1
|
Fortunato A, Tanzilli A, Lingiardi V, Speranza AM. Childhood Personality Assessment Q-Sort (CPAP-Q): A Clinically and Empirically Procedure for Assessing Traits and Emerging Patterns of Personality in Childhood. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:6288. [PMID: 34200700 PMCID: PMC8296064 DOI: 10.3390/ijerph18126288] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/08/2021] [Revised: 06/04/2021] [Accepted: 06/08/2021] [Indexed: 01/09/2023]
Abstract
BACKGROUND Despite increasing research confirming the existence of childhood personalities, which are recognizable from a developmental perspective, controversies over the possibility to assess personality in childhood have continued. The purpose of this study was to provide initial data on the validation of the Childhood Personality Assessment Q-Sort (CPAP-Q), a clinician report instrument that can be employed to evaluate children's personalities and address the gap in the field of emerging personality in children classification. METHOD A sample of 135 clinicians completed the CPAP-Q to assess the personality features of 135 children (ages 4-11) who had been in their care between two and 12 months. The clinicians completed a clinical questionnaire to collect information on them, the children, and their families, as well as the Child Behavior Checklist (CBCL), to evaluate the children's behavioral problems and social competencies. RESULTS Q-factor analysis identified seven specific emerging personality patterns: psychological health, borderline/impulsive, borderline/dysregulated, schizoid, inhibited/self-critical, obsessive, and dysphoric/dependent. These patterns revealed good levels of validity and reliability. CONCLUSIONS These findings are preliminary, but seem to support the possibility of evaluating emerging personality patterns in childhood and their developmental pathways that may lead to personality disorders in adolescence and adulthood. The CPAP-Q promises to significantly contribute to less explored research areas and encourage systematic studies of children assessment, promoting best practices for individualized diagnoses.
Collapse
Affiliation(s)
- Alexandro Fortunato
- Department of Dynamic and Clinical Psychology, and Health Studies, “Sapienza”, University of Rome, Via Degli Apuli, 1, 00185 Rome, Italy; (A.T.); (V.L.); (A.M.S.)
| | | | | | | |
Collapse
|
2
|
Lewis TJ, Sugai G, Colvin G. Reducing Problem Behavior Through a School-Wide System of Effective Behavioral Support: Investigation of a School-Wide Social Skills Training Program and Contextual Interventions. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.1998.12085929] [Citation(s) in RCA: 89] [Impact Index Per Article: 17.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
|
3
|
Short RJ, Shapiro SK. Conduct Disorders: A Framework for Understanding and Intervention in Schools and Communities. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.1993.12085660] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
|
4
|
Cluxton-Keller F, Riley AW, Noazin S, Umoren MV. Clinical Effectiveness of Family Therapeutic Interventions Embedded in General Pediatric Primary Care Settings for Parental Mental Health: A Systematic Review and Meta-analysis. Clin Child Fam Psychol Rev 2016; 18:395-412. [PMID: 26377209 DOI: 10.1007/s10567-015-0190-x] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
The aim of this systematic review and meta-analysis was to synthesize the available evidence on embedded family therapy interventions in pediatrics and impacts on parental mental health and family functioning outcomes. The Cochrane Collaboration guidelines for systematic reviews and meta-analysis were used for this study. Six electronic databases were searched for randomized controlled trials and cluster randomized trials. The Cochrane Collaboration's Risk of Bias Tool and GRADE system were used to rate the quality of evidence of the included studies. The primary outcomes included parental distress, parental depressive symptoms, and dysfunctional parent-child interaction. Fixed effects models showed statistically significant reductions in parental distress at 6-month and 12-month post-intervention in favor of the intervention group. Family therapy model, intervention level, delivery modality, and dosage moderated intervention impacts on parental distress. Fixed effects models showed statistically significant reductions in parental depressive symptoms and in dysfunctional parent-child interaction in favor of the intervention group. Family therapy interventions can be successfully embedded in general pediatric primary care, and intended outcomes are achieved in this setting. Recommendations for future research and implications for policy development are discussed.
Collapse
Affiliation(s)
| | - Anne W Riley
- Johns Hopkins University Bloomberg School of Public Health, Baltimore, MD, USA
| | - Sassan Noazin
- Johns Hopkins University Bloomberg School of Public Health, Baltimore, MD, USA
| | | |
Collapse
|
5
|
Stinnett TA, Havey JM, Oehler-Stinnett J. Current Test Usage by Practicing School Psychologists: A National Survey. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2016. [DOI: 10.1177/073428299401200403] [Citation(s) in RCA: 83] [Impact Index Per Article: 10.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
A random sample of members of the National Association of School Psychologists was surveyed to examine the assessment activity of practicing school psychologists. Test-usage estimates and importance ratings for well-established standardized instruments, newly revised or released instruments, and informal procedures such as interview and curriculum-based assessment were examined. Estimates of time involved in various service delivery activities also were obtained. Results indicated that assessment activities still account for about 50% of the practice hours of school psychologists, followed by consultation (20%) and treatment (19%). School psychologists reported frequent use of intellectual, behavior-social-emotional, achievement, and perceptual assessment methods, but were less likely to be involved in vocational or preschool assessment. Familiar instruments, such as the Wechsler scales, the Woodcock-Johnson Psycho-educational Battery-Revised, the Wide Range Achievement Test-Revised, the Bender-Visual Motor Gestalt, the Beery Developmental Test of Motor Integration, and the Vineland Adaptive Behavior Scales, were the most used tests. However, in the social-emotional domain, direct assessment methods, such as interview and observation, were more frequently used and rated as more important than standardized measures. These results, and the limitations of the study, are discussed.
Collapse
|
6
|
Russell A. Individual and Family Factors Contributing to Mothers’ and Fathers’ Positive Parenting. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2016. [DOI: 10.1080/016502597385018] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
Individual and family factors contributing to harsh parenting have been investigated, but little is known of how comparable factors contribute to positive parenting. In the study reported, the contributions to positive parenting of parent positive personality qualities, positive child characteristics, and marital quality were investigated in a middle class sample of intact families in which the eldest child was 6-7 years of age. A positive parenting composite was formed by summing measures relating to self-reported positive involvement with the child, observed warmth/affection, and observed positive involvement. Moderate associations were found between positive parenting and the predictor variables, with these significant for mothers but not for fathers. The absence of associations for father variables occurred in both father-son and father-daughter dyads. The most consistent predictions were in the mother-son dyad. Therefore, whereas factors contributing to positive parenting were identified, gender differences were suggested by the findings.
