Pre-adoption adversity, maternal stress, and behavior problems at school-age in international adoptees

2012 ◽  
Vol 33 (5) ◽  
pp. 236-242 ◽  
Author(s):  
Noémi Gagnon-Oosterwaal ◽  
Louise Cossette ◽  
Nicole Smolla ◽  
Andrée Pomerleau ◽  
Gérard Malcuit ◽  
...  
Keyword(s):  
Behavior Problems ◽  
Maternal Stress ◽  
School Age ◽  
International Adoptees ◽  
And Behavior

Correlates of Attachment at School Age: Maternal Reported Stress, Mother-Child Interaction, and Behavior Problems

1998 ◽  
Vol 69 (5) ◽  
pp. 1390 ◽  
Author(s):  
Ellen Moss ◽  
Denise Rousseau ◽  
Sophie Parent ◽  
Diane St-Laurent ◽  
Julie Saintonge
Keyword(s):  
Behavior Problems ◽  
School Age ◽  
Child Interaction ◽  
Mother Child Interaction ◽  
And Behavior

scholarly journals Simultaneous assessement of social skills and behavior problems: Education and gender

2016 ◽  
Vol 33 (3) ◽  
pp. 453-464 ◽  
Author(s):  
Alessandra Turini BOLSONI-SILVA ◽  
Sonia Regina LOUREIRO
Keyword(s):  
Social Skills ◽  
Behavior Problems ◽  
Behavior Problem ◽  
Primary Caregivers ◽  
School Age Children ◽  
School Age ◽  
The Social ◽  
And Gender ◽  
And Behavior

Abstract The aim was to compare the social skills of preschool and school-age children, considering groups differentiated by behavior problem indicators, according to the assessment performed by parents and teachers. Children of both genders participated in this study. Parents/primary caregivers assessed 194 children and 294 children were assessed by their teachers. The results indicated that, for the parents and teachers, the children without problems were more socially skilled. The gender of the children distinguished the repertoire of social skills, according to their parents, mainly the school-age children. For the teachers, considering both school periods, girls were more socially skilled and, for both parents and teachers, boys presented more behavior problems. These data have implications for assessment and intervention procedures.

Links between children's attachment behavior at early school-age, their attachment-related representations, and behavior problems in middle childhood

2009 ◽  
Vol 33 (2) ◽  
pp. 155-166 ◽  
Author(s):  
Ellen Moss ◽  
Jean-François Bureau ◽  
Marie-Julie Béliveau ◽  
Magdalena Zdebik ◽  
Suzanne Lépine
Keyword(s):  
Behavior Problems ◽  
Middle Childhood ◽  
Attachment Behavior ◽  
School Age ◽  
Narrative Story ◽  
Early School ◽  
The Social ◽  
Early School Age ◽  
Narrative Performance ◽  
And Behavior

The objective of the present study was to examine associations between children's attachment behavior at early school-age, dimensions of narrative performance, and behavior problems as assessed in middle childhood. Children's attachment patterns with mother were assessed at age 6 ( N = 127) using the Main and Cassidy (1988) separation—reunion classification system. Two years later, these children ( N = 109) completed the Narrative Story Stem Battery (Bretherton, Oppenheim, Buchsbaum, Emde, & The MacArthur Narrative Group, 1990), and teachers rated their level of behavior problems using the Social Behavior Questionnaire (Tremblay, Vitaro, Gagnon, Piché, & Royer, 1992). Results indicated that secure children depicted fewer conflict themes in their narratives than did disorganized/controlling children, produced more discipline themes than avoidant children, and had higher coherence scores than ambivalent children. Avoidant children also depicted fewer conflict themes than disorganized/controlling children. Finally, children's narrative conflict themes significantly predicted both level of externalizing and total behavior problems, even after controlling for variance explained by gender and disorganized/controlling attachment behavior. Girls' narratives were more likely to evoke discipline and affection/affiliation themes, and to be more coherent than boys' narratives.

Parenting stress of adoptive mothers, mother–child conflict, and behavior problems during adolescence among international adoptees.

