Do Adolescents with Emotional or Behavioral Problems Respond to Cigarette Prices?

Adolescents with mental health problems have much higher rates of smoking than those without such problems. Although a large body of evidence suggests that higher cigarette prices reduce smoking prevalence and the quantity smoked, little is known about the interaction between mental health or behavioral problems and tobacco consumption in the general population or among adolescents. Using a national representative sample of adolescents from the National Longitudinal Study of Adolescent Health and employing validated psychiatric measures of emotional distress and behavioral problems, we estimate the price elasticity of cigarette demand for adolescents who have behavioral or emotional problems. The results indicate that these adolescents are at least as responsive to cigarette prices as adolescents with no emotional or behavioral problems.

Young Children’s Behavioral Problems in Married and Cohabiting Families

We use data from the Fragile Families Study (N = 1,370) to examine child behavioral problems among children born to cohabiting and married parents who remain together until the child is age 3. The primary objective of the analysis is to determine how much of the difference in child outcomes at age 3 can be accounted for by differences in family economic resources, parental relationship quality, and parental health. We also investigate whether parents’ marriage after the child’s birth improves child outcomes. Results show that children born to married versus cohabiting parents have fewer reported behavioral problems at age three, and that differences in parental economic, interpersonal, and health resources can account for between 30% to 50% of the differences in child outcomes at age 3. Marriage following a cohabiting birth, however, is not associated with fewer child behavioral problems.

Improving the Lives of Young Children: Meeting Parents' Health and Mental Health Needs Through Medicaid and CHIP So Children Can Thrive

Outlines options for two-generational service delivery to help address parental health issues, especially depression, and minimize developmental or behavioral problems in their children when the parents are ineligible for or not enrolled in Medicaid

Frontotemporal dementia: the impact of patient behavioral symptoms on the physical and mental health of family caregivers.

BackgroundProviding informal support to someone with frontotemporal dementia (FTD) could be very stressful. Clarifying the relationship between patient behavioral problems and caregiver health could spur future research on effective symptom management strategies.MethodsSixty-one FTD family caregivers participated in a postal survey.ResultsPatient symptom severity was negatively associated with caregiver mental health (r = -0.26, p < 0.05) but not significantly associated with caregiver physical health. In a regression analysis, caregiver emotional distress from patient behaviors made a statistically significant contribution to caregiver mental health, explaining approximately 10% of its variance.ConclusionThis study underscores the importance of focusing on FTD caregivers' perceived emotional distress from patient behavioral problems and ensuring they are getting the appropriate support they need

Improving the Lives of Young Children: The Role of Developmental Screenings in Medicaid and CHIP

Outlines barriers to early identification of health, developmental, or behavioral problems. Recommends policies to increase Medicaid and Children's Health Insurance Program enrollment, Well-Child Visits and screenings, and use of data to improve policies

Social Skills Group Therapy For Children With Emotional And Behavioral Problems

The topic of this research was the utilization of social skills group therapy with children with poor social skills and emotional and behavioral problems. The literature explains that group therapy has many benefits to clients that are not available in individual work with clients. Social skills group therapy is theorized to be helpful for children with mental health disorders, especially children who are physically aggressive. In this type of group therapy, it is effective to teach children the phases of using social skills and using discussion and role-play to understand each social skill. A social skills therapy group was conducted for eight weeks with six clients between the ages of eight and nine years at Children’s Intensive Services (CIS) in Pawtucket, Rhode Island. The hypothesis of this research was that the social skills group would increase the pro-social behavior of the clients and decrease the anti-social behavior, especially physical aggression. A qualitative analysis was conducted of the group process, as well as a quantitative analysis of a questionnaire sent to the teachers of the group members before and after the group was conducted. Most of the members of the therapy group did at least slightly increase in pro-social behavior and at least slightly decrease in anti-social behavior, although no statistically significant changes were shown. Qualitative reports for the CIS clinicians of the group members show that their social behavior did improve after the group had finished. Not only is educating children about social skills helpful to their social functioning, but it could be used to reduce violence in schools and on a societal level, such as gang violence

Employment and Wages in Community and Social Service Occupations

People who work in community and social service occupations are concerned with improving society and the lives of individuals. These workers perform a diverse array of duties that may include counseling individuals with substance abuse and behavioral problems, providing social assistance to improve the social and psychological functioning of families, and offering spiritual and moral guidance to members of a faith. This issue of BEYOND THE NUMBERS will give a broad overview of employment and wages in community and social service occupations

