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Zumbach-Basu J, Rademacher A, Koglin U, Bender D, Lösel F. Longitudinal relations of prematurity and fetal growth restrictions with hyperactivity/inattention and aggression/delinquency. Pediatr Res 2024:10.1038/s41390-024-03297-y. [PMID: 38898109 DOI: 10.1038/s41390-024-03297-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/26/2023] [Revised: 04/25/2024] [Accepted: 05/15/2024] [Indexed: 06/21/2024]
Abstract
BACKGROUND It is the aim of this study to analyze the longitudinal relationship between premature birth and low birth weight and the reciprocal influence between hyperactive/inattentive behavior and aggressive/delinquent behavior problems in children from early to late childhood. METHODS This study contains data from the German Erlangen-Nuremberg Development and Prevention Study. It applies prospective longitudinal path analyses on data obtained from postnatal pediatric assessments as well as later psychosocial behavior assessments by teachers and parents on N = 667 children, out of which n = 83 children (12.44%) were born preterm/small for gestational age. RESULTS The results show direct effects of birth complications at the beginning of preschool on hyperactivity/inattentiveness (teacher rating: ß = 0.28; p = 0.017; parent rating: ß = 0.32; p = 0.005), but not on aggression/delinquency (teacher rating: ß = 0.002; p = 0.427; parent rating: ß = 0.12; p = 0.324). Reciprocal effects between aggression/delinquency and hyperactivity/inattentiveness were stable at the end of elementary school, but not at the end of preschool across informants. CONCLUSION Our results support a differentiated view on the potential development of behavior problems after birth complications and the demand for early prevention measures. IMPACT STATEMENT Our results extend to the existing body of research by providing insight into the longitudinal effects of prematurity and fetal growth restrictions on hyperactive and aggressive/delinquent behavioral problems throughout a rather long period of development in childhood. The results show direct effects of birth complications on the development of hyperactivity for boys, but not for girls across informants. No direct effects of birth complications on aggression/delinquency are found. Our findings speak against too simple views on behavioral consequences of birth complications and thus can relieve too anxious parents, however close monitoring of the behavioral development of respective children is indicated.
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Affiliation(s)
- Jelena Zumbach-Basu
- Department of Forensic Psychology, Psychologische Hochschule Berlin, Germany, Am Koellnischen Park 2, 10179, Berlin, Germany
| | - Annika Rademacher
- I. School of Education and Social Science, Department of Special Needs Education and Rehabilitation, Psychology in Special Needs Education and Rehabilitation, Carl von Ossietzky Universität Oldenburg, Ammerlaender Heerstrasse 114-118, 26129, Oldenburg, Germany.
| | - Ute Koglin
- I. School of Education and Social Science, Department of Special Needs Education and Rehabilitation, Psychology in Special Needs Education and Rehabilitation, Carl von Ossietzky Universität Oldenburg, Ammerlaender Heerstrasse 114-118, 26129, Oldenburg, Germany
| | - Doris Bender
- Department of Psychology, Friedrich-Alexander-University Erlangen-Nuremberg, Bismarckstr. 6, 91054, Erlangen, Germany
| | - Friedrich Lösel
- Institute of Criminology, Cambridge University & Department of Psychology, Friedrich-Alexander-University Erlangen-Nuremberg, Sidgwick Avenue Cambridge CB3 9DA & Bismarckstr, 1, 91054, Erlangen, Germany
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Naumann S, Bayer M, Kirst S, van der Meer E, Dziobek I. A randomized controlled trial on the digital socio-emotional competence training Zirkus Empathico for preschoolers. NPJ SCIENCE OF LEARNING 2023; 8:20. [PMID: 37336872 DOI: 10.1038/s41539-023-00169-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/05/2022] [Accepted: 06/05/2023] [Indexed: 06/21/2023]
Abstract
In this randomized controlled trial (RCT), the digital socio-emotional competence training Zirkus Empathico was tested in 74 Central European children (5.1 (0.9) years; 34 females) within a longitudinal design (three time points: T1 = pre-training; T2 = immediately following 6-week training, T3 = 3-month follow-up). The pre-registered primary outcome was empathy, secondary outcomes included emotion recognition, prosocial behavior, and behavioral problem reduction; furthermore, children's neural sensitivity to facial expressions quantified with event-related potentials. Compared to controls (N = 38), Zirkus Empathico participants (N = 36) showed increases in empathy (d = 0.28 [-0.17, 0.76]), emotion recognition (d = 0.57 [0.01, 1.06]), prosocial behavior (d = 0.51 [0.05, 0.99]) and reduced behavioral problems (d = 0.54 [0.08, 1.03]). They also showed larger P3 amplitudes to happy vs. angry and neutral facial expressions post-training. Thus, Zirkus Empathico may be a promising digital training for social competence in preschoolers.
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Affiliation(s)
- Sandra Naumann
- Berlin School of Mind and Brain, Humboldt-Universität zu Berlin, Berlin, Germany.