Collapse
|
7
|
Russell A, Russell G. Positive Parenting and Boys' and Girls' Misbehaviour during a Home Observation. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2016. [DOI: 10.1177/016502549601900204] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The study examined the relations between mother-child and father-child interaction and child misbehaviour during a naturalistic family observation in the home. The families were middle class and nonclinic, and the target child was an eldest boy or girl aged 6-7 years. The main focus was on positive parenting in the forms of warmth/affection and positive involvement with the child. These two forms of positive parenting were negatively correlated with child misbehaviour. Parental warmth/affection was most strongly associated with daughters' misbehaviour, and positive involvement with sons' misbehaviour. The links between parenting behaviours and child misbehaviour rates were similar for mothers and fathers. It was argued that co-operative child behaviour may be associated with positive emotional states arising from positive parenting behaviour. The characteristics of the sample were considered important when assessing the prominence of positive parenting behaviours.
Collapse
|
8
|
Goebert DA, Bell CK, Hishinuma ES, Nahulu LB, Johnson RC, Foster J, Carlton BS, Mcdermott JF, Chang JY, Andrade NN. Influence of Family Adversity on School-Related Behavioural Problems among Multi-Ethnic High School Students. SCHOOL PSYCHOLOGY INTERNATIONAL 2016. [DOI: 10.1177/0143034304043687] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This study examines the influence of family adversity indicators on school-related behavioural problems among Hawaiian and non-Hawaiian adolescents. Questionnaire data from 2787 students were linked to school information, including grade point average (GPA), absences, suspensions and conduct infractions. Logistic regression analyses were performed. The cumulative effect revealed higher increases in the odds ratios for school-related behavioural problems among non-Hawaiians. Surprisingly, there was no cumulative effect of family adversity among Hawaiian adolescents. Given their high rates of adversity and behavioural problems, any family adversity may significantly impact this group. The family environment must be considered in the prevention and intervention of school-related behavioural problems.
Collapse
Affiliation(s)
- Deborah A. Goebert
- Native Hawaiian Mental Health Research Development Program, Department of Psychiatry, John A. Burns School of Medicine, University of Hawai‘i, Hawai‘i, USA
| | - Cathy K. Bell
- Native Hawaiian Mental Health Research Development Program, Department of Psychiatry, John A. Burns School of Medicine, University of Hawai‘i, Hawai‘i, USA
| | - Earl S. Hishinuma
- Native Hawaiian Mental Health Research Development Program, Department of Psychiatry, John A. Burns School of Medicine, University of Hawai‘i, Hawai‘i, USA
| | - Linda B. Nahulu
- Native Hawaiian Mental Health Research Development Program, Department of Psychiatry, John A. Burns School of Medicine, University of Hawai‘i, Hawai‘i, USA
| | - Ronald C. Johnson
- Native Hawaiian Mental Health Research Development Program, Department of Psychiatry, John A. Burns School of Medicine, University of Hawai‘i, Hawai‘i, USA
| | - Judy Foster
- Native Hawaiian Mental Health Research Development Program, Department of Psychiatry, John A. Burns School of Medicine, University of Hawai‘i, Hawai‘i, USA
| | - Barry S. Carlton
- Native Hawaiian Mental Health Research Development Program, Department of Psychiatry, John A. Burns School of Medicine, University of Hawai‘i, Hawai‘i, USA
| | - John F. Mcdermott
- Native Hawaiian Mental Health Research Development Program, Department of Psychiatry, John A. Burns School of Medicine, University of Hawai‘i, Hawai‘i, USA
| | - Janice Y. Chang
- Native Hawaiian Mental Health Research Development Program, Department of Psychiatry, John A. Burns School of Medicine, University of Hawai‘i, Hawai‘i, USA
| | - Naleen N. Andrade
- Native Hawaiian Mental Health Research Development Program, Department of Psychiatry, John A. Burns School of Medicine, University of Hawai‘i, Hawai‘i, USA
| |
Collapse
|
9
|
Parent J, McKee LG, Forehand R. Seesaw Discipline: The Interactive Effect of Harsh and Lax Discipline on Youth Psychological Adjustment. JOURNAL OF CHILD AND FAMILY STUDIES 2016; 25:396-406. [PMID: 26997854 PMCID: PMC4795841 DOI: 10.1007/s10826-015-0244-1] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
Although extant research documents the negative consequences of harsh and lax discipline for youth, little empirical attention has been devoted to understanding the impact when parents utilize both strategies. As such, the current study was designed to explore the interaction of harsh and lax discipline on youth internalizing and externalizing symptoms in three developmental periods (early childhood, middle childhood, and adolescence). Participants were 615 parents (55 % female) and one of their 3-to-17 year old children (45 % female). Parents provided reports of their harsh and lax parenting tactics as well as offspring internalizing and externalizing symptoms. Multiple linear regression analyses were utilized to examine the relations between the interaction of harsh and lax parenting on youth symptoms. The interaction between harsh and lax discipline was significantly related to youth internalizing, but not externalizing, problems in the both the young and middle childhood samples and marginally significant in the adolescence sample: Seesaw discipline - a novel construct indicative of high levels of both harsh and lax discipline - was associated with the highest levels of youth internalizing problems. Parents who engage in seesaw parenting have children and adolescents who are more likely to evidence internalizing symptoms. Such findings may inform prevention and intervention efforts that target dysfunctional discipline.
Collapse
Affiliation(s)
- Justin Parent
- Department of Psychological Science, University of Vermont, 2 Colchester Ave., Burlington VT 05405
| | - Laura G. McKee
- University of Georgia, 305 Sanford Drive, Athens, GA 30602
| | - Rex Forehand
- Department of Psychological Science, University of Vermont, 2 Colchester Ave., Burlington VT 05405
| |
Collapse
|
10
|
Besnard T, Verlaan P, Vitaro F, Capuano F, Poulin F. Moms and Dads Count in a Prevention Program for Kindergarten Children With Behavior Problems. CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY 2013. [DOI: 10.1177/0829573513491061] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The study measured the added effect of father participation in the parent-training component of a violence and school dropout prevention program on quality of parenting practices (from self-report and direct observation) and level of kindergarten child behavior problem (CBP; from teacher and mother report). Pre- and post-test evaluations were conducted with three groups (a) MF: both mother and father participating ( n = 37); (b) M: mother only participating ( n = 13); and (c) C: control group ( n = 18 mother–father pairs). Maternal parenting practices improved in the MF group but deteriorated in the M and C groups, whereas paternal parenting practices remained unchanged in the MF group but deteriorated in the C group. Overall, father participation had no short-term effect on CBPs; the children in all three groups improved their behavior. Results confirm the importance of stepping up efforts to implicate both parents in prevention programs for disruptive children.
