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Zhou Y, Deng X, Wang S, Shi L. Theory of Mind and physical bullying in preschool children: the role of peer rejection and gender differences. PSICOLOGIA-REFLEXAO E CRITICA 2024; 37:29. [PMID: 39073719 PMCID: PMC11286907 DOI: 10.1186/s41155-024-00313-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2023] [Accepted: 07/19/2024] [Indexed: 07/30/2024] Open
Abstract
BACKGROUND Preschool represents the budding and initial stage of bullying behavior, where perpetration of physical bullying predominates as the primary form of bullying. An in-depth understanding of the factors linked to preschool physical bullying behavior is crucial for enabling early prevention and intervention strategies. OBJECTIVE The purpose of this study was to examine the relationship between Theory of Mind and physical bullying behavior in 4-6 years old children in kindergarten and the mediating role of peer rejection and gender in this relationship. METHODS Data on perpetration of physical bullying and peer rejection were obtained from 310 preschool children (age range = 52-79 months, M = 66.85, SD = 7.04) by the peer nomination method, and their Theory of Mind was measured by the Theory of Mind Development Scale. RESULTS The results showed that Theory of Mind negatively predicted perpetration of physical bullying in preschool children and that Theory of Mind was related to perpetration of physical bullying in preschool children only through peer rejection. Boys were also found to have a stronger association between peer rejection and perpetration of physical bullying in preschool children than girls. CONCLUSION Peer rejection may play a mediating role between Theory of Mind and perpetration of physical bullying in preschool children. In addition, the relationship between peer rejection and perpetration of physical bullying appears to be stronger for boys than for girls. This contributes to our understanding of the relationship between Theory of Mind and perpetration of physical bullying in preschool children and has implications for how bullying prevention and intervention can be tailored to the gender of young children.
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Affiliation(s)
- Yanfang Zhou
- School of Teacher Education, Shaoxing University, Shaoxing, China
- School of Teacher Education, Ningbo University, Ningbo, China
- Faculty of Teacher Education, Lishui University, No. 1 Xueyuan Avenue, Liandu District, Lishui City, Zhejiang Province, 323000, China
| | - Xiaojie Deng
- School of Teacher Education, Ningbo University, Ningbo, China
- School of Foreign Languages, Wuhan Qingchuan University, Wuhan, China
| | - Sihui Wang
- School of Teacher Education, Ningbo University, Ningbo, China
| | - Leishan Shi
- School of Teacher Education, Shaoxing University, Shaoxing, China.
- Faculty of Teacher Education, Lishui University, No. 1 Xueyuan Avenue, Liandu District, Lishui City, Zhejiang Province, 323000, China.
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Burlaka V, Hong JS, Thornberg R, Serdiuk O, Panok V, Danylenko H, Ilchyshyn N, Burlaka J, Jones W. Parenting practices, bullying perpetration, and conduct problems among Ukrainian children. CHILD ABUSE & NEGLECT 2023:106508. [PMID: 37838532 PMCID: PMC11009378 DOI: 10.1016/j.chiabu.2023.106508] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/10/2023] [Revised: 09/08/2023] [Accepted: 10/06/2023] [Indexed: 10/16/2023]
Abstract
BACKGROUND Positive and consistent parenting practices are associated with the positive mental health of children. However, little is understood about the implications of the Russian military invasion on family dynamics in Ukraine. OBJECTIVE This research aims to estimate the prevalence of childhood conduct disorder (CD) and bullying perpetration and their association with parenting practices among Ukrainian children living in proximity to the war. PARTICIPANTS AND SETTING The sample included 2763 Ukrainian children ranging in age from 10 to 17 years (M = 12.6, SD = 1.23), 56.23 % girls. Children attended public secondary schools in Eastern Ukraine, mostly in Kharkiv and Kharkiv oblasts (regions). METHODS Children reported on sociodemographic characteristics, parenting practices, CD, and bullying perpetration using smartphones, computers, or tablets, at home or in school IT classrooms. Data were collected on a secure online platform. RESULTS Children reported teasing (23.68 %), spreading rumors (24.51 %), helping to harass (17.31 %), threatening to hurt or hit (21.65 %) other students, breaking rules (28.13 %), getting in fights (17.13 %), cheating (43.16 %), and being spanked by parents (30 %). Also, 1.83 % of girls and 3.43 % of boys met a borderline cutoff for CD. Lack of parent involvement was associated with increased CD and bullying risks. Poor parent monitoring, inconsistent discipline, and corporal punishment were associated with increasaed CD but not with bullying. CD mediated the association of poor monitoring, inconsistent discipline, and corporal punishment with bullying. CONCLUSION Parental involvement, monitoring, consistent discipline, and avoidance of physical punishments are important practices that can reduce disruptive behavior and aggressive tendencies among Ukrainian children affected by the Russian war.