Effective treatment strategies for problem behavior in classroom enviroments: teacher perspektive

Stjecanje je akademskih vještina cilj obrazovanja za sve učenike, pa i za učenike s problemima u ponašanju. Međutim učenici s problemima u ponašanju općenito imaju poteškoće u komunikaciji i socijalizaciji te zbog nepostojanja učinkovitih tretmana problema u ponašanju ovim učenicima je i teže postići školski uspjeh. Bouillet (2012) navodi kako se autori slažu da su akademska postignuća i socijalno ponašanje međusobno recipročno povezani, te da deficit u jednom području može voditi problemima u drugome području. Stoga su strategije u radu s učenicima s problemima u ponašanju važan alat kako bi se na odgovarajući način odgovorilo na zadovoljavanje njihovih emocionalnih, socijalnih i akademskih potreba. Cilj je ovog rada dati pregled strategija i bitnih informacija o učenicima s problemima u ponašanju koje učitelji mogu primijeniti u svakodnevnom radu s učenicima s problemima u ponašanju. Prikaz obuhvaća pregled literature koja se odnosi na probleme u ponašanju općenito; dijagnoza, simptomi, rizični i zaštitni čimbenici, aktivni i pasivni problemi u ponašanju, zatim strategije tretmana problema u ponašanju, prevencija i kompetencije učitelja te odgoj i obrazovanje učenika s problemima u ponašanju u RH.Acquisition of academic skills is the goal of education for all students, including students with behavioral problems. However, students with behavioral problems generally have difficulties in communication and social relationships, and because of the lack of effective treatments for behavioral problems, it is even more difficult for these students to achieve school success. Bouillet (2012) states that the authors agree that academic achievement and social behavior are reciprocally linked, and that a deficit in one area may lead to problems in another area. Therefore, strategies for working with students with behavioral problems are an important tool to respond appropriately to meeting their emotional, social and academic needs. The aim of this paper is to provide an overview of strategies and essential information about students with behavioral problems that teachers can apply in their daily work with students with behavioral problems. The review provides an overview of the literature relating to behavioral problems in general; diagnosis, symptoms, risk and protective factors, active and passive behavioral problems, then strategies for treatment of behavioral problems, prevention and competence of teachers, and education and education of students with behavioral problems in the Republic of Croatia

Relationship Between Maternal Behavior During Pregnancy, Birth Outcome, and Early Childhood Development: An Exploratory Study

This study examines the relationship between maternal behavior during pregnancy, birth outcomes, and early childhood development. Specifically, in the context of four measures of maternal behavior during pregnancy (maternal smoking, drinking, prenatal care, and maternal weight gain), three measures of birth outcome (gestational age, birth length, and birth weight), and 32 exogenous covariates observed during pregnancy, we investigate the importance of maternal choices during pregnancy and birth outcomes in forecasting child health (as indicated by height and weight), child behavioral problems, and a child math/reading test score at age five or six. Strikingly, birth outcomes have virtually no structural/causal effects on early childhood developmental outcomes, and only maternal smoking and drinking during pregnancy have some effects on child height. Not surprisingly, family child-rearing environment has sizeable negative and positive effects on behavioral problems index and math/reading test score, respectively, and a mildly surprising negative effect on child height.endogeneity, birth weight, NLSY, prediction, simultaneous equations

Gender Differences in the Effects of Behavioral Problems on School Outcomes

Behavioral problems are important determinants of school outcomes and later success in the labor market. We analyze whether behavioral problems affect girls and boys differently with respect to school outcomes. The study is based on teacher and parent evaluations of the Strength and Difficulties Questionnaire (SDQ) of about 6,000 children born in 1990-92 in a large region in Denmark. The sample is merged with register information on parents and students observed until the age of 19. We find significant and large negative coefficients of the externalizing behavioral indicators. The effects tend to be larger when based on parents' SDQ scores compared to teachers' SDQ scores. According to our estimations, the school outcomes for girls with abnormal externalizing behavior are not significantly different from those of boys with the same behavioral problems. A decomposition of the estimates indicates that most of the gender differences in Reading and Math cannot be related to gender differences in behavioral problems. The large overall gender gap in Reading seems mainly to be the result of gender differences between children without behavioral problems living in 'normal families', i.e. families which are not categorized as low-resource families