Collapse
Affiliation(s)
| | | | - Frank Vitaro
- Université de Montréal, Montréal, Québec, Canada
| | - France Capuano
- Université du Québec à Montréal, Montréal, Québec, Canada
| | | |
Collapse
|
11
|
Tikotzky L, Shaashua L. Infant sleep and early parental sleep-related cognitions predict sleep in pre-school children. Sleep Med 2012; 13:185-92. [DOI: 10.1016/j.sleep.2011.07.013] [Citation(s) in RCA: 41] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/08/2011] [Revised: 06/28/2011] [Accepted: 07/01/2011] [Indexed: 11/15/2022]
|
12
|
Price KW, Floyd RG, Fagan TK, Smithson K. Journal article citation classics in school psychology: Analysis of the most cited articles in five school psychology journals. J Sch Psychol 2011; 49:649-67. [DOI: 10.1016/j.jsp.2011.10.001] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2011] [Accepted: 10/04/2011] [Indexed: 12/01/2022]
|
13
|
Haas SM, Waschbusch DA, Pelham WE, King S, Andrade BF, Carrey NJ. Treatment response in CP/ADHD children with callous/unemotional traits. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2011; 39:541-52. [PMID: 21188627 DOI: 10.1007/s10802-010-9480-4] [Citation(s) in RCA: 73] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
The current study examines the role of callous/unemotional (CU) traits in response to treatment among children with conduct problems (CP) and attention-deficit/hyperactivity disorder (ADHD). Fifty-four children with CP/ADHD and 16 controls (age = 9.48, SD = 1.58) took part in a summer treatment and research program. Simple correlations showed that CU and CP were associated with a number of treatment outcome measures. When examined together in regression analyses, CU and CP were uniquely associated with three treatment outcomes each (CU-improvement in social skills and problem solving, negative behaviors in time-out; CP-time-outs per day, peer ratings, peer dislike). The implications for these findings with regard to treatment response in children with CP/ADHD with and without CU traits are explored.
Collapse
Affiliation(s)
- Sarah M Haas
- Center for Children and Families, Department of Pediatrics, University at Buffalo-SUNY, Buffalo, NY 14214, USA.
| | | | | | | | | | | |
Collapse
|
14
|
Equivalency for father and mother ratings of the ADHD symptoms. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2010; 38:303-14. [PMID: 19941051 DOI: 10.1007/s10802-009-9370-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
The study used multiple-group confirmatory factor analysis (CFA) and multiple indicators multiple causes (MIMIC) procedures to examine the measurement and construct equivalencies for father and mother ratings of ADHD symptoms, recoded as binary scores. Fathers (N = 387) and mothers (N = 411) rated their primary school-aged children on the Disruptive Behavior Rating Scale (Barkley & Murphy, 1998). For the multiple-group CFA analyses, the results involving differences in practical fit indices supported full measurement and construct equivalencies, whereas the chi-square difference test showed lack of equivalency in five symptoms for factor loadings, four symptoms for error variance, and the variance and mean scores for the hyperactivity-impulsivity factor. For the MIMIC analyses, six symptoms lacked equivalency for thresholds. These findings extend existing data in this area. The theoretical, psychometric and clinical implications of the findings are discussed.
Collapse
|
15
|
Stormshak EA, Fosco GM, Dishion TJ. Implementing Interventions with Families in Schools to Increase Youth School Engagement: The Family Check-Up Model. SCHOOL MENTAL HEALTH 2010; 2:82-92. [PMID: 20495673 PMCID: PMC2873213 DOI: 10.1007/s12310-009-9025-6] [Citation(s) in RCA: 71] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
This study examined outcomes associated with the Family Check-Up (FCU), an adaptive, tailored, family-centered intervention to enhance positive adjustment of middle school youth and prevent problem behavior. The FCU intervention model was delivered to families in 3 public middle schools. The study sample comprised 377 families, and participants were randomly assigned to receive either the intervention or school as usual. Participation in the intervention was relatively high, with 38% of the families receiving the FCU. Participation in the intervention improved youth self-regulation over the 3 years of the study. Self-regulation skills, defined as effortful control, predicted both decreased depression and increased school engagement in high school, with small to medium effect sizes. The results have implications for the delivery of mental health services in schools that specifically target family involvement and parenting skills.
Collapse
Affiliation(s)
| | - Gregory M. Fosco
- Child and Family Center, University of Oregon, 195 W. 12th Ave., Eugene, OR 97401, USA,
| | - Thomas J. Dishion
- Child and Family Center, University of Oregon, 195 W. 12th Ave., Eugene, OR 97401, USA,
| |
Collapse
|
16
|
Transitioning to adolescence: how changes in child personality and overreactive parenting predict adolescent adjustment problems. Dev Psychopathol 2010; 22:151-63. [PMID: 20102653 DOI: 10.1017/s0954579409990320] [Citation(s) in RCA: 36] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
The present study examined how changes in child Big Five personality characteristics and overreactive parenting during the transition from childhood to adolescence predict adolescent adjustment problems. The sample included 290 children, aged 8-9 years. At three moments, with 2-year intervals, mothers, fathers, and a teacher reported on the child's personality, and mothers and fathers reported on their parenting behavior. At the third measurement moment, mothers, fathers, and children reported on the child's adjustment problems. Rank-order stability of the personality dimensions and overreactive parenting were high. Univariate latent growth models revealed mean-level decreases for extraversion, conscientiousness, and imagination. Mean levels of benevolence, emotional stability, and overreactive parenting were stable. Multivariate latent growth models revealed that decreases in extraversion and emotional stability predicted internalizing problems, whereas decreases in benevolence, conscientiousness, and emotional stability predicted externalizing problems. Increases in overreactive parenting predicted externalizing, but not internalizing problems. The associations were similar for boys and girls. The results indicate that changes in child personality and overreactive parenting during the transition to adolescence are associated with adolescent adjustment problems. Overall, child personality was more important than overreactive parenting, and children were more likely to "act out" than to "withdraw" in reaction to overreactive parenting.