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Affiliation(s)
- Viktor Burlaka
- School of Social Work, Wayne State University, Detroit, MI, 48202, USA.
| | - Jun Sung Hong
- School of Social Work, Wayne State University, Detroit, MI, 48202, USA; Department of Social Welfare, Ewha Womans University, Seoul, South Korea.
| | - Robert Thornberg
- Department of Behavioural Sciences and Learning, Linköping University, 58183 Linköping, Sweden.
| | - Oleksii Serdiuk
- Research Lab for Psychological Support of Law Enforcement, Kharkiv National University of Internal Affairs, 61080 Kharkiv, Ukraine.
| | - Vitalii Panok
- Ukrainian Scientific and Methodical Center of Applied Psychology and Social Work, National Academy of Educational Sciences of Ukraine, 03045 Kyiv, Ukraine
| | - Heorhii Danylenko
- Institute for Children and Adolescents Health Care, National Academy of Medical Sciences of Ukraine, 61153 Kharkiv, Ukraine
| | - Nadiya Ilchyshyn
- Research Lab for Psychological Support of Law Enforcement, Kharkiv National University of Internal Affairs, 61080 Kharkiv, Ukraine
| | - Julia Burlaka
- Bloomberg School of Public Health, John Hopkins University, 21218 Baltimore, MD, USA.
| | - Will Jones
- School of Social Work, Wayne State University, Detroit, MI, 48202, USA
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Ey LA, Campbell M. Australian Early Childhood Teachers' Understanding of Bullying. JOURNAL OF INTERPERSONAL VIOLENCE 2022; 37:NP13766-NP13790. [PMID: 33849346 DOI: 10.1177/08862605211006355] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
School bullying is a global phenomenon with teachers often at the forefront of responding to this behavior. It is, therefore, important that teachers are able both to understand and articulate what bullying is and to recognize bullying behavior. Ninety-five Australian early childhood teachers participated in an online survey to define bullying, fighting and identify the differences between the two behaviors. They were also asked to identify from 20 scenarios whether the behaviors depicted traditional bullying behaviors, cyberbullying behaviors, non-bullying face-to-face behaviors or non-cyberbullying behaviors. Results found that teachers described some of the three characteristics of bullying, that is, the intention to harm, power difference, and repetition; however, many teachers had difficulty clearly explaining the distinguishing differences between bullying and fighting. The majority of teachers identified the bullying behaviors in the scenarios; however, some teachers misinterpreted some non-bullying behaviors as bullying. The need to increase teacher's knowledge of bullying to support the prevention and intervention of bullying are discussed.
