maternal non-supportive response to child distress for both internalizing and externalizing domains of child mental health. Findings suggest the importance of early intervention for trauma-exposed mothers and target areas for parenting interventions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=trauma" title="trauma">trauma</a>, <a href="https://publications.waset.org/abstracts/search?q=parenting" title=" parenting"> parenting</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20mental%20health" title=" child mental health"> child mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=transgenerational%20effects%20of%20trauma" title=" transgenerational effects of trauma"> transgenerational effects of trauma</a> </p> <a href="https://publications.waset.org/abstracts/172895/links-between-maternal-trauma-response-to-distress-and-toddler-internalizing-and-externalizing-behaviors-a-mediational-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172895.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6244</span> Parenting a Child with Mental Health Problems: The Role of Self-compassion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vered%20Shenaar-Golan">Vered Shenaar-Golan</a>, <a href="https://publications.waset.org/abstracts/search?q=Nava%20Wald"> Nava Wald</a>, <a href="https://publications.waset.org/abstracts/search?q=Uri%20Yatzkar"> Uri Yatzkar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Parenting children with mental health problems poses multiple challenges, including coping with difficult behavior and negative child emotions. The impact on parents includes financial strain, negative social stigma, and negative feelings of guilt or blame, resulting in significant stress and lower levels of well-being. Given findings that self-compassion plays a significant role in reducing stress and improving well-being, the current study examined the role of self-compassion in the experience of parents raising a child with mental health problems. The study tested (1) whether child behavioral/emotional problem severity is associated with higher parental stress and lower parental well-being; (2) whether self-compassion is associated with lower parental stress and higher parental well-being; and (3) whether self-compassion is a stronger predictor of parental stress and well-being than child behavioral/emotional problem severity. Methods: Three hundred and six mothers and two hundred and fifty-six fathers of children attending a hospital child and adolescent psychiatric center were assessed at admission. Consenting parents completed four questionnaires: Child Strength and Difficulty – parent version, Self-compassion, Parent Feeling Inventory, and Well-Being. Results: Child behavioral/emotional problem severity was associated with higher parental stress and lower parental well-being, and self-compassion was a stronger predictor of parental stress and well-being levels than child behavioral/emotional problem severity. For children with internalizing but not externalizing behavioral/emotional problems, parental self-compassion was the only predictor of parental well-being beyond the severity of child behavioral/emotional problems. Conclusions: Cultivating self-compassion is important in reducing parental stress and increasing parental well-being, particularly with internalizing presentations, and should be considered when designing therapeutic interventions for parents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parenting%20children%20with%20mental%20health%20problems" title="parenting children with mental health problems">parenting children with mental health problems</a>, <a href="https://publications.waset.org/abstracts/search?q=self-compassion" title=" self-compassion"> self-compassion</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20stress" title=" parental stress"> parental stress</a>, <a href="https://publications.waset.org/abstracts/search?q=feelings" title=" feelings"> feelings</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a> </p> <a href="https://publications.waset.org/abstracts/170537/parenting-a-child-with-mental-health-problems-the-role-of-self-compassion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170537.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6243</span> Hierarchically Modeling Cognition and Behavioral Problems of an Under-Represented Group</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhidong%20Zhang">Zhidong Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhi-Chao%20Zhang"> Zhi-Chao Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines adolescent psychological and behavioral problems. The Achenbach systems of empirically based assessment (ASEBA) were used as the instrument. The problem framework consists of internal, external and social behavioral problems which are theoretically developed based on about 113 items plus relevant background variables. In this study, the sample consist of 1,975 sixth and seventh grade students in Northeast China. Stratified random sampling method was used to collect the data, meaning that samples were from different school districts, schools, and classes. The researchers looked at both macro and micro effect. Therefore, multilevel analysis techniques were used in the data analysis. The parts of the research results indicated that the background variables such as extracurricular activities were directly related to students’ internal problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavioral%20problems" title="behavioral problems">behavioral problems</a>, <a href="https://publications.waset.org/abstracts/search?q=anxious%2Fdepressed%20problems" title=" anxious/depressed problems"> anxious/depressed problems</a>, <a href="https://publications.waset.org/abstracts/search?q=internalizing%20problems" title=" internalizing problems"> internalizing problems</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=under-represented%20groups" title=" under-represented groups"> under-represented groups</a>, <a href="https://publications.waset.org/abstracts/search?q=empirically-based%20assessment" title=" empirically-based assessment"> empirically-based assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=hierarchical%20modeling" title=" hierarchical modeling"> hierarchical modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=ASEBA" title=" ASEBA"> ASEBA</a>, <a href="https://publications.waset.org/abstracts/search?q=multilevel%20analysis" title=" multilevel analysis"> multilevel analysis</a> </p> <a href="https://publications.waset.org/abstracts/19907/hierarchically-modeling-cognition-and-behavioral-problems-of-an-under-represented-group" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19907.