Collapse
|
17
|
Fantuzzo J, Tighe E, McWayne C, Davis G, Childs S. Peer-Reviewed Papers: Parent Involvement in Early Childhood Education and Children's Peer-Play Competencies: An Examination of Multivariate Relationships. ACTA ACUST UNITED AC 2009. [DOI: 10.1207/s19309325nhsa0601_2] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
|
18
|
Dowling CB, Smith Slep AM, O'Leary SG. Understanding Preemptive Parenting: Relations With Toddlers' Misbehavior, Overreactive and Lax Discipline, and Praise. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2009; 38:850-7. [DOI: 10.1080/15374410903258983] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
|
19
|
Stormshak EA, Connell A, Dishion TJ. An adaptive approach to family-centered intervention in schools: linking intervention engagement to academic outcomes in middle and high school. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2009; 10:221-35. [PMID: 19390971 PMCID: PMC2730147 DOI: 10.1007/s11121-009-0131-3] [Citation(s) in RCA: 61] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
This study examined the impact of an adaptive approach to family intervention in public schools on academic outcomes from age 11 to 17. Students were randomly assigned to the three-session Family Check-Up (FCU), which is designed to motivate change in parenting practices by using an assessment-driven approach and strengths-based feedback. All services were voluntary, and approximately 25% of the families engaged in the FCU. Compared with matched controls, adolescents whose parents received the FCU maintained a satisfactory GPA into high school, and intervention engagement was associated with improved attendance. The highest-risk families were the most likely to engage in the family-centered intervention, suggesting the efficacy of integrating supportive services to families in the context of other schoolwide approaches to promote the success and achievement of vulnerable students.
Collapse
Affiliation(s)
- Elizabeth A. Stormshak
- Counseling Psychology Program, Child and Family Center, University of Oregon, 195 West 12th Avenue, Eugene, OR 97401-3408, USA
| | - Arin Connell
- Psychology, Case Western Reserve University, Cleveland, OH, USA
| | - Thomas J. Dishion
- Psychology and School Psychology, Child and Family Center, University of Oregon, 195 West 12th Avenue, Eugene, OR 97401-3408, USA
| |
Collapse
|
20
|
Besnard T, Joly J, Verlaan P, Capuano F. Liens différenciés entre les pratiques éducatives des pères et des mères et la présence de difficultés de comportement chez les garçons et les filles d’âge préscolaire. ENFANCES, FAMILLES, GÉNÉRATIONS 2009. [DOI: 10.7202/037520ar] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Cette étude a comparé les pratiques éducatives des pères et des mères d’enfants qui présentent des difficultés de comportement extériorisé avec celles des parents d’enfants n’en présentant pas (n = 626 enfants, âge moyen de 5,6 ans). Elle a également vérifié les liens entre le niveau de difficulté de comportement des enfants et les pratiques éducatives des parents, en tenant compte du sexe du parent et de l’enfant. Les résultats indiquent que le faible sentiment de compétence parentale est associé aux difficultés des enfants, quel que soit le sexe du parent ou de l’enfant. Les résultats révèlent également des liens différenciés, notamment une mauvaise utilisation de la discipline, particulièrement envers les garçons, et un faible engagement du père, particulièrement envers les filles. La discussion fait état des retombées possibles pour une intervention différenciée auprès des deux parents.
Collapse
|
21
|
Werner NE, Grant S. Mothers' Cognitions about Relational Aggression: Associations with Discipline Responses, Children's Normative Beliefs, and Peer Competence. SOCIAL DEVELOPMENT 2009. [DOI: 10.1111/j.1467-9507.2008.00482.x] [Citation(s) in RCA: 25] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
|
22
|
Abstract
Early antisocial behavior has its origins in childhood behavior problems, particularly those characterized by aggressive and destructive behavior. Deficits in self-regulation across multiple domains of functioning, from the physiological to the cognitive, are associated with early behavior problems, and may place children at greater risk for the development of later antisocial behavior. Data are presented from a longitudinal study of early self-regulation and behavior problems, the RIGHT Track Research Project, demonstrating that children at greatest risk for early and persistent problem behavior display patterns of physiological and emotional regulation deficits early in life. Parenting behavior and functioning have also been examined as predictors of trajectories of early problem behavior, and some data support the interaction of parenting and self-regulation as significant predictors of patterns of problematic behavior and ongoing problems with the regulation of affect. Peer relationships also affect and are affected by early self-regulation skills, and both may play a role in academic performance and subsequent school success. These data provide evidence that the social contexts of early family and peer relationships are important moderators of the more proximal mechanism of self-regulation, and both types of processes, social and biobehavioral, are likely implicated in early antisocial tendencies. Implications of these findings on self-regulation and early behavior problems are discussed in terms of future research and treatment approaches.
Collapse
Affiliation(s)
- Susan D Calkins
- Department of Human Development and Family Studies, P.O. Box 26170, University of North Carolina, Greensboro, NC 27402-6170, USA.
| | | |
Collapse
|
23
|
Chen M, Johnston C. Maternal Inattention and Impulsivity and Parenting Behaviors. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2007; 36:455-68. [PMID: 17658988 DOI: 10.1080/15374410701448570] [Citation(s) in RCA: 50] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
This study extends previous research by examining whether maternal inattention, impulsivity, and hyperactivity are associated with different parenting behaviors. Ninety-six mother-son dyads participated in the study, and the boys ranged between 4 and 8 years of age. Maternal inattention was uniquely and positively associated with mothers' use of inconsistent discipline and lower involvement with the child after controlling for impulsivity and the control variables of child age, maternal depression and hostility, family socioeconomic status, and child behavior problems. Maternal impulsivity was uniquely and negatively associated with mothers' use of positive reinforcement after similar controls. Possible reasons for the different patterns of associations between maternal inattention and impulsivity, and parenting and the clinical implications of the findings are discussed.
Collapse
Affiliation(s)
- Mandy Chen
- Department of Psychology, University of British Columbia, Vancouver, BC, Canada
| | | |
Collapse
|
24
|
Granic I, O'Hara A, Pepler D, Lewis MD. A Dynamic Systems Analysis of Parent–child Changes Associated with Successful “Real-world” Interventions for Aggressive Children. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2007; 35:845-57. [PMID: 17549621 DOI: 10.1007/s10802-007-9133-4] [Citation(s) in RCA: 84] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2005] [Accepted: 04/06/2007] [Indexed: 10/23/2022]
Abstract
Studies have shown that improved parenting mediates treatment outcomes for aggressive children, but we lack fine-grained descriptions of how parent-child interactions change with treatment. The current study addresses this gap by applying new dynamic systems methods to study parent-child emotional behavior patterns. These methods tap moment-to-moment changes in interaction processes within and across sessions and quantify previously unmeasured processes of change related to treatment success. Aggressive children and their parents were recruited from combined Parent Management Training and Cognitive-behavioral programs in "real world" clinical settings. Behavioral outcomes were assessed by reports from parents and clinicians. At pre- and post-treatment, home visits were videotaped while parents and children discussed consecutively: a positive topic, a mutually unresolved problem, and another positive topic. Results showed that significant improvements in children's externalizing behavior were associated with increases in parent-child emotional flexibility during the problem-solving discussion. Also, dyads who improved still expressed negative emotions, but they acquired the skills to repair conflicts, shifting out of their negative interactions to mutually positive patterns.