- Department of Psychology, Institute of Life Sciences, Humboldt-Universität zu Berlin, Berlin, Germany.
| | - Mareike Bayer
- Berlin School of Mind and Brain, Humboldt-Universität zu Berlin, Berlin, Germany
- Department of Psychology, Institute of Life Sciences, Humboldt-Universität zu Berlin, Berlin, Germany
| | - Simone Kirst
- Berlin School of Mind and Brain, Humboldt-Universität zu Berlin, Berlin, Germany
- Department of Psychology, Institute of Life Sciences, Humboldt-Universität zu Berlin, Berlin, Germany
| | - Elke van der Meer
- Department of Psychology, Institute of Life Sciences, Humboldt-Universität zu Berlin, Berlin, Germany
| | - Isabel Dziobek
- Berlin School of Mind and Brain, Humboldt-Universität zu Berlin, Berlin, Germany
- Department of Psychology, Institute of Life Sciences, Humboldt-Universität zu Berlin, Berlin, Germany
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Obsuth I, Murray AL, Knoll M, Ribeaud D, Eisner M. Teacher-Student Relationships in Childhood as a Protective Factor against Adolescent Delinquency up to Age 17: A Propensity Score Matching Approach. CRIME AND DELINQUENCY 2023; 69:727-755. [PMID: 36960348 PMCID: PMC10026349 DOI: 10.1177/00111287211014153] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
In this paper we examined the impact of the quality of teacher-student relationships at age 10 on young people's delinquency at ages 13, 15, and 17 utilizing propensity-score matching. The young people were matched based on 105 characteristics, measured at ages 7 to 10. The sample comprised 1483 (49.4% female) adolescents representing around 80 different countries of origin, residing in Zurich, Switzerland. We found that young people who reported a better relationship with their teacher at age 10, engaged in fewer delinquent acts at ages 13, 15, and 17. These findings suggest that when young people perceive a better relationship with their teachers this serves as a protective factor against their engagement in delinquency up to 7 years later.
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Affiliation(s)
- Ingrid Obsuth
- University of Edinburgh, Scotland,
UK
- University of Cambridge, UK
- Ingrid Obsuth, Department of Clinical &
Health Psychology, University of Edinburgh, Old Medical School, Doorway, 6,
Edinburgh EH89AG, Scotland.
| | | | | | | | - Manuel Eisner
- University of Cambridge, UK
- University of Zurich, Switzerland
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Classroom-Wide School Interventions for Preschoolers’ Social-Emotional Learning: A Systematic Review of Evidence-Based Programs. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-022-09680-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
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Thümmler R, Engel EM, Bartz J. Strengthening Emotional Development and Emotion Regulation in Childhood—As a Key Task in Early Childhood Education. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19073978. [PMID: 35409661 PMCID: PMC8998041 DOI: 10.3390/ijerph19073978] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/31/2021] [Revised: 03/08/2022] [Accepted: 03/21/2022] [Indexed: 11/16/2022]
Abstract
The following article deals with emotional development and the development of emotion regulation skills in children during early childhood education, focusing primarily on the importance of the early childhood teacher. Emotion regulation is important for success and wellbeing in further life. It is developed in interaction with parents as attachment figures. Teachers can also be important persons for the child in the context of bonding. This leads to the question of how early childhood teachers can support children learning to regulate their emotions. We analyze with the content analysis, four programs for promoting social and emotional skills that are currently used in Germany. The main question is if the programs include elements that increase teachers’ skills in supporting the children in regulating their emotions. The categories to analyze the programs are derived from theories of teacher-child interaction. In addition to programs for promoting emotional and social development, we will discuss aspects of shaping interaction as essential elements in promoting emotion regulation. The conclusion outlines some key implications for educational practice and the importance of developing professional behavior for qualitative teacher-child interactions.
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Affiliation(s)
- Ramona Thümmler
- Faculty Rehabilitation Sciences, TU Dortmund University, 44227 Dortmund, Germany
- Correspondence:
| | - Eva-Maria Engel
- Department of Educational Psychology, Counseling, and Intervention, University of Education Schwäbisch Gmünd, 73525 Schwäbisch Gmünd, Germany;
| | - Janieta Bartz
- Department Health and Social Work, IU International University of Applied Sciences, 99084 Erfurt, Germany;
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[Promoting Secure Attachment Relationships in Foster Families with the Attachment and Biobehavioral Catch-Up (ABC) Intervention]. Prax Kinderpsychol Kinderpsychiatr 2021; 70:239-254. [PMID: 33641643 DOI: 10.13109/prkk.2021.70.3.239] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Promoting Secure Attachment Relationships in Foster Families with the Attachment and Biobehavioral Catch-Up (ABC) Intervention Due to a history of early adversity, foster children often show difficulties in the development of new attachment relationships. The Attachment and Biobehavioral Catch-Up Intervention (ABC) aims to promote sensitive caregiving and the development of secure attachment relationships in foster families by addressing the critical needs of foster children. The ABC intervention was implemented in Germany for the first time. The efficacy of the intervention was tested in a sample of N = 34 foster families with foster children between the ages of 6 to 24 months. Foster parents reported on parenting stress and on attachment behaviors of the child in a diary. Parenting quality was assessed in a semi-structured play situation and attachment quality was assessed with the Strange Situation Procedure. Foster parents showed higher levels of sensitivity post training (p < .001), they reported an increase in secure attachment behaviors in their foster children (p < .05), and the distribution of attachment relationships classified as secure (59 %) and disorganized (12 %) was comparable to distributions found in biological, middle class samples. Although these results still need further validation by larger control group studies, they give a first indication that the ABC program might be an effective tool to support the development of secure attachment relationships in foster families in Germany.