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">603</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6242</span> An Analysis of Anxious/Depressed Behaviors of Chinese Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhidong%20Zhang">Zhidong Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhi-Chao%20Zhang"> Zhi-Chao Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Georgiana%20Duarte"> Georgiana Duarte</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explored early adolescents’ anxious and depressed syndromes in Northeast China. Specifically, the study examined anxious and depressed behaviors and the relationship to education environments. The purpose is to examine how the elements of educational environments and the early adolescents’ behaviors as independent variables influence and possibly predict the early adolescents’ anxious/depressed problems. Achenbach System of Empirically Based Assessment (ASEBA), was the instrument, used in collection of data. A stratified sampling method was utilized to collect data from 2532 participants in seven schools. The results indicated that several background variables influenced anxious/depressed problem. Specifically, age, grade, sports activities and hobbies had a relationship with the anxious/depressed variable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxious%2Fdepressed%20problems" title="anxious/depressed problems">anxious/depressed problems</a>, <a href="https://publications.waset.org/abstracts/search?q=CBCL" title=" CBCL"> CBCL</a>, <a href="https://publications.waset.org/abstracts/search?q=empirically-based%20assessment" title=" empirically-based assessment"> empirically-based assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=internalizing%20problems" title=" internalizing problems"> internalizing problems</a> </p> <a href="https://publications.waset.org/abstracts/58360/an-analysis-of-anxiousdepressed-behaviors-of-chinese-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58360.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">324</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6241</span> Israeli Palestinian Adolescents' Exposure to Community Violence and their Academic Achievements: The Indirect Effects of Internalizing and Externalizing Symptoms and Parental Psychological Well-Being </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Neveen%20Ali-Saleh%20Darawsha">Neveen Ali-Saleh Darawsha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Exposure to community violence (CV) is alarmingly high and emphasizes negative consequences. The present study examines the rates and consequences of exposure to community violence, among Palestinian adolescents from Israel, age ranged 14-18. Specifically, it examines whether exposure to community violence is indirectly related to academic achievement through internalizing and externalizing symptoms among adolescents; and whether the indirect effects of exposure to CV and academic achievements will differ when the parents have different levels of psychological well-being. Method: Semi systematic random sample of 760 Palestinian adolescents in Israel, (320 boys, and 440 girls) filled out a self-administration questionnaire. Most of the adolescents had witnessed community violence during the last year and during their lifetime, and more than one third had directly experienced such violence during lifetime compared with 19.6% during the last year. Structural equation modeling was used to examine the indirect effects of exposure to CV and academic achievement. Results revealed that externalizing symptoms mediated the association between exposure to CV and academic achievement. There were no indirect effects through internalizing symptoms. Moreover, parental psychological well-being moderated the indirect effects between externalizing symptoms and academic achievements. Conclusion: Findings highlight the importance of targeting externalizing symptoms for adolescents that could improve their behaviors and also their academic achievements as well. limitations of the study, implications for the practice and recommendations for future research are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20violence" title="community violence">community violence</a>, <a href="https://publications.waset.org/abstracts/search?q=witnessing%20violence" title=" witnessing violence"> witnessing violence</a>, <a href="https://publications.waset.org/abstracts/search?q=direct%20personal%20experiencing" title=" direct personal experiencing"> direct personal experiencing</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20well-being" title=" psychological well-being"> psychological well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=Palestinian%20adolescents" title=" Palestinian adolescents"> Palestinian adolescents</a> </p> <a href="https://publications.waset.org/abstracts/111436/israeli-palestinian-adolescents-exposure-to-community-violence-and-their-academic-achievements-the-indirect-effects-of-internalizing-and-externalizing-symptoms-and-parental-psychological-well-being" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111436.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6240</span> Enhancing the Aussie Optimism Positive Thinking Skills Program: Short-term Effects on Anxiety and Depression in Youth aged 9-11 Years Old</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rosanna%20M.%20Rooney">Rosanna M. Rooney</a>, <a href="https://publications.waset.org/abstracts/search?q=Sharinaz%20Hassan"> Sharinaz Hassan</a>, <a href="https://publications.waset.org/abstracts/search?q=Maryanne%20McDevitt"> Maryanne McDevitt</a>, <a href="https://publications.waset.org/abstracts/search?q=Jacob%20D.%20Peckover"> Jacob D. Peckover</a>, <a href="https://publications.waset.org/abstracts/search?q=Robert%20T.%20Kane"> Robert T. Kane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Anxiety and depression are the most common mental health problems experienced by Australian children and adolescents. Research into youth mental health points to the importance of considering emotional competence, parental influence on the child’s emotional development, and the fact that cognitions are still developing in childhood when designing and implementing positive psychology interventions. Additionally, research into such interventions has suggested the inclusion of a coaching component aimed at supporting those implementing the intervention enhances the effects of the intervention itself. In light of these findings and given the burden of anxiety and depression in the longer term, it is necessary to enhance the Aussie Optimism Positive Thinking Skills program and evaluate its efficacy in terms of children’s mental health outcomes. It was expected that the enhancement of the emotional and cognitive aspects of the Aussie Optimism Positive Thinking Skills program, the addition of coaching, and the inclusion of a parent manual would lead to significant prevention effects in internalizing problems at post-test, 6- and 18-months after the completion of the intervention. 