Collapse
Affiliation(s)
- Isabela Granic
- Community Health Systems Resource Group, Hospital for Sick Children, 555 University Avenue, Toronto, ON, M5G 1X8, Canada.
| | | | | | | |
Collapse
|
25
|
Clerkin SM, Marks DJ, Policaro KL, Halperin JM. Psychometric properties of the Alabama parenting questionnaire-preschool revision. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2007; 36:19-28. [PMID: 17206878 DOI: 10.1080/15374410709336565] [Citation(s) in RCA: 28] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
The psychometric properties of the Alabama Parenting Questionnaire-Preschool Revision (APQ-PR) were explored in a sample of hyperactive-inattentive preschool children (N = 47) and nonimpaired controls (N = 113). A subset of parents completed the questionnaire on 2 occasions, approximately 1 year apart. Factor analysis revealed a 3-factor solution, accounting for 32.28% of the variance. The resultant Positive Parenting, Negative/Inconsistent Parenting, and Punitive Parenting factors demonstrated good internal consistency and temporal stability. At baseline, parents of hyperactive-inattentive and control children did not differ on any APQ-PR subscale. However, over time parents of controls increased their use of positive parenting techniques, whereas the use of positive parenting practices decreased over time in the hyperactive-inattentive group.
Collapse
Affiliation(s)
- Suzanne M Clerkin
- Department of Psychology, Graduate Center, City University of New York, NY, USA
| | | | | | | |
Collapse
|
26
|
Clerkin SM, Marks DJ, Policaro KL, Halperin JM. Psychometric Properties of the Alabama Parenting Questionnaire-Preschool Revision. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2007. [DOI: 10.1207/s15374424jccp3601_3] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
|
27
|
Ballash N, Leyfer O, Buckley AF, Woodruff-Borden J. Parental control in the etiology of anxiety. Clin Child Fam Psychol Rev 2007; 9:113-33. [PMID: 17089199 DOI: 10.1007/s10567-006-0007-z] [Citation(s) in RCA: 75] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Anxiety disorders are among the most prevalent forms of adult and childhood psychiatric disorders, and they are highly familial. However, the mechanisms of transmission remain unclear. One familial characteristic that may promote the development of anxiety is the construct of parental control. This paper provides a conceptual overview of the construct of control in the parenting and anxiety literatures, reviews existing literature on control in anxious families, and reviews current conceptual models of and developmental approaches to anxiety. Based on the current empirical literature, an elaborated model that takes child developmental level into consideration is proposed in order to provide a better understanding of the role of parental control in the development of anxiety.
Collapse
Affiliation(s)
- Natalie Ballash
- Department of Psychological and Brain Sciences, University of Louisville, Louisville, KY 40292, USA
| | | | | | | |
Collapse
|
28
|
Abstract
Five-year-old Costa Rican children, who had either chronic, severe iron deficiency or good iron status in infancy, were observed with their mothers during a structured interaction task in a laboratory setting and everyday interactions in their home. Child affect and behavior as well as the quality of mother-child interaction of the formerly chronic iron-deficient children (n = 40) were compared to those with good iron status in infancy (n = 102). Children who had chronic iron deficiency in infancy were more likely to display lower levels of physical activity, positive affect, and verbalization during the structured task at 5 years, despite iron therapy that corrected their iron deficiency anemia in infancy. Mother-child reciprocity during the structured task (e.g., eye contact, shared positive affect, turn taking) was more likely to be lower in the chronic iron deficiency group compared to the good iron group. Mothers of children in the chronic iron deficiency group showed less responsivity in both settings. These results show that children with chronic, severe iron deficiency in infancy continue at behavioral disadvantage relative to their peers at school entry. Sustained differences in mother-child interaction might contribute to the long-lasting behavioral and developmental alterations reported in children with chronic, severe iron deficiency in infancy.
Collapse
Affiliation(s)
- Feyza Corapci
- Center for Human Growth and Development, University of Michigan, Ann Arbor, Michigan 48109-0406, USA
| | | | | |
Collapse
|
29
|
Orrell-Valente JK, Hill LG, Brechwald WA, Dodge KA, Pettit GS, Bates JE. "Just three more bites": an observational analysis of parents' socialization of children's eating at mealtime. Appetite 2006; 48:37-45. [PMID: 17000028 PMCID: PMC2045650 DOI: 10.1016/j.appet.2006.06.006] [Citation(s) in RCA: 160] [Impact Index Per Article: 8.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2006] [Accepted: 06/12/2006] [Indexed: 10/24/2022]
Abstract
The objective of this study was to describe comprehensively the structure and process of the childhood mealtime environment. A socioeconomically diverse sample of 142 families of kindergarteners (52% females) was observed at dinnertime using a focused-narrative observational system. Eighty-five percent of parents tried to get children to eat more, 83% of children ate more than they might otherwise have, with 38% eating moderately to substantially more. Boys were prompted to eat as often as girls and children were prompted to eat as many times in single- as in two-parent households. Children were very rarely restricted in their mealtime intake. High-SES parents used reasoning, praise, and food rewards significantly more often than low-SES families. Mothers used different strategies than fathers: fathers used pressure tactics with boys and mothers praised girls for eating. Future research should examine the meanings children ascribe to their parents' communications about food intake and how perceived parental messages influence the development of long-term dietary patterns. Interpreted alongside the evidence for children's energy self-regulation and the risk of disruption of these innate processes, it may be that parents are inadvertently socializing their children to eat past their internal hunger/satiety cues. These data reinforce current recommendations that parents should provide nutritious foods and children, not parents, should decide what and how much of these foods they eat.