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Görtz-Dorten A, Hanisch C, Hautmann C, Döpfner M. [The prevention of externalizing disturbances]. ZEITSCHRIFT FUR KINDER-UND JUGENDPSYCHIATRIE UND PSYCHOTHERAPIE 2019; 48:459-468. [PMID: 30882267 DOI: 10.1024/1422-4917/a000650] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
The prevention of externalizing disturbances Abstract. Objectives: Externalizing disturbances (attention deficit-hyperactivity disorders, oppositional defiant disorders, conduct disorders) in children and adolescents have a high prevalence, are stable over time, and precipitate a high individual and economic burden. Method: This review article presents the state of research based on selected current meta-analyzes and systematic reviews. Additionally, evidenced-based German-language prevention programs are discussed. Results: As in treatment, a multimodal approach to prevention is recommended which aims at reducing externalizing symptoms in specific settings. Interventions that focus on the specific environment in the family and the (pre-)school are preferable. Child-focused interventions are especially important in the context of peer-related problematic behavior because parent-based or teacher-based interventions may be less able to affect peer interactions. Conclusions: Comprehensive parent-based and (pre-)school-based preventive interventions of externalizing disturbances should be implemented. These should also include child-based approaches and additional parent-based group interventions. The effects of these interventions should be tested in large-scale studies.
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Affiliation(s)
- Anja Görtz-Dorten
- AKiP Köln, Ausbildungsinstitut für
Kinder- und Jugendlichenpsychotherapie, Uniklinik, Köln.,Institut für Klinische Kinderpsychologie der Christoph-Dornier-Stiftung an der Universität, Köln
| | | | - Christopher Hautmann
- AKiP Köln, Ausbildungsinstitut für
Kinder- und Jugendlichenpsychotherapie, Uniklinik, Köln
| | - Manfred Döpfner
- Klinik und Poliklinik für Psychiatrie, Psychosomatik und Psychotherapie des Kindes- und Jugendalters der Universität, Köln.,AKiP Köln, Ausbildungsinstitut für
Kinder- und Jugendlichenpsychotherapie, Uniklinik, Köln.,Institut für Klinische Kinderpsychologie der Christoph-Dornier-Stiftung an der Universität, Köln
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Blewitt C, Fuller-Tyszkiewicz M, Nolan A, Bergmeier H, Vicary D, Huang T, McCabe P, McKay T, Skouteris H. Social and Emotional Learning Associated With Universal Curriculum-Based Interventions in Early Childhood Education and Care Centers: A Systematic Review and Meta-analysis. JAMA Netw Open 2018; 1:e185727. [PMID: 30646283 PMCID: PMC6324369 DOI: 10.1001/jamanetworkopen.2018.5727] [Citation(s) in RCA: 44] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/17/2018] [Accepted: 10/22/2018] [Indexed: 11/26/2022] Open
Abstract
Importance Social-emotional competence in early childhood influences long-term mental health and well-being. Interest in the potential to improve child health and educational outcomes through social and emotional learning (SEL) programs in early childhood education and care (ECEC) settings is increasing. Objective To conduct a systematic review and meta-analysis of studies examining the social, emotional, and early learning outcomes associated with universal curriculum-based SEL programs delivered to children aged 2 to 6 years in center-based ECEC settings. Data Sources Keyword searches of Education Resources Information Center (ERIC), MEDLINE Complete, PsycINFO, and Proquest Dissertations and Theses Global databases were conducted to identify all relevant studies published from January 1, 1995, through December 31, 2017. Study Selection Studies included in this review examined universal curriculum-based SEL intervention delivered to children aged 2 to 6 years in a center-based ECEC setting. All assessed individual-level social and/or emotional skill after the SEL intervention and used an experimental or quasi-experimental design (ie, studies that did not or were not able to randomly allocate participants to intervention and control groups) with a control group. Data Extraction and Synthesis A total of 13 035 records were screened, of which 362 were identified for full-text review. A systematic literature review was conducted on 79 studies. Multilevel random-effects meta-analyses were conducted on 63 eligible studies from October 2 through 18, 2018. Main Outcomes and Measures Social competence, emotional competence, behavioral self-regulation, behavior and emotional challenges, and early learning outcomes. Results This review identified 79 unique experimental or quasi-experimental studies evaluating the effect of SEL interventions on preschooler outcomes, including a total of 18 292 unique participants. Sixty-three studies were included in this meta-analysis. Compared with control participants, children in intervention conditions showed significant improvement in social competence (Cohen d [SE], 0.30; [0.06]; 95% CI, 0.18-0.42; P < .001), emotional competence (Cohen d [SE], 0.54 [0.16]; 95% CI, 0.22-0.86; P < .001), behavioral self-regulation (Cohen d [SE], 0.28 [0.09]; 95% CI, 0.11-0.46; P < .001), and early learning skills (Cohen d [SE], 0.18 [0.08]; 95% CI, 0.02-0.33; P = .03) and reduced behavioral and emotional challenges (Cohen d [SE], 0.19 [0.04]; 95% CI, 0.11-0.28; P < .001). Several variables appeared to moderate program outcomes, including intervention leader, type of assessment, informant, child age, and study quality. Conclusions and Relevance According to results of this study, social and emotional learning programs appeared to deliver at a relatively low intensity may be an effective way to increase social competence, emotional competence, behavioral self-regulation, and early learning outcomes and reduce behavioral and emotional difficulties in children aged 2 to 6 years. Social and emotional learning programs appear to be particularly successful at increasing emotional knowledge, understanding, and regulation.