502 students (9-11 years old) were randomly assigned to the intervention group (n = 347) or control group (n = 155). At each time point (baseline, post-test, 6-month follow-up, and 18-month follow-up), students completed a battery of self-report measures. The ten intervention sessions making up the enhanced Aussie Optimism Positive Thinking Skills program were run weekly. At post-test and 6-month follow-up, the intervention group reported significantly lower depression than the control group, with no group differences at the 18-month follow-up. The intervention group reported significantly lower anxiety than the control group only at the 6-month follow-up, with no group differences in the post-test or at the 18-month follow-up. Results suggest that the enhanced Aussie Optimism Positive Thinking Skills program can reduce depressive and anxious symptoms in the short term and highlight the importance of universally implemented positive psychology interventions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=positive%20psychology" title="positive psychology">positive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20competence" title=" emotional competence"> emotional competence</a>, <a href="https://publications.waset.org/abstracts/search?q=internalizing%20symptoms" title=" internalizing symptoms"> internalizing symptoms</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20implementation" title=" universal implementation"> universal implementation</a> </p> <a href="https://publications.waset.org/abstracts/181513/enhancing-the-aussie-optimism-positive-thinking-skills-program-short-term-effects-on-anxiety-and-depression-in-youth-aged-9-11-years-old" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181513.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6239</span> Stress and Coping among Adolescents in Selected Schools in the Capital City of India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20Mathew">N. Mathew</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Qureshi"> A. Qureshi</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20C.%20Khakha"> D. C. Khakha</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Sagar"> R. Sagar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adolescents in India, account for one-fifth of the total population and are a significant human resource. Present study was conducted to find out various life stressors of adolescents, coping strategies adopted by them and the impact of stress on adolescent mental health. A descriptive, cross sectional study conducted on schools in the south zone of Delhi, capital city of the country. Data was collected on 360 adolescents between the age group of 13-17 years on socio-demographic profile, Adolescent life event stress scale, brief cope and youth self report for ages 11-18. Adolescents had significantly higher stress on uncontrollable events such as family events, relocation events, accident events and ambiguous events as compared to controllable events such as sexual events, deviance events and autonomy events (p<0.01).Adolescent stress was significantly correlated with various demographic variables in the study. The most frequently used coping strategies by the adolescents were positive reframing, planning, active coping, and instrumental support. It has also been found that the stress has a significant impact on adolescent mental health in the form of either internalizing problems such as anxious, withdrawn and somatic problems or externalizing problems such as rule breaking and aggressive behaviors. Out of the total sample of 360 adolescents 150 were identified as having psycho-social morbidity, including 59 borderline cases and 91 high-risk cases Study pointed out the need for mental health screening among the adolescents and also indicated the need for mental health inputs in educational institutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolecents" title="adolecents">adolecents</a>, <a href="https://publications.waset.org/abstracts/search?q=stress" title=" stress"> stress</a>, <a href="https://publications.waset.org/abstracts/search?q=coping" title=" coping"> coping</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a> </p> <a href="https://publications.waset.org/abstracts/14631/stress-and-coping-among-adolescents-in-selected-schools-in-the-capital-city-of-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14631.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">514</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6238</span> Sleep Ecology, Sleep Regulation and Behavior Problems in Maltreated Preschoolers: A Scoping Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sabrina%20Servot">Sabrina Servot</a>, <a href="https://publications.waset.org/abstracts/search?q=Annick%20St-Amand"> Annick St-Amand</a>, <a href="https://publications.waset.org/abstracts/search?q=Michel%20Rousseau"> Michel Rousseau</a>, <a href="https://publications.waset.org/abstracts/search?q=Valerie%20Simard"> Valerie Simard</a>, <a href="https://publications.waset.org/abstracts/search?q=Evelyne%20Touchette"> Evelyne Touchette</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Child maltreatment has a profound impact on children’s development. In its victims, internalizing and externalizing problems are highly prevalent, and sleep problems are common. Furthermore, the environment they live in is often disorganized, lacking routine and consistency. In non-maltreated children, several studies documented the important role of sleep regulation and sleep ecology. A poor sleep ecology (e.g., lack of sleep hygiene and bedtime routine, inappropriate sleeping location) may lead to sleep regulation problems (e.g., short sleep duration, nocturnal awakenings), and sleep regulation problems may increase the risk of behavior problems. Therefore, this scoping review aims to map evidence about sleep ecology and sleep regulation and the associations between sleep ecology, sleep regulation, and behavior problems in maltreated preschoolers. Literature from 1993 was searched in PsycInfo, Pubmed, Medline, Eric, and Proquest Dissertations and Theses. Articles and thesis were comprehensively reviewed based upon inclusion/exclusion criteria: 1) it concerns maltreated children aged 1-5 years, and 2) it addresses at least one of the following: sleep ecology, sleep regulation, and/or their associations with behavior problems in maltreated preschoolers. From the 650 studies screened, nine of them were included. Data were charted according to study characteristics, nature of variable documented, measures, analyses performed, and results of each study, then synthesized in a narrative summary. The main results show all included articles were quantitative. Foster children samples were used in four studies, children experienced different types of maltreatment in six studies, while one was specifically about sexually abused children. Regarding sleep ecology, only one study describing maltreated preschoolers’ sleep ecology was found, while seven studies documented sleep regulation. Among these seven studies, 17 different sleep variables (e.g., parasomnia, dyssomnia, total 24-h sleep duration) were used, each study documenting from one to nine of them. Actigraphic measures were employed in three studies, the others used parent-reported questionnaires or sleep diaries. Maltreated children’s sleep was described and/or