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Chen J, Jiang H, Justice LM, Lin TJ, Purtell KM. One size doesn't fit all: Profiles of isolated children in early childhood. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101397] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/02/2023]
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Monks CP, Smith PK, Kucaba K. Peer Victimisation in Early Childhood; Observations of Participant Roles and Sex Differences. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18020415. [PMID: 33430281 PMCID: PMC7825670 DOI: 10.3390/ijerph18020415] [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: 11/24/2020] [Revised: 12/22/2020] [Accepted: 01/05/2021] [Indexed: 12/02/2022]
Abstract
During middle childhood and adolescence, victimisation appears to be a group process involving different participant roles. However, peer reports with younger children (four to six years old) have failed to identify the participant roles of assistant (to the bully) reinforcers or defenders with much reliability. This may be because peer victimisation is a more dyadic process among younger children (behavioural reality), or because of limitations in young children’s cognitive capacity to identify these behaviours (cognitive limitations). The findings of an observational study which examined the group nature of peer victimisation among young children are presented. Observations were made of 56 children aged four and five years using time sampling during free play at school (totalling 43.5 h of observation). Records were made of their behaviour when an onlooker witnessed aggression by others, and also of others’ behaviour when they were being aggressive or being victimised. Although children other than the aggressor and target were present in nearly two thirds of the episodes of peer victimisation observed, few exhibited behavioural responses in line with the assistant, reinforcer or defender roles. This supports the behavioural reality rather than the cognitive limitations explanation. Sex differences were observed in types of aggression displayed by children, with boys more likely than girls to be physically aggressive. Children were less likely to be aggressive to other-sex peers and were most likely to be victimised by children of the same sex as them. There were also sex differences in children’s onlooker behaviour. The implications for our understanding of the development of peer victimisation and bullying in children are discussed.
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Affiliation(s)
- Claire P. Monks
- School of Human Sciences, Institute for Lifecourse Development, University of Greenwich, London SE10 9LS, UK;
- Correspondence: ; Tel.: +44-20-8331-9584
| | - Peter K. Smith
- Department of Psychology, Goldsmiths, University of London, London SE14 6NW, UK;
| | - Kat Kucaba
- School of Human Sciences, Institute for Lifecourse Development, University of Greenwich, London SE10 9LS, UK;
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Donkor HM, Toxe H, Hurum J, Bjerknes R, Eide GE, Juliusson P, Markestad T. Psychological health in preschool children with underweight, overweight or obesity: a regional cohort study. BMJ Paediatr Open 2021; 5:e000881. [PMID: 33817347 PMCID: PMC7970241 DOI: 10.1136/bmjpo-2020-000881] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/17/2020] [Revised: 02/12/2021] [Accepted: 02/15/2021] [Indexed: 11/24/2022] Open
Abstract
OBJECTIVE To examine if underweight (UW), overweight (OW) or obesity (OB), or body mass index (BMI) expressed as its SD score (BMI SDS), were associated with psychological difficulties in preschool children. DESIGN Regional cohort study. SETTING Oppland County, Norway. METHODS At the routine school entry health assessment at 5-6 years of age, parents were invited to participate by local public health nurses. The parents completed questionnaires on sociodemographic, health and lifestyle factors of the child and the family, and on the child's neurocognitive development. They assessed psychological health with the Strengths and Difficulties Questionnaire (SDQ). Public health nurses measured weight and height on all eligible children and reported age, sex, height and weight anonymously for the children who declined to participate. PARTICIPANTS We obtained information on 1088 of 1895 (57%) eligible children. The proportion of UW, OW and OB was slightly higher among the children who declined. MAIN OUTCOME MEASURES SDQ subscale and Total Difficulties Scores. RESULTS The mean SDQ scores and proportion of scores ≥the 90th percentile had a curvilinear pattern from UW through normal weight (NW), OW and OB with NW as nadir, but the pattern was only significant for the mean Emotional problems, Peer problems and Total SDQ Scales, and for the Total SDQ Score ≥the 90th percentile (TDS90). After adjusting for relevant social, developmental, health and behavioural characteristics, TDS90 was only significantly associated with UW in multiple logistic regression analyses, and only with the lowest quartile of BMI SDS in a linear spline regression analysis. CONCLUSIONS The study suggests that UW and low BMI, but not OW, OB or higher BMI, are independent risk factors for having psychological symptoms in preschool children.