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Affiliation(s)
- Claire Blewitt
- Monash Centre for Health Research and Implementation, School of Public Health and Preventive Medicine, Monash University, Clayton, Australia
| | | | - Andrea Nolan
- Faculty of Arts and Education, Deakin University, Geelong, Australia
| | - Heidi Bergmeier
- Monash Centre for Health Research and Implementation, School of Public Health and Preventive Medicine, Monash University, Clayton, Australia
| | - David Vicary
- Victoria Family & Community Services, Baptcare, Victoria, Australia
| | - Terry Huang
- Center for Systems and Community Design, School of Public Health, City University of New York, New York, New York
| | - Paul McCabe
- School Psychologist Graduate Program, School Psychology Forum, Department of School Psychology, Counseling and Leadership, City University of New York, New York, New York
| | - Tracey McKay
- Early Years Service, bestchance Child Family Care, Melbourne, Australia
| | - Helen Skouteris
- Monash Centre for Health Research and Implementation, School of Public Health and Preventive Medicine, Monash University, Clayton, Australia
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Stemmler M, Heine JH. Using Configural Frequency Analysis as a Person-centered Analytic Approach with Categorical Data. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2016. [DOI: 10.1177/0165025416647524] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Configural frequency analysis and log-linear modeling are presented as person-centered analytic approaches for the analysis of categorical or categorized data in multi-way contingency tables. Person-centered developmental psychology, based on the holistic interactionistic perspective of the Stockholm working group around David Magnusson and Lars Bergman, is briefly revisited. According to person-centered theory, systems or individuals are seen as a whole and as inseparable units; individuals are embedded and strongly interconnected with their context; the individual and the environment influence each other, and the individual is seen as an active agent or producer of his or her own development. Four models of configural frequency analysis are presented: (1) First-order configural frequency analysis, which is basically the analysis of a main effects log-linear model; (2) prediction configural frequency analysis, which defines one or more dependent variables; (3) two-group configural frequency analysis, which proposes that there is no association between discrimination variables and group membership; and (4) functional configural frequency analysis, which allows us to blank out certain outlier cells in order to test for the quasi-independence of the rest of the cross-table. The use of the open source R-package confreq for computational analysis is demonstrated. The advantages, as well as the limitations, of configural frequency analysis are discussed.
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Affiliation(s)
- Mark Stemmler
- Friedrich-Alexander Universität Erlangen-Nürnberg, Germany
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Weiss M, Schmucker M, Lösel F. Meta-Analyse zur Wirkung familienbezogener Präventionsmaßnahmen in Deutschland. ZEITSCHRIFT FUR KLINISCHE PSYCHOLOGIE UND PSYCHOTHERAPIE 2015. [DOI: 10.1026/1616-3443/a000298] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Theoretischer Hintergrund. In Deutschland wird eine Vielzahl von Programmen angeboten, die Eltern bei der Wahrnehmung ihrer Erziehungsaufgaben unterstützen und kindlichen Erlebens- und Verhaltensproblemen vorbeugen sollen. Internationale Befunde bescheinigen derartigen Maßnahmen positive Effekte, insbesondere bei kurzem Follow-up. Inwieweit die primär anglo-amerikanischen Ergebnisse auf andere Länder übertragen werden können, ist aber weitgehend unklar. Fragestellung. Der Beitrag berichtet über eine Meta-Analyse, die ausschließlich in Deutschland durchgeführte Kontrollgruppenstudien zu familienbezogenen Präventionsmaßnahmen integriert. Methode. Aus zirka 4.000 gefundenen Publikationen erfüllten 45 kontrollierte Evaluationen die Einschlusskriterien. Diese betrafen insgesamt 4.213 Personen. Meistens wurden Elternkurse evaluiert; zu anderen Maßnahmen wie Eltern-Kind-Gruppen oder Geburtsvorbereitungskursen fanden wir kaum kontrollierte Studien. Ergebnisse. Es ergab sich ein signifikant positiver mittlerer Effekt (d = .35), der auch in den Follow up-Analysen weitgehend bestehen blieb. Die Effekte auf das elterliche Erziehungsverhalten waren größer als die Veränderungen beim Kind. Außerdem zeigten sich größere Effekte bei gezielter vs. universeller Prävention, kleineren vs. größeren Stichproben und methodisch schwächer vs. stärker kontrollierten Studien. Schlussfolgerungen. Insgesamt ähneln die Ergebnisse jenen internationaler Meta-Analysen, doch sind in Deutschland noch mehr gut kontrollierte und langfristige Evaluationen erforderlich.