Collapse
Affiliation(s)
- Joan K. Orrell-Valente
- Division of Adolescent Medicine, Box 0503, LH245,, University of California, San Francisco 94143-0503; Joan.Valente@.ucsf.edu
| | - Laura G. Hill
- Department of Human Development, P.O. Box 644852, 523 Johnson Tower, Washington State University, Pullman, WA 99164-4852;
| | | | - Kenneth A. Dodge
- Center for Child and Family Policy, Box 90264, Duke University, Durham, NC 27708-0264;
| | - Gregory S. Pettit
- Department of Human Development and Family Studies, 203 Spidle Hall, Auburn University, AL 36849;
| | - John E. Bates
- Psychology Department, 1101 E. 10 St, Indiana University, Bloomington, IN 47405;
| |
Collapse
|
30
|
Bird HR, Canino GJ, Davies M, Duarte CS, Febo V, Ramírez R, Hoven C, Wicks J, Musa G, Loeber R. A study of disruptive behavior disorders in Puerto Rican youth: I. Background, design, and survey methods. J Am Acad Child Adolesc Psychiatry 2006; 45:1032-1041. [PMID: 16926610 DOI: 10.1097/01.chi.0000227878.58027.3d] [Citation(s) in RCA: 98] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVE This is the first of two related articles on a study carried out between 2000 and 2003 designed to assess the prevalence, associated comorbidities, and correlates of disruptive behavior disorders in two populations of Puerto Rican children: one in the Standard Metropolitan Areas of San Juan and Caguas in Puerto Rico, and the other in the south Bronx in New York City. METHOD This article provides the study's background, design, and methodology. Probability samples of children ages 5 to 13 years were drawn at the two sites (n = 2,491). Subjects and their primary caretakers were interviewed using the Diagnostic Interview Schedule for Children-IV and a wide array of risk factor measures. The samples were weighted to correct for differences in the probability of selection resulting from sample design and to adjust for differences from the 2000 U.S. Census in the age/gender distribution. RESULTS The samples are representative of the populations of Puerto Rican children in the south Bronx and in the Standard Metropolitan Areas in Puerto Rico. Of the 2,940 children identified as eligible for the study, 2,491 participated for an overall compliance rate of 85%. CONCLUSIONS The study results, to be described in an accompanying report, are generalizable to the two target populations.
Collapse
Affiliation(s)
- Héctor R Bird
- Drs. Bird, Duarte, and Hoven, Ms. Wicks, Mr. Davies, and Mr. Musa are with the Department of Psychiatry, Division of Child Psychiatry, Columbia University/New York State Psychiatric Institute, New York; Drs. Canino, Febo, and Ramírez are with the Behavioral Sciences Research Institute, University of Puerto Rico, San Juan; and Dr. Loeber is with the Department of Psychiatry, Western Psychiatric Institute and Clinic, Pittsburgh.
| | - Glorisa J Canino
- Drs. Bird, Duarte, and Hoven, Ms. Wicks, Mr. Davies, and Mr. Musa are with the Department of Psychiatry, Division of Child Psychiatry, Columbia University/New York State Psychiatric Institute, New York; Drs. Canino, Febo, and Ramírez are with the Behavioral Sciences Research Institute, University of Puerto Rico, San Juan; and Dr. Loeber is with the Department of Psychiatry, Western Psychiatric Institute and Clinic, Pittsburgh
| | - Mark Davies
- Drs. Bird, Duarte, and Hoven, Ms. Wicks, Mr. Davies, and Mr. Musa are with the Department of Psychiatry, Division of Child Psychiatry, Columbia University/New York State Psychiatric Institute, New York; Drs. Canino, Febo, and Ramírez are with the Behavioral Sciences Research Institute, University of Puerto Rico, San Juan; and Dr. Loeber is with the Department of Psychiatry, Western Psychiatric Institute and Clinic, Pittsburgh
| | - Cristiane S Duarte
- Drs. Bird, Duarte, and Hoven, Ms. Wicks, Mr. Davies, and Mr. Musa are with the Department of Psychiatry, Division of Child Psychiatry, Columbia University/New York State Psychiatric Institute, New York; Drs. Canino, Febo, and Ramírez are with the Behavioral Sciences Research Institute, University of Puerto Rico, San Juan; and Dr. Loeber is with the Department of Psychiatry, Western Psychiatric Institute and Clinic, Pittsburgh
| | - Vivian Febo
- Drs. Bird, Duarte, and Hoven, Ms. Wicks, Mr. Davies, and Mr. Musa are with the Department of Psychiatry, Division of Child Psychiatry, Columbia University/New York State Psychiatric Institute, New York; Drs. Canino, Febo, and Ramírez are with the Behavioral Sciences Research Institute, University of Puerto Rico, San Juan; and Dr. Loeber is with the Department of Psychiatry, Western Psychiatric Institute and Clinic, Pittsburgh
| | - Rafael Ramírez
- Drs. Bird, Duarte, and Hoven, Ms. Wicks, Mr. Davies, and Mr. Musa are with the Department of Psychiatry, Division of Child Psychiatry, Columbia University/New York State Psychiatric Institute, New York; Drs. Canino, Febo, and Ramírez are with the Behavioral Sciences Research Institute, University of Puerto Rico, San Juan; and Dr. Loeber is with the Department of Psychiatry, Western Psychiatric Institute and Clinic, Pittsburgh
| | - Christina Hoven
- Drs. Bird, Duarte, and Hoven, Ms. Wicks, Mr. Davies, and Mr. Musa are with the Department of Psychiatry, Division of Child Psychiatry, Columbia University/New York State Psychiatric Institute, New York; Drs. Canino, Febo, and Ramírez are with the Behavioral Sciences Research Institute, University of Puerto Rico, San Juan; and Dr. Loeber is with the Department of Psychiatry, Western Psychiatric Institute and Clinic, Pittsburgh
| | - Judith Wicks
- Drs. Bird, Duarte, and Hoven, Ms. Wicks, Mr. Davies, and Mr. Musa are with the Department of Psychiatry, Division of Child Psychiatry, Columbia University/New York State Psychiatric Institute, New York; Drs. Canino, Febo, and Ramírez are with the Behavioral Sciences Research Institute, University of Puerto Rico, San Juan; and Dr. Loeber is with the Department of Psychiatry, Western Psychiatric Institute and Clinic, Pittsburgh
| | - George Musa
- Drs. Bird, Duarte, and Hoven, Ms. Wicks, Mr. Davies, and Mr. Musa are with the Department of Psychiatry, Division of Child Psychiatry, Columbia University/New York State Psychiatric Institute, New York; Drs. Canino, Febo, and Ramírez are with the Behavioral Sciences Research Institute, University of Puerto Rico, San Juan; and Dr. Loeber is with the Department of Psychiatry, Western Psychiatric Institute and Clinic, Pittsburgh
| | - Rolf Loeber
- Drs. Bird, Duarte, and Hoven, Ms. Wicks, Mr. Davies, and Mr. Musa are with the Department of Psychiatry, Division of Child Psychiatry, Columbia University/New York State Psychiatric Institute, New York; Drs. Canino, Febo, and Ramírez are with the Behavioral Sciences Research Institute, University of Puerto Rico, San Juan; and Dr. Loeber is with the Department of Psychiatry, Western Psychiatric Institute and Clinic, Pittsburgh
| |
Collapse
|
31
|
Pettit GS, Bates JE, Dodge KA. Supportive parenting, Ecological Context, and Children's Adjustment: A seven-Year Longitudianl Study. Child Dev 2006; 68:908-923. [PMID: 29106716 DOI: 10.1111/j.1467-8624.1997.tb01970.x] [Citation(s) in RCA: 162] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Gregory S Pettit
- Department of Human Development and Family Studies, Marion Walker Spidle Hall, Auburn University, AL 36849The Department of Psychology, Indiana UniversityThe Department of Psychology and Human Development, Vanderbilt University
| | - John E Bates
- Department of Human Development and Family Studies, Marion Walker Spidle Hall, Auburn University, AL 36849The Department of Psychology, Indiana UniversityThe Department of Psychology and Human Development, Vanderbilt University