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Affiliation(s)
- Hilde Mjell Donkor
- Department of Paediatrics, Sykehuset Innlandet HF Divisjon Lillehammer, Lillehammer, Norway
| | - Helene Toxe
- Clinic of Child and Adolescent Psychiatry, Otta, Sykehuset Innlandet HF Psykisk Helsevern, Brumunddal, Norway
| | - Jørgen Hurum
- Department of Paediatrics, Sykehuset Innlandet HF Divisjon Lillehammer, Lillehammer, Norway
| | - Robert Bjerknes
- Department of Clincal Science, Universitetet i Bergen Det Medisinske Fakultet, Bergen, Norway
| | - Geir Egil Eide
- Department of Public Health and Primary Health Care, Universitetet i Bergen Det Medisinske Fakultet, Bergen, Norway
| | - Petur Juliusson
- Department of Clincal Science, Universitetet i Bergen Det Medisinske Fakultet, Bergen, Norway.,Department of Paediatrics and Adolescent Medicine, Haukeland Universitetssjukehus, Bergen, Norway
| | - Trond Markestad
- Department of Clincal Science, Universitetet i Bergen Det Medisinske Fakultet, Bergen, Norway.,Department of Research, Innlandet Hospital Trust, Brumunddal, Norway
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Wang GF, Han AZ, Zhang GB, Xu N, Xie GD, Chen LR, Yuan MY, Su PY. Sensitive periods for the effect of bullying victimization on suicidal behaviors among university students in China: The roles of timing and chronicity. J Affect Disord 2020; 268:12-19. [PMID: 32158002 DOI: 10.1016/j.jad.2020.02.049] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/13/2020] [Revised: 02/13/2020] [Accepted: 02/27/2020] [Indexed: 01/16/2023]
Abstract
OBJECTIVE To examine whether timing and chronicity of bullying victimization (BV) play a significant role in linking exposure to BV to suicidal behaviors in university students. METHODS A multistage stratification sampling method was used to select a sample of 4034 university students (18-23 years, mean age 20.38±1.35 years, 41.9% female). We used latent class analysis and developmental-stage-based characterizations of BV timing and chronicity to explore the sensitive periods for the effect of BV on suicidal behaviors. RESULTS The prevalence rates of suicidal ideation, plans and attempts among our study participants were 9.9%, 3.0% and 1.3%, respectively. BV during primary school (OR = 2.12, 95% CI: 1.55-2.90) and secondary school (OR = 2.65, 95% CI: 1.80-3.90) was associated with suicidal ideation among university students. We identified four classes of life-course BV experiences (low BV, 73.8%; moderate BV, 18.6%; secondary school BV, 4.4% and persistent BV, 3.2%). Persistent BV was associated with 2.50 times (95% CI: 1.56-3.98), 2.98 times (95% CI: 1.48-6.02), and 6.13 times (95% CI: 2.48-15.14) higher risk of suicide ideation, plans, and attempts, respectively. Both moderate BV (OR = 1.75, 95% CI: 1.35-2.26) and secondary school BV (OR=2.01, 95% CI: 1.29-3.12) were positively correlated with suicidal ideation. Furthermore, there was a dose-response relationship between the number of periods of BV and suicidal behaviors. LIMITATIONS This study was a cross-sectional study based on self-reported measures, especially BV experiences in each school stage. CONCLUSIONS This study identifies sensitive periods for the effect of BV on suicidal behaviors among university students in China.
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Affiliation(s)
- Geng-Fu Wang
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, No.81 Meishan Road, Hefei 230032, Anhui, China
| | - A-Zhu Han
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, No.81 Meishan Road, Hefei 230032, Anhui, China
| | - Guo-Bao Zhang
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, No.81 Meishan Road, Hefei 230032, Anhui, China
| | - Nuo Xu
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, No.81 Meishan Road, Hefei 230032, Anhui, China
| | - Guo-Die Xie
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, No.81 Meishan Road, Hefei 230032, Anhui, China
| | - Li-Ru Chen
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, No.81 Meishan Road, Hefei 230032, Anhui, China
| | - Meng-Yuan Yuan
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, No.81 Meishan Road, Hefei 230032, Anhui, China
| | - Pu-Yu Su
- Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, No.81 Meishan Road, Hefei 230032, Anhui, China; Key Laboratory of Population Health Across Life Cycle (Anhui Medical University), Ministry of Education of the People's Republic of China, No 81 Meishan Road, Hefei 230032, Anhui, China; NHC Key Laboratory of study on abnormal gametes and reproductive tract, No 81 Meishan Road, Hefei 230032, Anhui, China.