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Affiliation(s)
- Maren Weiss
- Institut für Psychologie, Universität Erlangen-Nürnberg
| | | | - Friedrich Lösel
- Institut für Psychologie, Universität Erlangen-Nürnberg
- Institute of Criminology, University of Cambridge (UK)
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Abstract
Immer mehr Familien suchen professionelle Unterstützung bei der Erziehung ihrer Kinder. Interventionen unter engem Einbezug der Eltern sind eine gute Möglichkeit, die Beziehung von Eltern und ihren Kindern positiv zu gestalten, die Entwicklung der Kinder zu fördern und Verhaltensauffälligkeiten zu reduzieren. Im Themenschwerpunkt wird ein Überblick über die aktuelle Evidenz von Elternarbeit und Elterntraining in der Behandlung (und auch Prävention) von kindlichen Verhaltensauffälligkeiten und zur Reduzierung von dysfunktionalen Erziehungspraktiken gegeben. Trotz überzeugender Evidenzlage für verschiedene Elterntrainings (insbesondere Triple P, PCIT, Incredible Years) ist das Angebot an frühen, evidenzbasierten Interventionen und indizierten Präventionsangeboten unter engem Einbezug der Eltern gegenwärtig noch nicht zufriedenstellend und sollte unbedingt weiter ausgebaut werden.
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Affiliation(s)
- Inge Kamp-Becker
- Klinik für Kinder- und Jugendpsychiatrie, Psychosomatik und Psychotherapie, Philipps-Universität Marburg
| | - Katja Becker
- Klinik für Kinder- und Jugendpsychiatrie, Psychosomatik und Psychotherapie, Philipps-Universität Marburg
| | - Ulrike Petermann
- Zentrum für Klinische Psychologie und Rehabilitation, Universität Bremen
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Plueck J, Eichelberger I, Hautmann C, Hanisch C, Jaenen N, Doepfner M. Effectiveness of a Teacher-Based Indicated Prevention Program for Preschool Children with Externalizing Problem Behavior. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2014; 16:233-41. [DOI: 10.1007/s11121-014-0487-x] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
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Malti T, Averdijk M, Ribeaud D, Rotenberg KJ, Eisner MP. "Do you trust him?" Children's trust beliefs and developmental trajectories of aggressive behavior in an ethnically diverse sample. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2013; 41:445-56. [PMID: 23054133 PMCID: PMC3675274 DOI: 10.1007/s10802-012-9687-7] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
This study investigated the role of trust beliefs (i.e., trustworthiness, trustfulness) on aggression trajectories in a four-wave longitudinal study using an ethnically diverse sample of 8- to 11-year-old children (N = 1,028), as well as the risk profiles of low trust beliefs and low socioeconomic status on aggression trajectories. At Time 1 to Time 4, teachers provided ratings of overt aggressive behavior. At Time 1, children's trust beliefs were assessed by a sociometric peer nomination instrument and derived using social relations analysis. Latent growth curve analysis revealed five trajectories of aggressive behavior: high-stable, medium-stable, low-stable, increasing, and decreasing. As hypothesized, children in the high-stable trajectory were perceived as less trustworthy than children in the low-stable, medium-stable, and increasing trajectories. Children in the high-stable trajectory were less trustful than children in the low-stable trajectory and had a significantly higher risk profile (i.e., low trust beliefs and low SES) compared to children in the low-stable trajectory. Our findings indicate that the developmental course of aggression during middle childhood is predicted by children's trustworthiness and trustfulness. A risk profile of low trust and low socioeconomic status contributes to high-stable aggression trajectories.
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Affiliation(s)
- Tina Malti
- Department of Psychology, University of Toronto, 3359 Mississauga Road North, Mississauga, Ontario, Canada.
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Four-Year Follow-Up of a Randomized Controlled Trial of Triple P Group for Parent and Child Outcomes. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2013; 15:233-245. [DOI: 10.1007/s11121-012-0358-2] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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15
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Effects of a universal parenting program for highly adherent parents: a propensity score matching approach. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2012; 13:252-66. [PMID: 22232018 DOI: 10.1007/s11121-011-0266-x] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Abstract
This paper examines the effectiveness of a group-based universal parent training program as a strategy to improve parenting practices and prevent child problem behavior. In a dissemination trial, 56 schools were first selected through a stratified sampling procedure, and then randomly allocated to treatment conditions. 819 parents of year 1 primary school children in 28 schools were offered Triple P. 856 families in 28 schools were allocated to the control condition. Teacher, primary caregiver and child self-report data were collected at baseline, post, and two follow-up assessments. Analyses were constrained to highly adherent parents who completed all four units of the parenting program. A propensity score matching approach was used to compare parents fully exposed to the intervention with parents in the control condition, who were matched on 54 baseline characteristics. Results suggest that the intervention had no consistent effects on either five dimensions of parenting practices or five dimensions of child problem behavior, assessed by three different informants. These findings diverge from findings reported by program developers and distributors. Potential explanations for the discrepancy and implications for future research are discussed.
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Entwicklungsbezogene Prävention von Gewalt und Kriminalität. FORENSISCHE PSYCHIATRIE PSYCHOLOGIE KRIMINOLOGIE 2012. [DOI: 10.1007/s11757-012-0159-2] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Malti T, Ribeaud D, Eisner MP. The effectiveness of two universal preventive interventions in reducing children's externalizing behavior: a cluster randomized controlled trial. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2012; 40:677-92. [PMID: 21916687 DOI: 10.1080/15374416.2011.597084] [Citation(s) in RCA: 75] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
This article reports the effectiveness of two universal prevention programs in reducing externalizing behavior in elementary school children. A sample of 1,675 first graders in 56 Swiss elementary schools was randomly assigned to a school-based social competence intervention, a parental training intervention, both, or control. Externalizing psychopathology and social competence ratings were provided by the children, primary caregivers, and teachers at the beginning and end of the 2-year program, with a follow-up 2 years later. Intention-to-treat analyses revealed that long-term effects on teacher- and parent-rated externalizing behavior were greater for the social competence intervention than for the control. However, for most outcomes, no statistically significant positive effects were observed.