2019 ◽  
Vol 33 (8) ◽  
pp. 988-993 ◽  
Author(s):  
Fanny Melançon ◽  
Louise Cossette ◽  
Catherine Smith ◽  
Cybèle Beauvais-Dubois ◽  
Chantal Cyr ◽  
...  
Keyword(s):  
Behavior Problems ◽  
Parenting Stress ◽  
International Adoptees ◽  
Adoptive Mothers ◽  
And Behavior

Social Competence and Behavior Problems in Premature Children at School Age

PEDIATRICS ◽  
1990 ◽  
Vol 86 (3) ◽  
pp. 391-397
Author(s):  
Gail Ross ◽  
Evelyn G. Lipper ◽  
Peter A.M. Auld
Keyword(s):  
Social Class ◽  
Social Competence ◽  
Behavior Problems ◽  
Child Behavior Checklist ◽  
Class Group ◽  
Lower Class ◽  
Conduct Disorders ◽  
School Age ◽  
Premature Children ◽  
And Behavior

Social competence and behavior problems of 87 children born weighing < 1501 g were measured using the Child Behavior Checklist when the children were 7 to 8 years old. Both premature boys and girls had significantly lower Social Competence scores than the normative samples of their respective sexes. Only premature boys had significantly higher Behavior Problems scores, with significantly higher scores on behaviors associated with conduct disorders. Premature children in each of three social class groups had significantly lower Social Competence scores and higher Behavior Problems scores than normative children. Furthermore, there was an interaction between prematurity and social class on Behavior Problems scores, with the greatest discrepancy in scores between premature and normative children in the lower-class group. Relative to other predictors, IQ score best explained Social Competence scores and family stability best explained Behavior Problems scores in the premature sample.

Prenatal Cocaine Exposure and Behavior Problems at School Age

2000 ◽  
Vol 21 (5) ◽  
pp. 388-389
Author(s):  
V. Delaney-Black ◽  
C. Covington ◽  
B. Nordstrom-Klee ◽  
T. Templin ◽  
J. Ager ◽  
...  
Keyword(s):  
Behavior Problems ◽  
School Age ◽  
Cocaine Exposure ◽  
Prenatal Cocaine Exposure ◽  
Prenatal Cocaine ◽  
And Behavior

scholarly journals Cognitive Delay and Behavior Problems Prior to School Age

PEDIATRICS ◽  
2014 ◽  
Vol 134 (3) ◽  
pp. e749-e757 ◽  
Author(s):  
E. R. Cheng ◽  
M. Palta ◽  
M. Kotelchuck ◽  
J. Poehlmann ◽  
W. P. Witt
Keyword(s):  
Behavior Problems ◽  
School Age ◽  
Cognitive Delay ◽  
And Behavior

Attachment and teacher-reported behavior problems during the preschool and early school-age period

1996 ◽  
Vol 8 (3) ◽  
pp. 511-525 ◽  
Author(s):  
Ellen Moss ◽  
Sophie Parent ◽  
Catherine Gosselin ◽  
Denise Rousseau ◽  
Diane St-Laurent
Keyword(s):  
High Risk ◽  
Behavior Problems ◽  
Problem Behavior ◽  
Externalizing Behavior ◽  
School Age ◽  
French Canadian ◽  
Early School ◽  
Assessment Time ◽  
Early School Age ◽  
And Behavior

AbstractThe association between attachment and behavior problems was examined for a nonclinical, diverse sociocconomic status (SES) French-Canadian sample of 77 children. Attachment classifications were assigned on the basis of reunion behavior with mother when the children were between 5 and 7 years of age. Teachers rated children's problem behavior using the Socioaffective Profile within 3 months of the attachment assessment (Time 2) and 2 years earlier (Time 1). Results indicated that children with a D classification were more likely than secures or other insecure groups (A or C) to be classified in the problem group at both ages. A majority (80%) of the D group showed problem behavior at some point during the 3–7 year period compared with a minority of A, B, or C children. However, only about 30% of controlling children (like other insecures) had stable problems. Analyses of subclinical scores showed that both controlling and avoidant groups were lower than secures in social competence at Time 1. At Time 2, A group children were lower in externalizing behavior, and C group children were higher. These results extend the association between the D classification and maladaptation previously found for clinical and high-risk samples to a nonclinical, mixed SES sample.

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