| | - Kenneth A Dodge
- Department of Human Development and Family Studies, Marion Walker Spidle Hall, Auburn University, AL 36849The Department of Psychology, Indiana UniversityThe Department of Psychology and Human Development, Vanderbilt University
| |
Collapse
|
32
|
Stormshak EA, Dishion TJ, Light J, Yasui M. Implementing Family-Centered Interventions Within the Public Middle School: Linking Service Delivery to Change in Student Problem Behavior. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2005; 33:723-33. [PMID: 16328747 DOI: 10.1007/s10802-005-7650-6] [Citation(s) in RCA: 48] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2003] [Revised: 05/27/2004] [Accepted: 07/02/2004] [Indexed: 10/25/2022]
Abstract
The Adolescent Transitions Program is a family-centered intervention strategy designed to reduce problem behavior and prevent drug use within a public school environment. A parent consultant within a Family Resource Center (FRC) provided universal, selected, and indicated interventions that enhanced and supported positive parenting practices known to serve as protective factors. Implementation of the 3-year FRC model involved 584 students and their families in 4 middle schools. Analyses focused on the dynamics and effects of parent consultant activities and services. Differences in school "adoption" of the FRC services were found to be a function of both passage of time and school environment. Despite significant variation in implementation across schools, FRC services significantly reduced the growth in problem behavior over the course of the middle-school years. The implications of these findings for dissemination of empirically supported, school-based, family-centered interventions are discussed.
Collapse
Affiliation(s)
- Elizabeth A Stormshak
- Child and Family Center, University of Oregon, 195 West 12th Avenue, Eugene, OR 97401, USA.
| | | | | | | |
Collapse
|
33
|
Wakschlag LS, Leventhal BL, Briggs-Gowan MJ, Danis B, Keenan K, Hill C, Egger HL, Cicchetti D, Carter AS. Defining the “Disruptive” in Preschool Behavior: What Diagnostic Observation Can Teach Us. Clin Child Fam Psychol Rev 2005; 8:183-201. [PMID: 16151617 DOI: 10.1007/s10567-005-6664-5] [Citation(s) in RCA: 51] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
This paper presents the clinical/developmental framework underlying a new diagnostic observational tool, the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS). The special importance of observation for clinical assessment during the preschool period is delineated. The developmental rationale for a multi-dimensional assessment of disruptive behavior in young children, including problems in modulation of negative affect and low competence is discussed. The ways in which the DB-DOS will elucidate distinctions between normative and atypical behavior during this developmental period via (a) the integration of qualitative and quantitative dimensions of behavior within a clinically-sensitive coding system, (b) the observation of child behavior both within, and outside of, the parent-child context and (c) the use of specially designed tasks to "press" for clinically salient behaviors are addressed. The promise of this new method for yielding a more precise, developmentally based description of the phenotype of early onset disruptive behavior problems and for providing a standardized clinical tool for observational assessment of disruptive behavior in young children is presented. Large-scale validation of the measure is currently underway.
Collapse
Affiliation(s)
- Lauren S Wakschlag
- Institute for Juvenile Research, University of Illinois at Chicago, Chicago 60608, USA.
| | | | | | | | | | | | | | | | | |
Collapse
|
34
|
Abstract
This study used data from the National Institute of Child Health and Human Development Study of Early Child Care to examine relations between parenting, self-control, and externalizing behavior among 1st graders. Of special concern was the relation between opportunities for productive activity and behavior problems and whether the relation was mediated by self-control. Evidence in favor of the hypothesis was observed for both mother-reported and teacher-reported externalizing behavior even with substantial controls on the models examined. Self-control also mediated relations for maternal harshness and maternal sensitivity. Somewhat surprisingly, the direct effect of maternal sensitivity on mother-reported externalizing behaviors was positive.
Collapse
Affiliation(s)
- Robert H Bradley
- Center for Applied Studies in Education, University of Arkansas at Little Rock, 2801 S. University Avenue, Little Rock, AR 72204, USA.
| | | |
Collapse
|
35
|
Smith CL, Calkins SD, Keane SP, Anastopoulos AD, Shelton TL. Predicting stability and change in toddler behavior problems: contributions of maternal behavior and child gender. Dev Psychol 2004; 40:29-42. [PMID: 14700462 DOI: 10.1037/0012-1649.40.1.29] [Citation(s) in RCA: 119] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This study examined the stability and continuity of early-identified behavior problems and the factors associated with this stability. Children and their mothers (N=125) were seen when the children were 2 and 4 years of age. Maternal reports of child externalizing behavior and laboratory observations of child noncompliance were stable from age 2 to age 4. Early externalizing behaviors decreased over time; however, child noncompliance in the laboratory did not. Although few associations were found between maternal positive behavior and child behavior problems, maternal controlling behavior was related to increases in child behavior problems, particularly at high levels of both prior noncompliance and prior maternal control. Child noncompliance was predictive of increases in maternal controlling behavior over time.
Collapse
Affiliation(s)
- Cynthia L Smith
- Department of Psychology, University of North Carolina at Greensboro, Greensboro, NC 27402, USA.
| | | | | | | | | |
Collapse
|
36
|
Feinfield KA, Baker BL. Empirical support for a treatment program for families of young children with externalizing problems. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2004; 33:182-95. [PMID: 15028552 DOI: 10.1207/s15374424jccp3301_17] [Citation(s) in RCA: 43] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
We evaluated the efficacy of a manualized multimodal treatment program for young externalizing children. Families were assigned randomly to an immediate 12-week parent and child treatment condition (n = 24) or to a delayed-treatment condition (n = 23). Parents had high attendance, high satisfaction with treatment, and increased knowledge of behavior management principles. Relative to the waitlist condition, treatment parents reported statistically and clinically significant reductions in child behavior problems, improved parenting practices (i.e., increased consistency, decreased power assertive techniques), an increased sense of efficacy, and reduced parenting stress. There was a trend toward parents improving their attitudes toward their children. In considering the process of change, we found evidence that improved parenting practices mediated reductions in child behavior problems and that child improvements mediated changes in parent attitudes and stress. Five months following treatment, teachers reported significant improvements in child behaviors, whereas parents reported that reductions in child behavior problems and parenting stress were maintained.