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Affiliation(s)
- Tina Malti
- Department of Psychology, University of Toronto, Mississauga, Ontario, Canada.
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Storebø OJ, Skoog M, Damm D, Thomsen PH, Simonsen E, Gluud C. Social skills training for Attention Deficit Hyperactivity Disorder (ADHD) in children aged 5 to 18 years. Cochrane Database Syst Rev 2011:CD008223. [PMID: 22161422 DOI: 10.1002/14651858.cd008223.pub2] [Citation(s) in RCA: 47] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
BACKGROUND Attention Deficit Hyperactivity Disorder (ADHD) in children is associated with hyperactivity and impulsitivity, attention problems, and difficulties with social interactions. Pharmacological treatment may alleviate symptoms of ADHD but seldom solves difficulties with social interactions. Social skills training may benefit ADHD children in their social interactions. We examined the effects of social skills training on children's social competences, general behaviour, ADHD symptoms, and performance in school. OBJECTIVES To assess the effects of social skills training in children and adolescents with ADHD. SEARCH METHODS We searched the following electronic databases: CENTRAL (2011, Issue1), MEDLINE (1948 to March 2011), EMBASE (1980 to March 2011), ERIC (1966 to March 2011 ), AMED (1985 to June 2011), PsycINFO (1806 to March 2011), CINAHL (1980 to March 2011), and Sociological Abstracts (1952 to March 2011). We also searched the metaRegister of Controlled Trials on 15 October 2010. We did not apply any language or date restrictions to the searches. We searched online conference abstracts and contacted 176 experts in the field for possible information about unpublished or ongoing RCTs. SELECTION CRITERIA Randomised trials investigating social skills training for children with ADHD as a stand alone treatment or as an adjunct to pharmacological treatment. DATA COLLECTION AND ANALYSIS We conducted the review according to the Cochrane Handbook for Systematic Reviews of Intervention. Two authors (OJS, MS) extracted data independently using an appropriate data collection form. We performed the analyses using Review Manager 5 software. MAIN RESULTS We included 11 randomised trials described in 26 records (all full text articles) in the review. The trials included a total of 747 participants. All participants were between five and 12 years of age. No trials assessed adolescents. In 10 of the trials the participants suffered from different comorbidities.The duration of the interventions ranged from eight to 10 weeks (eight trials) up to two years. The types of social skills interventions were named social skills training, cognitive behavioural intervention, multimodal behavioural/psychosocial therapy, behavioural therapy/treatment, behavioural and social skills treatment, and psychosocial treatment. The content of the social skills interventions were comparable and based on a cognitive behavioural model. Most of the trials compared child social skills training and parent training plus medication versus medication alone. Some of the experimental interventions also included teacher consultations.More than half of the trials were at high risk of bias regarding generation of the allocation sequence and allocation concealment. No trial reported blinding of participants and personnel and most of the trials had no reports regarding differences between groups in collateral medication for comorbid disorders. Overall, the trials had high risk of bias due to systematic errors. Even so, as recommended by the Cochrane Handbook of Systematic Reviews of Interventions, we used all eligible trials in the meta-analysis, but the results are downgraded to low quality evidence.There were no statistically significant treatment effects either on social skills competences (positive value = better for the intervention group) (SMD 0.16; 95% CI -0.04 to 0.36; 5 trials, n = 392), on the teacher-rated general behaviour (negative value = better for the intervention group) (SMD 0.00; 95% CI -0.21 to 0.21; 3 trials, n = 358), or on the ADHD symptoms (negative value = better for the intervention group) (SMD -0.02; 95% CI -0.19 to 0.16; 6 trials, n = 515).No serious or non-serious adverse events were reported. AUTHORS' CONCLUSIONS The review suggests that there is little evidence to support or refute social skills training for adolescents with ADHD. There is need for more trials, with low risk of bias and with a sufficient number of participants, investigating the efficacy of social skills training versus no training for both children and adolescents.
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Affiliation(s)
- Ole Jakob Storebø
- Child Psychiatric Clinic, Psychiatric Department, Region Zealand, Birkevaenget 3, Holbaek, Denmark, 4300
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Averdijk M, Besemer S, Eisner M, Bijleveld C, Ribeaud D. The relationship between quantity, type, and timing of external childcare and child problem behaviour in Switzerland. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2011. [DOI: 10.1080/17405629.2011.571846] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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Prevention of exclusion: the promotion of resilience in early childhood institutions in disadvantaged areas. J Public Health (Oxf) 2011. [DOI: 10.1007/s10389-011-0451-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022] Open
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Abstract
Der vorliegende Beitrag widmet sich den Auswirkungen der frühen und der aktuellen mütterlichen Berufstätigkeit auf die Entwicklung des kindlichen Sozialverhaltens. Im Rahmen der Erlangen-Nürnberger Entwicklungs- und Präventionsstudie wurden in einem prospektiv längsschnittlichen Design 660 Kinder im Vorschulalter in fünf Erhebungen über einen Zeitraum von sechs Jahren untersucht. Das kindliche Verhalten wurde mittels Einschätzungen der Erzieherinnen, Lehrerinnen und Mütter im Social Behavior Questionnaire (SBQ; Tremblay et al., 1992 ) erfasst. Weder die frühe noch die spätere Berufstätigkeit sowie deren Wechselwirkungen zeigten kurz- und längerfristige signifikante Zusammenhänge mit dem Ausmaß der kindlichen Erlebens- und Verhaltensprobleme. Es machte auch keinen Unterschied, ob die Mütter vollzeit- oder teilzeitbeschäftigt waren. Die Ergebnisse werden unter methodischen Gesichtspunkten und im Hinblick auf die ideologischen Auseinandersetzungen um Auswirkungen der (frühen) mütterlichen Berufstätigkeit diskutiert.