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Warning signs of preschool victimization using the strengths and difficulties questionnaire: Prevalence and individual and family risk factors. PLoS One 2019; 14:e0221580. [PMID: 31442263 PMCID: PMC6707553 DOI: 10.1371/journal.pone.0221580] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2019] [Accepted: 08/11/2019] [Indexed: 11/19/2022] Open
Abstract
Introduction School victimization by peers is an important social problem with serious short- and long-term consequences poorly studied at preschool ages, which can lead to school bullying without timely intervention. Longitudinal data was used to determine the prevalence of warning signs of preschool peer victimization and its individual and family risk factors. Methods Data was obtained from 577 community preschoolers. School victimization was measured using the Strengths and Difficulties Questionnaire (SDQ) administered to parents and teachers of children at ages 4 and 5. Risk factors for the child (demographics, conduct and emotional problems, aggressiveness) and the family (maternal problems during pregnancy and early development, parenting styles, adaptive functioning and parents’ problems) were previously recorded at 3 years old. Results Combined information from parents and teachers showed that 4.2% of preschoolers presented warning signs of victimization at ages 4 and 5. Low socioeconomic status, poor emotional control, early problems making friends and low level of parenting education in social norms at age 3 predicted later victimization at ages 4 and 5 (AUC = .78). Conclusion Peer victimization affects a considerable percentage of preschoolers. Early detection may help to reduce the risk of escalation.
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Foody M, McGuire L, Kuldas S, O’Higgins Norman J. Friendship Quality and Gender Differences in Association With Cyberbullying Involvement and Psychological Well-Being. Front Psychol 2019; 10:1723. [PMID: 31396139 PMCID: PMC6668631 DOI: 10.3389/fpsyg.2019.01723] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2019] [Accepted: 07/11/2019] [Indexed: 01/22/2023] Open
Abstract
Current literature has documented the detrimental effects of cyberbullying which include a range of internalizing and externalizing problems for those involved. Although critical, this research can sometimes ignore social-ecological aspects of a child's life that can potentially 'buffer' the negative psychological effects of such involvement. With this in mind, this cross-sectional investigation of 12-16 year olds [M(SD): 13.5(1) years] in Ireland focused on the role of friendship quality and gender in association with cyberbullying involvement and psychological well-being (N = 2410). The Cyberbullying and Online Aggression Scale was used to measure cyber perpetration and victimization. A modified version of the Cambridge Friendship Questionnaire was included to investigate peer friendship quality. Finally, the Moods and Feeling Questionnaire and the Strengths and Difficulties Questionnaire were chosen to provide a measurement of psychological well-being. Prevalence rates for various types of cyberbullying roles (cyber bullies, victims and bully/victims) are presented, as well as differences for psychological well-being, friendship quality and cyberbullying involvement. In addition, regression models were used to determine the associations between gender, age, friendship quality and involvement in cyberbullying with psychological well-being. The results are considered in terms of the current literature and directions for future research are suggested.
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Affiliation(s)
- Mairéad Foody
- National Anti-Bullying Research and Resource Centre, Dublin City University, Dublin, Ireland
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10
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Kuzlu Ayyildiz T, Cimete G. The Effect of a Social Skills Program on Violent Behaviors in Children Aged 60~72 Months. J Korean Acad Nurs 2019; 49:771-782. [DOI: 10.4040/jkan.2019.49.6.771] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2019] [Revised: 09/19/2019] [Accepted: 09/19/2019] [Indexed: 11/09/2022]
Affiliation(s)
- Tülay Kuzlu Ayyildiz
- Department of Pediatric Nursing, Faculty of Health Sciences, Zonguldak Bülent Ecevit University, Zonguldak, Turkey
| | - Güler Cimete
- Department of Midwery, Faculty of Health Sciences, Üsküdar University, Istanbul, Turkey
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11
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Exploring Traits of Autism and Their Impact on Functional Disability in Children with Somatic Symptom Disorder. J Autism Dev Disord 2018; 49:729-737. [PMID: 30229361 DOI: 10.1007/s10803-018-3751-2] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
Subclinical traits of autism were measured in children with somatic symptom disorder (SSD, n = 28) and compared with age-matched controls (n = 26) using the Autism Spectrum Quotient (AQ) children's version. The KINDLR quality of life questionnaire was used to assess functional disability. Although there was no significant group difference in total traits of autism, SSD group had significantly greater difficulty in attention switching domain. Logistic regression analysis confirmed attention switching and age were associated with increased likelihood of SSD. In SSD group, difficulty in attention switching significantly negatively correlated with total, family, and friends quality of life scores. In conclusion, assessment and treatment targeting difficulties in attention switching could be useful when dealing with children with SSD.
