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 ◽  
...  
1998 ◽  
Vol 69 (5) ◽  
pp. 1390 ◽  
Author(s):  
Ellen Moss ◽  
Denise Rousseau ◽  
Sophie Parent ◽  
Diane St-Laurent ◽  
Julie Saintonge

2016 ◽  
Vol 33 (3) ◽  
pp. 453-464 ◽  
Author(s):  
Alessandra Turini BOLSONI-SILVA ◽  
Sonia Regina LOUREIRO

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.


2009 ◽  
Vol 33 (2) ◽  
pp. 155-166 ◽  
Author(s):  
Ellen Moss ◽  
Jean-François Bureau ◽  
Marie-Julie Béliveau ◽  
Magdalena Zdebik ◽  
Suzanne Lépine

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.


2019 ◽  
Vol 33 (8) ◽  
pp. 988-993 ◽  
Author(s):  
Fanny Melançon ◽  
Louise Cossette ◽  
Catherine Smith ◽  
Cybèle Beauvais-Dubois ◽  
Chantal Cyr ◽  
...  

PEDIATRICS ◽  
1990 ◽  
Vol 86 (3) ◽  
pp. 391-397
Author(s):  
Gail Ross ◽  
Evelyn G. Lipper ◽  
Peter A.M. Auld

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.


2000 ◽  
Vol 21 (5) ◽  
pp. 388-389
Author(s):  
V. Delaney-Black ◽  
C. Covington ◽  
B. Nordstrom-Klee ◽  
T. Templin ◽  
J. Ager ◽  
...  

PEDIATRICS ◽  
2014 ◽  
Vol 134 (3) ◽  
pp. e749-e757 ◽  
Author(s):  
E. R. Cheng ◽  
M. Palta ◽  
M. Kotelchuck ◽  
J. Poehlmann ◽  
W. P. Witt

1996 ◽  
Vol 8 (3) ◽  
pp. 511-525 ◽  
Author(s):  
Ellen Moss ◽  
Sophie Parent ◽  
Catherine Gosselin ◽  
Denise Rousseau ◽  
Diane St-Laurent

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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