compared to non-maltreated children’s sleep, or an intervention group, showing mild differences. As for associations between sleep regulation and behavior problems, five studies investigated it and performed correlational or linear regression analyses between sleep and behavior problems, revealing some significant associations. No study was found about associations between sleep ecology and sleep regulation, between sleep ecology and behavior problems, or between these three variables. In conclusion, literature about sleep ecology, sleep regulation, and their associations with behavior problems are far more scarce in maltreated preschoolers than in non-maltreated ones. At present, there is especially a paucity of research about sleep ecology and the association between sleep ecology and sleep regulation in maltreated preschoolers, while studies on non-maltreated children showed sleep ecology plays a major role in sleep regulation. In addition, as sleep regulation is measured in many different ways among the studies, it is difficult to compare their findings. Finally, it seems necessary that research fill these gaps, as recommendations could be made to clinicians working with maltreated preschoolers regarding the use of sleep ecology and sleep regulation as intervention tools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=maltreated%20preschoolers" title="maltreated preschoolers">maltreated preschoolers</a>, <a href="https://publications.waset.org/abstracts/search?q=sleep%20ecology" title=" sleep ecology"> sleep ecology</a>, <a href="https://publications.waset.org/abstracts/search?q=sleep%20regulation" title=" sleep regulation"> sleep regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=behavior%20problems" title=" behavior problems"> behavior problems</a> </p> <a href="https://publications.waset.org/abstracts/131448/sleep-ecology-sleep-regulation-and-behavior-problems-in-maltreated-preschoolers-a-scoping-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131448.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">150</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6237</span> Developmental Relationships between Alcohol Problems and Internalising Symptoms in a Longitudinal Sample of College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lina%20E.%20Homman">Lina E. Homman</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexis%20C.%20Edwards"> Alexis C. Edwards</a>, <a href="https://publications.waset.org/abstracts/search?q=Seung%20Bin%20Cho"> Seung Bin Cho</a>, <a href="https://publications.waset.org/abstracts/search?q=Danielle%20M.%20Dick"> Danielle M. Dick</a>, <a href="https://publications.waset.org/abstracts/search?q=Kenneth%20S.%20Kendler"> Kenneth S. Kendler</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research supports an association between alcohol problems and internalising symptoms, but the understanding of how the two phenotypes relate to each other is poor. It has been hypothesized that the relationship between the phenotypes is causal; however investigations in regards to direction are inconsistent. Clarity of the relationship between the two phenotypes may be provided by investigating the phenotypes developmental inter-relationships longitudinally. The objective of the study was to investigate a) changes in alcohol problems and internalising symptoms in college students across time and b) the direction of effect of growth between alcohol problems and internalising symptoms from late adolescent to emerging adulthood c) possible gender differences. The present study adds to the knowledge of comorbidity of alcohol problems and internalising symptoms by examining a longitudinal sample of college students and by examining the simultaneous development of the symptoms. A sample of college students is of particular interest as symptoms of both phenotypes often have their onset around this age. A longitudinal sample of college students from a large, urban, public university in the United States was used. Data was collected over a time period of 2 years at 3 time points. Latent growth models were applied to examine growth trajectories. Parallel process growth models were used to assess whether initial level and rate of change of one symptom affected the initial level and rate of change of the second symptom. Possible effects of gender and ethnicity were investigated. Alcohol problems significantly increased over time, whereas internalizing symptoms remained relatively stable. The two phenotypes were significantly correlated in each wave, correlations were stronger among males. Initial level of alcohol problems was significantly positively correlated with initial level of internalising symptoms. Rate of change of alcohol problems positively predicted rate of change of internalising symptoms for females but not for males. Rate of change of internalising symptoms did not predict rate of change of alcohol problems for either gender. Participants of Black and Asian ethnicities indicated significantly lower levels of alcohol problems and a lower increase of internalising symptoms across time, compared to White participants. Participants of Black ethnicity also reported significantly lower levels of internalising symptoms compared to White participants. The present findings provide additional support for a positive relationship between alcohol problems and internalising symptoms in youth. Our findings indicated that both internalising symptoms and alcohol problems increased throughout the sample and that the phenotypes were correlated. The findings mainly implied a bi-directional relationship between the phenotypes in terms of significant associations between initial levels as well as rate of change. No direction of causality was indicated in males but significant results were found in females where alcohol problems acted as the main driver for the comorbidity of alcohol problems and internalising symptoms; alcohol may have more detrimental effects in females than in males. Importantly, our study examined a population-based longitudinal sample of college students, revealing that the observed relationships are not limited to individuals with clinically diagnosed mental health or substance use problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alcohol" title="alcohol">alcohol</a>, <a href="https://publications.waset.org/abstracts/search?q=comorbidity" title=" comorbidity"> comorbidity</a>, <a href="https://publications.waset.org/abstracts/search?q=internalising%20symptoms" title=" internalising symptoms"> internalising symptoms</a>, <a href="https://publications.waset.org/abstracts/search?q=longitudinal%20modelling" title=" longitudinal modelling"> longitudinal modelling</a> </p> <a href="https://publications.waset.org/abstracts/37787/developmental-relationships-between-alcohol-problems-and-internalising-symptoms-in-a-longitudinal-sample-of-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37787.