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Lyssenko L, Rottmann N, Bengel J. Resilienzforschung. Bundesgesundheitsblatt Gesundheitsforschung Gesundheitsschutz 2010; 53:1067-72. [DOI: 10.1007/s00103-010-1127-7] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Hahlweg K, Heinrichs N, Kuschel A, Bertram H, Naumann S. Long-term outcome of a randomized controlled universal prevention trial through a positive parenting program: is it worth the effort? Child Adolesc Psychiatry Ment Health 2010; 4:14. [PMID: 20470435 PMCID: PMC2893447 DOI: 10.1186/1753-2000-4-14] [Citation(s) in RCA: 47] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/17/2010] [Accepted: 05/16/2010] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Approximately 20% of children experience internalizing or externalizing DSM-IV-TR disorders. This prevalence rate cannot be reduced through treatment only. Effective preventive interventions are therefore urgently needed. The aim of the current investigation is to evaluate the two-year efficacy of the group Triple P parenting program administered universally for the prevention of child behavior problems. METHODS Based on their respective preschool, N = 280 families were randomly assigned either to the parent training or to the control group. The efficacy was analyzed using multi-source assessments, including questionnaires by mother and father, behavioral observation of mother-child interaction, and teacher evaluations. RESULTS At the 2-year follow-up, both parents in the Triple P intervention reported significant reductions in dysfunctional parenting behavior, and mothers also an increase in positive parenting behavior. In addition, mothers reported significant reductions in internalizing and externalizing child behavior. Single-parent mothers in the Triple P intervention did not report significant changes in parenting or child problem behavior which is primarily due to inexplicable high positive effects in single parent mothers of the control group. Neither mother-child interactions nor teacher ratings yielded significant results. CONCLUSIONS The results support the long-term efficacy of the Triple P - group program as a universal prevention intervention for changing parenting behavior in two-parent households, but not necessarily in single-parent mothers.
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Affiliation(s)
- Kurt Hahlweg
- Technical University Braunschweig, Department of Clinical Psychology, Psychotherapy, and Assessment, Humboldtstr, 33, 38106, Germany.
| | - Nina Heinrichs
- University of Bielefeld, Faculty for Psychology and Sports Science, Department of Clinical Child and Adolescent Psychology and Psychotherapy, Postfach 10 01 31, D-33501 Bielefeld, Germany
| | - Annett Kuschel
- Technical University Braunschweig, Department of Clinical Psychology, Psychotherapy, and Assessment, Humboldtstr. 33, 38106, Germany
| | - Heike Bertram
- Technical University Braunschweig, Department of Clinical Psychology, Psychotherapy, and Assessment, Humboldtstr. 33, 38106, Germany
| | - Sebastian Naumann
- Technical University Braunschweig, Department of Clinical Psychology, Psychotherapy, and Assessment, Humboldtstr. 33, 38106, Germany
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Abstract
Eine unzureichende Erziehungskompetenz bildet ein zentrales Entwicklungsrisiko, wobei durch extreme familiäre Bedingungen (z. B. die psychische Krankheit eines Elternteils) dieser Tatbestand besonders gegeben ist. Konsequenterweise wurden in den letzten Jahren präventive Elterntrainings (z. B. Triple P) und Eltern-Kind-Trainings entwickelt. Mittlerweile liegen auch im deutschsprachigen Raum gut evaluierte Programme für Risikogruppen vor (z. B. das Programm PALME für alleinerziehende Mütter).
