Children with Behavioural Problems Misinterpret the Emotions and Intentions of Others

Wells, Anita M.; Hunnikin, Laura M; Ash, Daniel Paul; Goozen, Stephanie van

doi:10.1007/s10802-019-00594-7

Cited by 10 publications

(11 citation statements)

References 43 publications

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“…With the gradual deepening of society and continuous contact with the environment, children’s physical and mental development problems gradually increased [ 1 , 2 , 3 ]. In the health field of China’s “Learning and Development Guide for Children Aged 3–6”, it is suggested that parents and teachers help children learn to express and adjust their emotions correctly, and give appropriate guidance so that children can express their emotions [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

Resilience Coping in Preschool Children: The Role of Emotional Ability, Age, and Gender

Chen

Hong

et al. 2021

IJERPH

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Background: In the process of children’s physical and mental development, emotional ability is an important part of their cognitive and social ability. Resilience in the face of difficulties or setbacks and other adversity will also produce differences in adaptability, thus affecting physical and mental development. Objectives: This study aimed to measure the effect of children’s emotional ability on resilience and to provide an in-depth analysis based on age and gender differences. Methodology: A total of 300 preschool children aged 3–6 years old in kindergartens of China were randomly selected as the research subjects. Through a combination of experiments and questionnaires, the emotional ability and resilience of children were measured, and differences were analyzed according to the actual situation, using age and gender. Results: Children of different ages have significant differences in the dimensions and total scores of emotional ability and resilience, but only some of the resilience dimensions have significant gender differences. Moreover, the emotional ability has a significant positive effect on resilience. Discussions: The results confirm the influence of children’s emotional ability on resilience, but the research hypothesis has not been fully verified. Limitations: This study has the limitations of a single measurement method and a more effective research tool.

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Section: Introductionmentioning

confidence: 99%

Resilience Coping in Preschool Children: The Role of Emotional Ability, Age, and Gender

Chen

Hong

et al. 2021

IJERPH

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“…Aside from externalizing symptoms, these children had also experienced severe mood problems. These might have impaired their cognitive processes and emotional and mentalizing skills, and challenged their ability to position themselves as an observer both of their own and of others’ actions (Shirk, 1988; Spivack & Shure, 1982; Wells et al, 2020). However, we found that the children participated in these post‐therapy research interviews as dialogical partners, talking in a reflective, open, and emotional way.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, deficiencies in strategies for making and keeping friends, unawareness of the possible consequences of one's action, and not perceiving how others feel are among the difficulties that generate stress and strains in social situations and impede the achievement of socially satisfying goals (Hill & Maughan, 2001; Kazdin, 2005; Shirk, 1988; Spivack & Shure, 1982). A recent study by Wells et al, (2020) showed that the ability to identify others’ emotions and intentions is impaired in children with behavioral problems. These social cognitive processes were found to be related and inversely associated with the severity of behavioral problems.…”

Section: Introductionmentioning

confidence: 99%

“You helped me out of that darkness” Children as dialogical partners in the collaborative post‐family therapy research interview

Helimäki

Laitila

Kumpulainen

2021

J Marital Family Therapy

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Applying Dialogical Methods for Investigations of Happening of Change (DIHC), this study investigated how children who had been diagnosed with an oppositional defiant or conduct disorder participated in a collaborative post‐therapy research interview and talked about their experiences of family therapy. The results showed that the children participated as dialogical partners talking in genuine, emotional, and reflective ways. Encountered as full‐membership partners, the children also co‐constructed meanings for their sensitive experiences. However, their verbal initiatives and responses appeared in very brief moments and could easily have been missed. The collaborative post‐therapy interview offered a safe forum for co‐reflection by participants on what they had found useful or difficult in the family therapy process. In this interview setting, the family first listens to reflection by the therapists on the therapy process and their thoughts on some of the family's related sensitive issues. The results indicate that when therapists present themselves as not‐knowing, receptive and accountable, therapists may facilitate reflection for all family members, including children.

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“…During the past decade, several attempts have been made to summarise the effectiveness of AAT in children and adults, including children with autism spectrum disorder (Fung & Leung, 2014), adults with autism spectrum disorder (Wijker et al, 2021), children with pervasive developmental disorder (Martin and Farnum, 2002), children with Down syndrome (Griffioen et al, 2019), children who were sexually abused (Dietz et al, 2012) and children with attention-deficit hyperactivity disorder (Juríčková, et al, 2020). Beetz et al (2021) categorised the outcomes of DAT as (1) improvements in social skills such as empathy and communication (Hill et al, 2019a(Hill et al, , 2019bStevenson et al, 2015;Wells et al, 2019), (2) psychological effects such as improvements in concentration and motivation (Busch et al, 2016;Hill et al, 2019aHill et al, , 2019bSchuck et al, 2013Schuck et al, , 2018 and (3) neurobiological effects such as decreases in heart rate and blood pressure (Nagasawa et al, 2015). While most studies on AAT focussed on the effectiveness of dogassisted therapy (DAT), studies systematically investigating the therapy approaches, settings and research methodology are scarce (Fine et al, 2019).…”

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confidence: 99%

A Systematic Review of Dog-Assisted Therapy in Children with Behavioural and Developmental Disorders

Hüsgen

Peters-Scheffer

Didden

2022

Adv Neurodev Disord

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Objectives Animal-assisted therapy with dogs is regularly used in children with behavioural and developmental disorders. Aims of this systematic review were threefold: to analyse the methodological quality of studies on dog-assisted therapy (DAT) for children with behavioural and developmental disorders, to determine to which extent the studies on DAT adhere to the quality criteria developed by the International Association of Human Animal Interaction Organisation (IAHAIO) and to describe the characteristics of the participants, the intervention and the outcomes. Method Three databases (i.e. PsycInfo, MedLine and Eric) were searched, and 14 studies on DAT were included. The Joanna Briggs Institute checklist (JBIC) and the quality criteria developed by the IAHAIO were used during data extraction. Characteristics of the participants, the intervention, the therapy dogs and the outcomes of the studies were summarised. Results Six of the 14 included studies reported significant outcomes of DAT, whereof six in the social domain and two in the psychological domain. However, scores on the JBIC indicated low to moderate methodological quality and only three of the included studies adhered to the IAHAIO quality criteria. Conclusions DAT is a promising intervention for children with behavioural and developmental disorders, especially for children with autism spectrum disorder. A clear description of the therapy’s components, the role of the therapy dog and analysis of the treatment integrity and procedural fidelity would improve the methodological quality of the studies and the field of dog-assisted interventions.

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Children with Behavioural Problems Misinterpret the Emotions and Intentions of Others

Cited by 10 publications

References 43 publications

Resilience Coping in Preschool Children: The Role of Emotional Ability, Age, and Gender

Resilience Coping in Preschool Children: The Role of Emotional Ability, Age, and Gender

“You helped me out of that darkness” Children as dialogical partners in the collaborative post‐family therapy research interview

A Systematic Review of Dog-Assisted Therapy in Children with Behavioural and Developmental Disorders

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