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6236</span> Psychological Functioning of Youth Experiencing Community and Collective Violence in Post-conflict Northern Ireland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Teresa%20Rushe">Teresa Rushe</a>, <a href="https://publications.waset.org/abstracts/search?q=Nicole%20Devlin"> Nicole Devlin</a>, <a href="https://publications.waset.org/abstracts/search?q=Tara%20O%20Neill"> Tara O Neill</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, we sought to examine associations between childhood experiences of community and collective violence and psychological functioning in young people who grew up in post-conflict Northern Ireland. We hypothesized that those who grew up with such experiences would demonstrate internalizing and externalizing difficulties in early adulthood and, furthermore, that these difficulties would be mediated by adverse childhood experiences occurring within the home environment. As part of the Northern Ireland Childhood Adversity Study, we recruited 213 young people aged 18-25 years (108 males) who grew up in the post-conflict society of Northern Ireland using purposive sampling. Participants completed a digital questionnaire to measure adverse childhood experiences as well as aspects of psychological functioning. We employed the Adverse Childhood Experience -International Questionnaire (ACE-IQ¬) adaptation of the original Adverse Childhood Experiences Questionnaire (ACE) as it additionally measured aspects of witnessing community violence (e.g., seeing someone being beaten/killed, fights) and experiences of collective violence (e.g., war, terrorism, police, or gangs’ battles exposure) during the first 18 years of life. 51% of our sample reported experiences of community and/or collective violence (N=108). Compared to young people with no such experiences (N=105), they also reported significantly more adverse experiences indicative of household dysfunction (e.g., family substance misuse, mental illness or domestic violence in the family, incarceration of a family member) but not more experiences of abuse or neglect. As expected, young people who grew up with the community and/or collective violence reported significantly higher anxiety and depression scores and were more likely to engage in acts of deliberate self-harm (internalizing symptoms). They also started drinking and taking drugs at a younger age and were significantly more likely to have been in trouble with the police (externalizing symptoms). When the type of violence exposure was separated by whether the violence was witnessed (community violence) or more directly experienced (collective violence), we found community and collective violence to have similar effects on externalizing symptoms, but for internalizing symptoms, we found evidence of a differential effect. Collective violence was associated with depressive symptoms, whereas witnessing community violence was associated with anxiety-type symptoms and deliberate self-harm. However, when experiences of household dysfunction were entered into the models predicting anxiety, depression, and deliberate self-harm, none of the main effects remained significant. This suggests internalizing type symptoms are mediated by immediate family-level experiences. By contrast, significant community and collective violence effects on externalizing behaviours: younger initiation of alcohol use, younger initiation of drug use, and getting into trouble with the police persisted after controlling for family-level factors and thus are directly associated with growing up with the community and collective violence. Given the cross-sectional nature of our study, we cannot comment on the direction of the effect. However, post-hoc correlational analyses revealed associations between externalising behaviours and personal factors, including greater risk-taking and young age at puberty. The implications of the findings will be discussed in relation to interventions for young people and families living with the community and collective violence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20and%20collective%20violence" title="community and collective violence">community and collective violence</a>, <a href="https://publications.waset.org/abstracts/search?q=adverse%20childhood%20experiences" title=" adverse childhood experiences"> adverse childhood experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=youth" title=" youth"> youth</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20wellbeing" title=" psychological wellbeing"> psychological wellbeing</a> </p> <a href="https://publications.waset.org/abstracts/159251/psychological-functioning-of-youth-experiencing-community-and-collective-violence-in-post-conflict-northern-ireland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159251.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">83</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6235</span> The Child Attachment Interview: A Psychometric Longitudinal Validation Study in a German Sample</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jorn%20Meyer">Jorn Meyer</a>, <a href="https://publications.waset.org/abstracts/search?q=Stefan%20Sturmer"> Stefan Sturmer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The assessment of attachment patterns in toddlers and adults has been well researched, and valid diagnostic methods (e.g., Strange Situation Test, Adult Attachment Interview) are applicable. For middle and late childhood, on the other hand, there are only few validated methods available so far. For the Child Attachment Interview (CAI) promising validation studies from English-speaking countries are available, but so far a comprehensive study on the validity of a German sample is lacking. Within the scope of a longitudinal project, the results of the first point of measurement are reported in this study. A German-language version of the CAI was carried out with 111 primary school children (56% female; age: M = 8.34, SD = 0.49). In relation to psychometric quality criteria, parameters on interrater reliability, construct validity and discriminant, and convergent validity are reported. Analyses of the correlations between attachment patterns and internalizing and externalizing behavior problems from parent and teacher reports are presented. The implications for the German-language assessment of attachment in middle and late childhood in research and individual case diagnostics, e.g., in the context of conducting expert evaluation reports for family courts, are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attachment" title="attachment">attachment</a>, <a href="https://publications.waset.org/abstracts/search?q=attachment%20assessment" title=" attachment assessment"> attachment assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20psychology" title=" developmental psychology"> developmental psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=longitudinal%20study" title=" longitudinal study"> longitudinal study</a> </p> <a href="https://publications.waset.org/abstracts/90922/the-child-attachment-interview-a-psychometric-longitudinal-validation-study-in-a-german-sample" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90922.