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Sourander A, McGrath PJ, Ristkari T, Cunningham C, Huttunen J, Hinkka-Yli-Salomäki S, Kurki M, Lingley-Pottie P. Two-Year Follow-Up of Internet and Telephone Assisted Parent Training for Disruptive Behavior at Age 4. J Am Acad Child Adolesc Psychiatry 2018; 57:658-668.e1. [PMID: 30196869 DOI: 10.1016/j.jaac.2018.07.001] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/22/2017] [Revised: 06/19/2018] [Accepted: 07/06/2018] [Indexed: 02/05/2023]
Abstract
OBJECTIVE To determine whether an internet-based and telephone-assisted parent training intervention, which used whole population screening and which comprehensively targeted symptomatic 4-year-old children, was effective 24 months after the start of treatment. No long-term follow-up studies using a randomized controlled trial (RCT) existed on this subject. METHOD Of the 4,656 children 4 years old who were screened in Southwest Finland, 730 met the criteria for high-level disruptive behavioral problems, and 464 parents agreed to be randomized to the 11-week Strongest Families Smart Website (SFSW) intervention (n = 232) or an educational control (EC) (n = 232). After 24 months, 163 SFSW parents (70%) and 165 EC parents (71%) were still participating. RESULTS When we compared the results at baseline and 24 months, the primary outcome of the Child Behavior Checklist (CBCL) externalizing score showed significantly higher improvements in the SFSW group (effect size 0.22; p < 0.001). This group also showed greater improvements in the secondary outcomes: the CBCL total and internalizing scales, 5 of the 7 CBCL symptom domains, 3 of the 5 DSM subscores, and self-reported parenting skills. Fewer SFSW children (17.5%) than EC children (28.0%) had been referred to child mental health services between baseline and 24 months (odds ratio = 1.8; 95% confidence interval = 1.1-3.1). CONCLUSION The SFSW internet-based and telephone-assisted parental training program was effective 24 months after initiation, underlining the value of identifying children at risk in the community early and providing evidence-based parent training for a large number of families. CLINICAL TRIAL REGISTRATION INFORMATION STRONGEST FAMILIES FINLAND CANADA: Family-based Prevention and Treatment Program of Early Childhood Disruptive Behavior (Fin-Can). http://www.clinicaltrials.gov; NCT01750996.
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Affiliation(s)
- Andre Sourander
- University of Turku, Finland; Turku University Hospital, Finland.
| | - Patrick J McGrath
- IWK Health Centre, Halifax, Nova Scotia, Dalhousie University, Halifax, Nova Scotia, and the Strongest Families Institute, Halifax, Nova Scotia, Canada
| | - Terja Ristkari
- University of Turku, Finland; Turku University Hospital, Finland
| | - Charles Cunningham
- DeGroote School of Medicine, McMaster University, Hamilton, Ontario, Canada
| | | | | | | | - Patricia Lingley-Pottie
- IWK Health Centre, Halifax, Nova Scotia, Dalhousie University, Halifax, Nova Scotia, and the Strongest Families Institute, Halifax, Nova Scotia, Canada; QEII Health Sciences Centre, Halifax, Nova Scotia
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Fossum S, Ristkari T, Cunningham C, McGrath PJ, Suominen A, Huttunen J, Lingley-Pottie P, Sourander A. Parental and child factors associated with participation in a randomised control trial of an Internet-assisted parent training programme. Child Adolesc Ment Health 2018; 23:71-77. [PMID: 32677336 DOI: 10.1111/camh.12193] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/31/2016] [Indexed: 11/27/2022]
Abstract
BACKGROUND Parental training is an effective way to treat and prevent children's conduct problems, but knowledge of who participates in such initiatives is limited. METHOD This study examined child and family factors associated with participation in an Internet-assisted parent training programme. The parents of 4-year-old children with high levels of disruptive behaviour in a region of Finland were offered the opportunity to participate in a randomised controlled trial of the Strongest Families Smart Website intervention (SFSW). The participants and nonparticipants were compared using the Strengths and Difficulties Questionnaire (SDQ), duration of child problems and information about family demographics, which were routinely collected prior to randomisation to the SFSW and control group. RESULTS We found that 464 (64.5%) of the 709 parents of children fulfilling the screening criteria, participated. In the multivariable analysis, nonparticipation was most strongly associated with a child only having minor difficulties [odds ratio (OR): 2.1; 95% confidence interval (CI): 1.5-3.0] and a shorter duration of problems, for less than 12 months (OR: 1.7, 95% CI: 1.2-2.5), after controlling for other child factors. Nonparticipation was significantly associated with mothers spending a shorter time in the education system (OR: 1.6, 95% CI: 1.2-2.3) after controlling for other parental factors. CONCLUSIONS A larger percentage of parents of children with longer lasting and more severe problems seemed to be motivated to participate in this remote parent training programme. Future studies on how to encourage parents with shorter duration of education to participate in early intervention programmes are warranted.