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Affiliation(s)
- Ulrike Petermann
- Zentrum für Klinische Psychologie und Rehabilitation der Universität Bremen
| | - Franz Petermann
- Zentrum für Klinische Psychologie und Rehabilitation der Universität Bremen
| | - Matthias Franz
- Klinisches Institut für Psychosomatische Medizin & Psychotherapie des Universitätsklinikums Düsseldorf
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Eichelberger I, Plück J, Hanisch C, Hautmann C, Jänen N, Döpfner M. Effekte universeller Prävention mit dem Gruppenformat des Elterntrainings Triple P auf das kindliche Problemverhalten, das elterliche Erziehungsverhalten und die psychische Belastung der Eltern. ZEITSCHRIFT FUR KLINISCHE PSYCHOLOGIE UND PSYCHOTHERAPIE 2010. [DOI: 10.1026/1616-3443/a000006] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Affiliation(s)
- Ilka Eichelberger
- Klinik für Psychiatrie und Psychotherapie des Kindes- und Jugendalters am Klinikum der Universität zu Köln
| | - Julia Plück
- Klinik für Psychiatrie und Psychotherapie des Kindes- und Jugendalters am Klinikum der Universität zu Köln
| | | | - Christopher Hautmann
- Klinik für Psychiatrie und Psychotherapie des Kindes- und Jugendalters am Klinikum der Universität zu Köln
| | - Nicola Jänen
- Klinik für Psychiatrie und Psychotherapie des Kindes- und Jugendalters am Klinikum der Universität zu Köln
| | - Manfred Döpfner
- Klinik für Psychiatrie und Psychotherapie des Kindes- und Jugendalters am Klinikum der Universität zu Köln
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Kinder Stärken! Resilienzförderung in der Kindertageseinrichtung. Prax Kinderpsychol Kinderpsychiatr 2008; 57:98-116. [DOI: 10.13109/prkk.2008.57.2.98] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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[Strengthening parenting competences through primary prevention: one ounce of prevention weighs more than one pound of therapy]. Prax Kinderpsychol Kinderpsychiatr 2007; 56:643-59. [PMID: 18051614 DOI: 10.13109/prkk.2007.56.8.643] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Upon a clarification of the term and main components of parenting competences, the present contribution first delineates research-focused aspects and various target groups for primary familial prevention. Then, an overview of a selection of preventive measures for German speaking countries aiming at strengthening parental competences is provided for universal prevention programs including available information on the effectiveness of the corresponding programs. Next, an account of some meta-analytic findings and cost-benefit analyses concerning the relevance of parenting programs is presented. Finally, some desiderata concerning the development and evaluation of preventive approaches to strengthening parenting competences are briefly addressed.
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Stemmler M, Beelmann A, Jaursch S, Lösel F. Improving parenting practices in order to prevent child behavior problems: A study on parent training as part of the EFFEKT program. Int J Hyg Environ Health 2007; 210:563-70. [PMID: 17869582 DOI: 10.1016/j.ijheh.2007.08.007] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Inappropriate parenting behavior in the family can be one of many risk factors in children's social development. Accordingly, prevention programs aim at improving parenting. The relation between parenting and problem behavior was investigated and an evaluation reported of parent training in the German prevention program EFFEKT (Entwicklungsförderung in Familien: Eltern- und Kinder-Training - Enhancing the development of families: parent and child training). As part of the Erlangen-Nuremberg Development and Prevention Study [Lösel, F., Beelmann, A., Jaursch, S., Koglin, U., Stemmler, M., 2005a. Entwicklung und Prävention früher Problem des Sozialverhaltens: Die Erlangen-Nürnberger Studie. In: Cierpka, M. (Ed.), Möglichkeiten der Gewaltprävention. Vandenhoeck und Ruprecht, Göttingen, pp. 201-249.], this paper presents data on 128 mothers and 16 fathers who participated in the parent training. The trained parents were compared with a matched control group on scales of self-reported parenting behavior. Significant effects were found 2-3 months after training and in a follow-up survey 1 year later. Trained mothers showed more positive parenting and less inconsistent discipline than control mothers. Results for fathers were not significant. Our results suggest that with the EFFEKT parent training it is possible to change the child's family environment in a positive manner, with relatively low costs for the parents regarding time and money, but with sustainable effects.
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Affiliation(s)
- Mark Stemmler
- University of Erlangen-Nuremberg, Institute of Psychology, Bismarckstrasse 1, 91054 Erlangen, Germany.
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Heinrichs N, Hahlweg K, Bertram H, Kuschel A, Naumann S, Harstick S. Die langfristige Wirksamkeit eines Elterntrainings zur universellen Prävention kindlicher Verhaltensstörungen:. ZEITSCHRIFT FUR KLINISCHE PSYCHOLOGIE UND PSYCHOTHERAPIE 2006. [DOI: 10.1026/1616-3443.35.2.82] [Citation(s) in RCA: 55] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Theoretischer Hintergrund: Die Bedeutung universeller Prävention und der Stand der Präventionsforschung werden dargestellt. Fragestellung: Ziel der vorliegenden Studie ist die Überprüfung der Wirksamkeit des Triple P-Gruppenprogramms als universelle Präventionsmaßnahme aus Sicht von Müttern und Vätern. Methode: Zur Rekrutierung wurden alle städtischen Kindertagesstätten in Braunschweig angesprochen. Familien wurden gemäß ihrer Kindertagesstättenzugehörigkeit zufällig der Durchführung eines Präventionsprogramms (Elterntraining) oder einer Kontrollgruppe zugewiesen. Die langfristige Wirksamkeit wurde mit einer multimethodalen diagnostischen Batterie an N = 219 Zwei-Eltern-Familien überprüft. Ergebnisse: Aus Sicht der Mütter zeigten sich signifikante Verbesserungen ihres Erziehungsverhaltens sowie deutliche Reduktionen des kindlichen Problemverhaltens. Darüber hinaus verringerte sich ihre psychische Belastung und ihre partnerschaftliche Zufriedenheit stieg an. Bei den Vätern zeigte sich eine Verbesserung ihres Erziehungsverhaltens. Schlussfolgerungen: Die Ergebnisse unterstützen die Wirksamkeit des Triple P-Gruppenprogramms als universelle Maßnahme zur Prävention kindlicher Verhaltensprobleme. Möglichkeiten der Dissemination werden diskutiert.
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