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">239</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6234</span> An Approach to Solving Some Inverse Problems for Parabolic Equations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bolatbek%20Rysbaiuly">Bolatbek Rysbaiuly</a>, <a href="https://publications.waset.org/abstracts/search?q=Aliya%20S.%20Azhibekova"> Aliya S. Azhibekova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Problems concerning the interpretation of the well testing results belong to the class of inverse problems of subsurface hydromechanics. The distinctive feature of such problems is that additional information is depending on the capabilities of oilfield experiments. Another factor that should not be overlooked is the existence of errors in the test data. To determine reservoir properties, some inverse problems for parabolic equations were investigated. An approach to solving the inverse problems based on the method of regularization is proposed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=iterative%20approach" title="iterative approach">iterative approach</a>, <a href="https://publications.waset.org/abstracts/search?q=inverse%20problem" title=" inverse problem"> inverse problem</a>, <a href="https://publications.waset.org/abstracts/search?q=parabolic%20equation" title=" parabolic equation"> parabolic equation</a>, <a href="https://publications.waset.org/abstracts/search?q=reservoir%20properties" title=" reservoir properties"> reservoir properties</a> </p> <a href="https://publications.waset.org/abstracts/35084/an-approach-to-solving-some-inverse-problems-for-parabolic-equations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35084.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">428</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6233</span> Solving Definition and Relation Problems in English Navigation Terminology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ay%C5%9Fe%20Yurdakul">Ayşe Yurdakul</a>, <a href="https://publications.waset.org/abstracts/search?q=Eckehard%20Schnieder"> Eckehard Schnieder</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Because of the growing multidisciplinarity and multilinguality, communication problems in different technical fields grows more and more. Therefore, each technical field has its own specific language, terminology which is characterised by the different definition of terms. In addition to definition problems, there are also relation problems between terms. Among these problems of relation, there are the synonymy, antonymy, hypernymy/hyponymy, ambiguity, risk of confusion, and translation problems etc. Thus, the terminology management system iglos of the Institute for Traffic Safety and Automation Engineering of the Technische Universität Braunschweig has the target to solve these problems by a methodological standardisation of term definitions with the aid of the iglos sign model and iglos relation types. The focus of this paper should be on solving definition and relation problems between terms in English navigation terminology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=iglos" title="iglos">iglos</a>, <a href="https://publications.waset.org/abstracts/search?q=iglos%20sign%20model" title=" iglos sign model"> iglos sign model</a>, <a href="https://publications.waset.org/abstracts/search?q=methodological%20resolutions" title=" methodological resolutions"> methodological resolutions</a>, <a href="https://publications.waset.org/abstracts/search?q=navigation%20terminology" title=" navigation terminology"> navigation terminology</a>, <a href="https://publications.waset.org/abstracts/search?q=common%20language" title=" common language"> common language</a>, <a href="https://publications.waset.org/abstracts/search?q=technical%20language" title=" technical language"> technical language</a>, <a href="https://publications.waset.org/abstracts/search?q=positioning" title=" positioning"> positioning</a>, <a href="https://publications.waset.org/abstracts/search?q=definition%20problems" title=" definition problems"> definition problems</a>, <a href="https://publications.waset.org/abstracts/search?q=relation%20problems" title=" relation problems"> relation problems</a> </p> <a href="https://publications.waset.org/abstracts/3199/solving-definition-and-relation-problems-in-english-navigation-terminology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3199.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">333</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6232</span> Financial Problems Met in the Tourism Sector in Turkey: A Survey on the Tourism Businesses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raif%20Parlakkaya">Raif Parlakkaya</a>, <a href="https://publications.waset.org/abstracts/search?q=Huseyin%20Cetin"> Huseyin Cetin</a>, <a href="https://publications.waset.org/abstracts/search?q=Halil%20Akmese"> Halil Akmese</a>, <a href="https://publications.waset.org/abstracts/search?q=Mesut%20Murat%20Adabali"> Mesut Murat Adabali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As the economies of other countries in the Mediterranean Basin, the tourism sector in our country has a high denominator in economics. Tourism businesses, which are building blocks of tourism, sector faces with a variety of problems during their activities. These problems faced make business efficiency and competition conditions of the businesses difficult. Most of the problems faced by the tourism businesses and the information of consumers about consumers’ rights were used in this study, which is conducted to determine the problems of tourism businesses in the Central Anatolia Region. It is aimed to contribute the awareness of staff and executives working at tourism sector and to attract attention of businesses active concurrently with tourism sector and legislators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20problems" title="financial problems">financial problems</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20problems%20of%20tourism%20businesses" title=" the problems of tourism businesses"> the problems of tourism businesses</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism%20businesses" title=" tourism businesses"> tourism businesses</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism%20sector%20in%20Turkey" title=" tourism sector in Turkey"> tourism sector in Turkey</a> </p> <a href="https://publications.waset.org/abstracts/26823/financial-problems-met-in-the-tourism-sector-in-turkey-a-survey-on-the-tourism-businesses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26823.