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Affiliation(s)
- Sturla Fossum
- UiT The Artic University of Norway, Faculty of Health Sciences, The Regional Centre for Child and Youth Mental Health and Child Welfare - North, Tromsø, Norway
| | - Terja Ristkari
- Department of Child Psychiatry, Clinical Sciences, Medical Faculty, University of Turku and Turku University Hospital, Lemminkäisenkatu 3/ Teutori 3. krs, 20014, Turku, Finland
| | - Charles Cunningham
- Department of Psychiatry and Behavioural Neurosciences, Faculty of Health Science, Michael G. DeGroote School of Medicine, McMaster University, Hamilton, ON, Canada
| | - Patrick J McGrath
- Centre for Research in Family Health, IWK Health Centre, Halifax, NS, Canada.,Faculty of Science, Dalhousie University, Halifax, NS, Canada.,Strongest Families Institute, Lower Sackville, NS, Canada.,Department of Psychiatry, Dalhousie University, Halifax, NS, Canada
| | - Auli Suominen
- Department of Child Psychiatry, Clinical Sciences, Medical Faculty, University of Turku and Turku University Hospital, Lemminkäisenkatu 3/ Teutori 3. krs, 20014, Turku, Finland
| | - Jukka Huttunen
- Department of Child Psychiatry, Clinical Sciences, Medical Faculty, University of Turku and Turku University Hospital, Lemminkäisenkatu 3/ Teutori 3. krs, 20014, Turku, Finland
| | - Patricia Lingley-Pottie
- Centre for Research in Family Health, IWK Health Centre, Halifax, NS, Canada.,Strongest Families Institute, Lower Sackville, NS, Canada.,Department of Psychiatry, Dalhousie University, Halifax, NS, Canada
| | - Andre Sourander
- Department of Child Psychiatry, Clinical Sciences, Medical Faculty, University of Turku and Turku University Hospital, Lemminkäisenkatu 3/ Teutori 3. krs, 20014, Turku, Finland
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14
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Fossum S, Cunningham C, Ristkari T, McGrath PJ, Hinkka-Yli-Salomäki S, Sourander A. Does parental mental health moderate the effect of a telephone and internet-assisted remote parent training for disruptive 4-year-old children? Scand J Psychol 2018; 59:273-280. [PMID: 29480527 DOI: 10.1111/sjop.12430] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2017] [Accepted: 12/27/2017] [Indexed: 10/17/2022]
Abstract
This study explores the moderators affecting the success of an Internet-based and telephone assisted remote parent training intervention and compares them to an educational control group. We prospectively identified 464 parents who reported at a health check that their 4-year-old children showed elevated levels of externalizing behavior. The moderators explored included parental attention deficit and hyperactivity disorder (ADHD) and parental distress. The dependent variables were child externalization scores and self-reported parenting skills. The measures were completed at baseline, six and 12-months follow-up. The 232 families randomized to active treatment received 11 Internet-based training sessions with weekly phone calls from a coach. The other 232 families had access to a website that provided general positive parenting advice and one 45-minute phone-call from a coach. Using hierarchical linear models, we explored if the parental ADHD or parental distress modified the treatment effects on child externalizing behavior or parenting skills. The results showed that none of the independent variables moderated intervention effects on child externalizing behavior or parenting skills. The lack of significant moderator effects could have been due to the treatment's personalization, the format's flexibility and adaptability to when and how the parents wanted to complete the sessions or the relatively low levels of ADHD and parental distress among the participants.