Collapse
|
37
|
Galboda-Liyanage KC, Prince MJ, Scott S. Mother-child joint activity and behaviour problems of pre-school children. J Child Psychol Psychiatry 2003; 44:1037-48. [PMID: 14531586 DOI: 10.1111/1469-7610.00188] [Citation(s) in RCA: 15] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
Abstract
BACKGROUND Behaviour problems are common among pre-school children, and a substantial proportion persist, causing significant burden to the family, schools and health services. Relatively little research has addressed the effects of positive parenting on behaviour disorder in pre-school children, particularly in larger population-based studies. METHOD A cross-sectional postal survey of a representative, population-based sample of 800 mothers of 3 1/2-year-old children living in an outer London Borough was carried out to assess the association between mother-child joint activity and behaviour problems of pre-school children. The response rate was 70%. RESULTS Lower levels of mother-child joint activity remained independently associated with behaviour problems of pre-school children both on a binary and a continuous scale after adjusting for a wide range of household, maternal and child circumstances. The association between low levels of mother-child joint activities and behaviour problems of the children was stronger in the presence of social problems in the family. CONCLUSION Possible causal pathways and directions for future research and intervention are discussed.
Collapse
|
38
|
Parenting, goal orientations, classroom behavior, and school success in early adolescence. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2003. [DOI: 10.1016/s0193-3973(03)00074-1] [Citation(s) in RCA: 42] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
|
39
|
Dodge KA, Pettit GS. A biopsychosocial model of the development of chronic conduct problems in adolescence. Dev Psychol 2003; 39:349-71. [PMID: 12661890 PMCID: PMC2755613 DOI: 10.1037/0012-1649.39.2.349] [Citation(s) in RCA: 481] [Impact Index Per Article: 22.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
A biopsychosocial model of the development of adolescent chronic conduct problems is presented and supported through a review of empirical findings. This model posits that biological dispositions and sociocultural contexts place certain children at risk in early life but that life experiences with parents, peers. and social institutions increment and mediate this risk. A transactional developmental model is best equipped to describe the emergence of chronic antisocial behavior across time. Reciprocal influences among dispositions, contexts, and life experiences lead to recursive iterations across time that exacerbate or diminish antisocial development. Cognitive and emotional processes within the child, including the acquisition of knowledge and social-information-processing patterns, mediate the relation between life experiences and conduct problem outcomes. Implications for prevention research and public policy are noted.
Collapse
Affiliation(s)
- Kenneth A Dodge
- Center for Child and Family Policy, Duke University, Durham, North Carolina 27708-0264, USA.
| | | |
Collapse
|
40
|
Gershoff ET. Corporal punishment by parents and associated child behaviors and experiences: a meta-analytic and theoretical review. Psychol Bull 2002; 128:539-79. [PMID: 12081081 DOI: 10.1037/0033-2909.128.4.539] [Citation(s) in RCA: 838] [Impact Index Per Article: 38.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Although the merits of parents using corporal punishment to discipline children have been argued for decades, a thorough understanding of whether and how corporal punishment affects children has not been reached. Toward this end, the author first presents the results of meta-analyses of the association between parental corporal punishment and 11 child behaviors and experiences. Parental corporal punishment was associated with all child constructs, including higher levels of immediate compliance and aggression and lower levels of moral internalization and mental health. The author then presents a process-context model to explain how parental corporal punishment might cause particular child outcomes and considers alternative explanations. The article concludes by identifying 7 major remaining issues for future research.
Collapse
Affiliation(s)
- Elizabeth Thompson Gershoff
- National Center for Children in Poverty, Columbia University, Mailman School of Public Health, New York, New York 10032, USA.
| |
Collapse
|
41
|
Bird HR. Psychoanalytic perspectives on theories regarding the development of antisocial behavior. THE JOURNAL OF THE AMERICAN ACADEMY OF PSYCHOANALYSIS 2002; 29:57-71. [PMID: 11490678 DOI: 10.1521/jaap.29.1.57.17187] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Affiliation(s)
- H R Bird
- Columbia University, College of Physicians and Surgeons, New York City, USA
| |
Collapse
|
42
|
|
43
|
Schwartz D, Dodge KA, Pettit GS, Bates JE. Friendship as a moderating factor in the pathway between early harsh home environment and later victimization in the peer group. The Conduct Problems Prevention Research Group. Dev Psychol 2000; 36:646-662. [PMID: 10976604 PMCID: PMC2767178 DOI: 10.1037/0012-1649.36.5.646] [Citation(s) in RCA: 148] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Two prospective investigations of the moderating role of dyadic friendship in the developmental pathway to peer victimization are reported. In Study 1, the preschool home environments (i.e., harsh discipline, marital conflict, stress, abuse, and maternal hostility) of 389 children were assessed by trained interviewers. These children were then followed into the middle years of elementary school, with peer victimization, group social acceptance, and friendship assessed annually with a peer nomination inventory. In Study 2, the home environments of 243 children were assessed in the summer before 1st grade, and victimization, group acceptance, and friendship were assessed annually over the next 3 years. In both studies, early harsh, punitive, and hostile family environments predicted later victimization by peers for children who had a low number of friendships. However, the predictive associations did not hold for children who had numerous friendships. These findings provide support for conceptualizations of friendship as a moderating factor in the pathways to peer group victimization.
Collapse
|
44
|
|
45
|
|
46
|
Deater-Deckard K, Dodge KA. Externalizing Behavior Problems and Discipline Revisited: Nonlinear Effects and Variation by Culture, Context, and Gender. PSYCHOLOGICAL INQUIRY 1997. [DOI: 10.1207/s15327965pli0803_1] [Citation(s) in RCA: 446] [Impact Index Per Article: 16.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
|
47
|
Abstract
This article presents an overview of current research and thinking on the developmental course of aggression and violent behavior from early childhood through adolescence. Differing developmental trajectories are highlighted, and salient family and peer influences are described. Acquired social information processing patterns are discussed as potential mediators of the link between social experience in the family and peer group and individual differences in children's aggressive behavior. The need for developmentally sensitive models that focus on the interplay of family and peer experience, information processing patterns, and onset and chronicity of aggression is stressed.
Collapse
Affiliation(s)
- G S Pettit
- Department of Human Development and Family Studies, School of Human Sciences, Auburn University, Alabama, USA
| |
Collapse
|
48
|
|
49
|
|