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">488</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6231</span> Evaluation of the Effects of Antiepileptic Therapy on Cognitive and Psychical Functioning and Quality of Life in School-Age Children With New-Onset Epilepsy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=%C5%BDeljka%20Roga%C4%8D">Željka Rogač</a>, <a href="https://publications.waset.org/abstracts/search?q=Dejan%20Stevanovi%C4%87"> Dejan Stevanović</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Be%C4%8Danovi%C4%87"> Sara Bečanović</a>, <a href="https://publications.waset.org/abstracts/search?q=Ljubica%20Bo%C5%BEi%C4%87"> Ljubica Božić</a>, <a href="https://publications.waset.org/abstracts/search?q=Aleksandar%20Dimitrijevi%C4%87"> Aleksandar Dimitrijević</a>, <a href="https://publications.waset.org/abstracts/search?q=Dragana%20Bogi%C4%87evi%C4%87"> Dragana Bogićević</a>, <a href="https://publications.waset.org/abstracts/search?q=Dimitrije%20Nikoli%C4%87"> Dimitrije Nikolić</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children with epilepsy face changes in cognitive functioning, the appearance of symptoms of psychopathology and a decline in their quality of life. Factors related to epileptic seizures and the side effects of AEDs are considered to be potential causes of these changes.These changes can be prevented by prompt action, replacement of AEDs, psychological and psychiatric treatment, and social support. However, a review of literature has not yielded a conclusion as to when it is best to react, i.e., when changes in the functioning of children with newly-diagnosed epilepsy appears. The primary goal of this study was to investigate the impact of the most commonly used AEDs on cognitive status, behavior, anxiety and depression, as well as quality of life of children with newly-diagnosed epilepsy, during the first six months of treatment. This is a non-interventional, prospective study involving six-month monitoring of cognitive status, internalizing and externalizing symptoms, as well as quality of life of children with newly-diagnosed epilepsy, and the impact of antiepileptic drugs on these domains. Children with new-onset epilepsy and their parents, immediately after the introduction of antiepileptic drugs as well as six months later, filled out appropriate questionnaires (RCADS, NCBRF, CHEQOL-25, KIDSCREEN-10, AEP). At the same time, a psychologist performed the psychological testing of the child (REVISK). At the very beginning of REVISK treatment, a reduced VIQ was established, while after six months there was a significant decrease in IQ, VIQ and especially PIQ, under the influence of primary cognitive potentials and the development of depressive symptoms. All scores of the RCADS and NCBFR questionnaires were significantly elevated after six months while internalizing and externalizing symptoms affected each other. The development of depressive symptoms was significantly influenced by AED. The scores of the CHEQOL25 and KIDSCREEN10 questionnaires were significantly reduced, influenced by the adverse effects of AED and quality of life at the start of treatment. Side effects of AEDs, were significantly associated with depressive symptoms and reduced quality of life and did not significantly affect cognitive decline, anxiety, ADHD, and behavioral disorders during the first six months. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=epilepsy" title="epilepsy">epilepsy</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=AEDs" title=" AEDs"> AEDs</a>, <a href="https://publications.waset.org/abstracts/search?q=cognition" title=" cognition"> cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=behavior" title=" behavior"> behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=ADHD" title=" ADHD"> ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety" title=" anxiety"> anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=QOL" title=" QOL"> QOL</a> </p> <a href="https://publications.waset.org/abstracts/154813/evaluation-of-the-effects-of-antiepileptic-therapy-on-cognitive-and-psychical-functioning-and-quality-of-life-in-school-age-children-with-new-onset-epilepsy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154813.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">94</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6230</span> Social Communication Problems, Social Anxiety, and Mood Problems among Students with Autism Spectrum Disorder from Teachers' Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naila%20Tallas%20Mahajna">Naila Tallas Mahajna</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamal%20Al%20Khateeb"> Jamal Al Khateeb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the level of social communication problems, social anxiety, and mood problems among children with ASD (age 6-13 years) enrolled in special classes (n=46) and regular classes (n=36) from teachers' perspective in the schools of a part of Palestine. Teachers responded to three questionnaires - social communication problems, social anxiety and mood problems- that were used to answer the research questions. Results: social communication problems, social anxiety and mood problems were of medium rates for students with ASD enrolled in reguler and special classes. No significant differences in the level of social communication problems could be attributed to class type (Regular, Special) or the grade level-(1st – 3rd, 4th - 6th). There were significant differences in social anxiety levels that could be attributed to grade level in favor of the 4th - 6th grades but there were no significant differences according to class type (Regular, Special). There were statistically significant differences in mood problems levels that could be attributed to the class type in favor of special classes, but no differences were found according to grade level. There was a direct significant relationship between communication problems, social anxiety, and mood problems. Conclusion: social communication problems may be an important risk factor for the development of social anxiety and mood problems among students with ASD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20communication%20problems" title="social communication problems">social communication problems</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20anxiety" title=" social anxiety"> social anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=mood%20problems" title=" mood problems"> mood problems</a>, <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorders" title=" autism spectrum disorders"> autism spectrum disorders</a> </p> <a href="https://publications.waset.org/abstracts/144385/social-communication-problems-social-anxiety-and-mood-problems-among-students-with-autism-spectrum-disorder-from-teachers-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144385.