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Affiliation(s)
- Sturla Fossum
- UiT The Artic University of Norway, the Regional Centre for Child and Youth Mental Health and Child Welfare - North, Tromsø, Norway
| | - Charles Cunningham
- Department of Psychiatry and Behavioural Neurosciences, Michael G. DeGroote School of Medicine, McMaster University, Hamilton, Ontario, Canada
| | - Terja Ristkari
- Department of Child Psychiatry, Clinical Sciences, University of Turku and Turku University Hospital, Turku, Finland
| | - Patrick J McGrath
- Centre for Research in Family Health, IWK Health Centre, Halifax, Nova Scotia, Canada.,Faculty of Science, Dalhousie University, Halifax, Nova Scotia, Canada.,Strongest Families Institute, Lower Sackville, Nova Scotia, Canada.,Department of Psychiatry, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Susanna Hinkka-Yli-Salomäki
- Department of Child Psychiatry, Clinical Sciences, University of Turku and Turku University Hospital, Turku, Finland
| | - Andre Sourander
- Department of Child Psychiatry, Clinical Sciences, University of Turku and Turku University Hospital, Turku, Finland
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15
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Abstract
Once dismissed as an innocuous experience of childhood, bullying is now recognized as having significant psychological effects, particularly with chronic exposure. Victims of bullying are at risk for a number of psychiatric disturbances, and growing evidence suggests that the pathophysiological effects of bullying, as with other forms of trauma and chronic stress, create additional health risks. We review the literature on the known sequelae of bullying, including psychiatric and physiological health effects, with a focus on implications for the victim. In addition, since it is now well established that early and chronic exposure to stress has a significant negative impact on health outcomes, we explore the implications of this research in relation to bullying and victimization in childhood. In particular, we examine how aspects of the stress response, via epigenetic, inflammatory, and metabolic mediators, have the capacity to compromise mental and physical health, and to increase the risk of disease. Research on the relevant mechanisms associated with bullying and on potential interventions to decrease morbidity is urgently needed.
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16
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Pinquart M. Systematic Review: Bullying Involvement of Children With and Without Chronic Physical Illness and/or Physical/Sensory Disability-a Meta-Analytic Comparison With Healthy/Nondisabled Peers. J Pediatr Psychol 2017; 42:245-259. [PMID: 27784727 DOI: 10.1093/jpepsy/jsw081] [Citation(s) in RCA: 30] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2016] [Accepted: 08/28/2016] [Indexed: 02/07/2023] Open
Abstract
Objective To compare levels of victimization and perpetration associated with bullying among children and adolescents with and without chronic physical illnesses and/or physical or sensory disabilities. Methods In total, 107 studies were identified using a systematic search in electronic databases and cross-referencing. A random-effects meta-analysis was computed. Results Children and adolescents with chronic physical illness or disability were more likely to be victims of bullying in general (odds ratio [OR] = 1.65), particularly physical bullying (OR = 1.47), relational bullying (OR = 1.47), verbal bullying (OR = 1.67), cyberbullying (OR = 1.39), and illness-specific teasing (OR = 5.29). They were also more likely to be bullies in general (OR = 1.28), as well physical (OR = 1.38) and relational bullies (OR = 1.13). The effect sizes varied across different illnesses and disabilities and, in part, by visibility of the disease, school type, and year of assessment. Conclusions Although most between-group differences tend to be small, some form of intervention is needed to reduce bullying among children and adolescents with chronic physical illnesses and/or physical or sensory disabilities, and illness-specific weight- and appearance-related teasing in particular.
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Affiliation(s)
- Martin Pinquart
- Department of Psychology, Philipps University, Marburg , Germany
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