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">175</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6229</span> Parkinson's Disease and Musculoskeletal Problems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ozge%20Yilmaz%20Kusbeci">Ozge Yilmaz Kusbeci</a>, <a href="https://publications.waset.org/abstracts/search?q=Ipek%20Inci"> Ipek Inci</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aim: Musculoskeletal problems are very common in Parkinson’s disease (PD). They affect quality of life and cause disabilities. However they are under-evaluated, and under-treated. The aim of this study is to evaluate the prevalence and clinical features of musculoskeletal problems in patients with Parkinson disease (PD) compared to controls. Methods: 50 PD patients and 50 age and sex matched controls were interviewed by physicians about their musculoskeletal problems. Results: The prevalence of musculoskeletal problems was significantly higher in the PD group than in the control group (p < 0.05). Commonly involved body sites were the shoulder, low back, and knee. The shoulder and low back was more frequently involved in the PD group than in the control group. However, the knee was similarly involved in both groups. Among the past diagnoses associated with musculoskeletal problems, frozen shoulder, low back pain and osteoporosis more common in the PD group than in the control group (p < 0.05). Furthermore, musculoskeletal problems in the PD group tended to receive less treatment than that of the control group. Conclusion: Musculoskeletal problems were more common in the PD group than in the controls. Therefore assessment and treatment of musculoskeletal problems could improve quality of life in PD patients. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parkinson%20disease" title="parkinson disease">parkinson disease</a>, <a href="https://publications.waset.org/abstracts/search?q=musculoskeletal%20problems" title=" musculoskeletal problems"> musculoskeletal problems</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20life" title=" quality of life"> quality of life</a>, <a href="https://publications.waset.org/abstracts/search?q=PD%20disease" title=" PD disease"> PD disease</a> </p> <a href="https://publications.waset.org/abstracts/27299/parkinsons-disease-and-musculoskeletal-problems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27299.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">394</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6228</span> Methods for Solving Identification Problems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fadi%20Awawdeh">Fadi Awawdeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this work, we highlight the key concepts in using semigroup theory as a methodology used to construct efficient formulas for solving inverse problems. The proposed method depends on some results concerning integral equations. The experimental results show the potential and limitations of the method and imply directions for future work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=identification%20problems" title="identification problems">identification problems</a>, <a href="https://publications.waset.org/abstracts/search?q=semigroup%20theory" title=" semigroup theory"> semigroup theory</a>, <a href="https://publications.waset.org/abstracts/search?q=methods%20for%20inverse%20problems" title=" methods for inverse problems"> methods for inverse problems</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20computing" title=" scientific computing"> scientific computing</a> </p> <a href="https://publications.waset.org/abstracts/10351/methods-for-solving-identification-problems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10351.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">481</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6227</span> Modern Problems of Russian Sport Legislation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yurlov%20Sergey">Yurlov Sergey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The author examines modern problems of Russian sport legislation and whether it need to be changed in order to allow all sportsmen to participate, train and have another sportsmen’s rights as Russian law mandates. The article provides an overview of Russian sport legislation problems, provides examples of foreign countries. In addition, the author suggests solutions for existing legal problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=amendment" title="amendment">amendment</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20problem" title=" legal problem"> legal problem</a>, <a href="https://publications.waset.org/abstracts/search?q=right" title=" right"> right</a>, <a href="https://publications.waset.org/abstracts/search?q=sport" title=" sport"> sport</a> </p> <a href="https://publications.waset.org/abstracts/5926/modern-problems-of-russian-sport-legislation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5926.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">414</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6226</span> Solving of Types Mathematical Routine and Non-Routine Problems in Algebra</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ver%C3%B3nica%20D%C3%ADaz%20Quezada">Verónica Díaz Quezada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The importance given to the development of the problem solving skill and the requirement to solve problems framed in mathematical or real life contexts, in practice, they are not evidence in relation to the teaching of proportional variations. This qualitative and descriptive study aims to (1) to improve problem solving ability of high school students in Chile, (ii) to elaborate and describe a didactic intervention strategy based on learning situations in proportional variations, focused on solving types of routine problems of various contexts and non-routine problems. For this purpose, participant observation was conducted, test of mathematics problems and an opinion questionnaire to thirty-six high school students. Through the results, the highest academic performance is evidenced in the routine problems of purely mathematical context, realistic, fantasy context, and non-routine problems, except in the routine problems of real context and compound proportionality problems. The results highlight the need to consider in the curriculum different types of problems in the teaching of mathematics that relate the discipline to everyday life situations <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=algebra" title="algebra">algebra</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20school" title=" high school"> high school</a>, <a href="https://publications.waset.org/abstracts/search?q=proportion%20variations" title=" proportion variations"> proportion variations</a>, <a href="https://publications.waset.org/abstracts/search?q=nonroutine%20problem%20solving" title=" nonroutine problem solving"> nonroutine problem solving</a>, <a href="https://publications.waset.org/abstracts/search?q=routine%20problem%20solving" title=" routine problem solving"> routine problem solving</a> </p> <a href="https://publications.waset.org/abstracts/150360/solving-of-types-mathematical-routine-and-non-routine-problems-in-algebra" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150360.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=internalizing%20problems&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=internalizing%20problems&page=3">3</a></li> <li class="page-item"><a class="page-link" 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