scholarly journals Predicting the development of victimization from early childhood internalizing and externalizing behavior

2019 ◽  
Vol 62 ◽  
pp. 294-305 ◽  
Author(s):  
J. Loes Pouwels ◽  
Laura H.D. Hanish ◽  
Sanny Smeekens ◽  
Antonius H.N. Cillessen ◽  
Yvonne H.M. van den Berg
Keyword(s):  
Early Childhood ◽  
Externalizing Behavior ◽  
Internalizing And Externalizing

The association between overweight and internalizing and externalizing behavior in early childhood

2016 ◽  
Vol 168 ◽  
pp. 35-42 ◽  
Author(s):  
Roxanna Camfferman ◽  
Pauline W. Jansen ◽  
Ralph C.A. Rippe ◽  
Judi Mesman ◽  
Ivonne P.M. Derks ◽  
...  
Keyword(s):  
Early Childhood ◽  
Externalizing Behavior ◽  
Internalizing And Externalizing

scholarly journals Behavioral problems and their relationship to maternal depression, marital relationships, social skills and parenting

2020 ◽  
Vol 33 (1) ◽  
Author(s):  
Alessandra Turini Bolsoni-Silva ◽  
Sonia Regina Loureiro
Keyword(s):  
Social Skills ◽  
Maternal Depression ◽  
Child Behavior ◽  
Behavioral Problems ◽  
Externalizing Behavior ◽  
Parenting Practices ◽  
Marital Relationships ◽  
Negative Parenting ◽  
Multiple Variables ◽  
Internalizing And Externalizing

Abstract Behavioral problems have been associated with multiple variables; however, studies simultaneously investigating parenting practices, marital relationships in bi-parental families, maternal depression, and child behavior remain a gap in the literature. The objective was to verify associations between positive and negative parenting practices, marital relationships, social skills, and behavioral problems among children from bi-parental families with and those without maternal depression; to identify the predictive effect of positive and negative parenting practices, marital relationships, children’s social skills, and maternal depression, for internalizing, externalizing behavior problems and internalizing and externalizing comorbidities. A case-control study with a cross-sectional design was adopted to ensure the groups were homogeneous in regard to the children’s, mothers’, and families’ sociodemographic characteristics. A total of 35 mothers currently with depression and 35 without depression indicators participated in the study, while the children were 25 preschoolers and 23 school-aged children. The mothers responded to instruments addressing depression, child behavior, parenting practices, and marital relationships. The results reveal maternal depression associated with marital relationships, positive parenting, and context variables. Maternal depression and marital relationship were found to influence externalizing problems; maternal depression, child-rearing practices, marital relationships, and the children’s behavioral repertoires influence internalizing and externalizing comorbidities; and none of the independent variables influenced the occurrence of internalizing problems.

scholarly journals Effects of early childhood education attendance on achievement, social skills, behaviour, and stress

2018 ◽  
Vol 35 (3) ◽  
pp. 287-297 ◽  
Author(s):  
Marta Regina Gonçalves CORREIA-ZANINI ◽  
Edna Maria MARTURANO ◽  
Anne Marie Germaine Victorine FONTAINE
Keyword(s):  
Early Childhood ◽  
Public Schools ◽  
Social Skills ◽  
Early Childhood Education ◽  
Externalizing Behavior ◽  
Socioeconomic Background ◽  
Childhood Education ◽  
Stress Symptoms ◽  
Behavioral Variables ◽  
3Rd Grade

Abstract There is evidence that Early Childhood Education positively contributes to optimal performance in Elementary School, but there are few studies about its infl uence on socio-behavioral variables. This study aimed to explore the association between duration of Early Childhood Education attendance (one or two years) and developmental outcomes in the 3rd grade. A total of 151 students from public schools participated in the study and their academic performance, social skills, externalizing behavior and stress symptoms were assessed. Data analysis comprised group comparison and regression with control of socioeconomic background. The results showed that children who had attended Early Childhood Education for one more year showed better achievement and less stress symptoms. Duration of Early Childhood Education attendance was a significant positive predictor for achievement and a negative one for stress in the 3rd grade. We discuss the quality of Early Childhood Education and its influence on the variables assessed and point to the need for a systematic replication study to assess the generalization of the results.

scholarly journals Maternal and paternal trajectories of depressive symptoms predict family risk and children's emotional and behavioral problems after the birth of a sibling

2018 ◽  
Vol 31 (04) ◽  
pp. 1307-1324 ◽  
Author(s):  
Brenda L. Volling ◽  
Tianyi Yu ◽  
Richard Gonzalez ◽  
Elizabeth Tengelitsch ◽  
Matthew M. Stevenson
Keyword(s):  
Depressive Symptoms ◽  
Behavioral Problems ◽  
Externalizing Behavior ◽  
Latent Class ◽  
Emotional And Behavioral Problems ◽  
Family Risk Factors ◽  
Paternal Depression ◽  
Family Risk ◽  
Infant Sibling ◽  
Internalizing And Externalizing

AbstractThe current study examined trajectories of maternal and paternal depression in the year following the birth of an infant sibling, and relations with family risk factors and firstborn children's internalizing and externalizing behavior problems. Latent class growth analysis was conducted on 231 families in a longitudinal investigation (prebirth and 1, 4, 8, and 12 months postbirth) and revealed four classes of families: both mother and father low in depressive symptoms (40.7%); mother high–father low (25.1%); father high–mother low (24.7%), and both mother and father high (9.5%). Families with both mothers and fathers high on depressive symptoms were higher on marital negativity, parenting stress, and children's internalizing and externalizing problems, and lower on marital positivity and parental efficacy than other classes. Children, parents, and marital relationships were more problematic in families with fathers higher on depressive symptoms than in families in which mothers were higher, indicating the significant role of paternal support for firstborn children undergoing the transition to siblinghood. Maternal and paternal depression covaried with an accumulation of family risks over time, no doubt increasing the likelihood of children's problematic adjustment after the birth of their infant sibling.

scholarly journals As Time Goes by: Understanding Child and Family Factors Shaping Behavioral Outcomes After Traumatic Brain Injury

2021 ◽  
Vol 12 ◽  
Author(s):  
Linda Ewing-Cobbs ◽  
Janelle J. Montroy ◽  
Amy E. Clark ◽  
Richard Holubkov ◽  
Charles S. Cox ◽  
...  
Keyword(s):  
Behavior Problems ◽  
Conduct Problems ◽  
Behavioral Problems ◽  
Externalizing Behavior ◽  
Executive Dysfunction ◽  
Emotional Symptoms ◽  
Factors Associated ◽  
Severe Tbi ◽  
Internalizing And Externalizing

Objective: To model pre-injury child and family factors associated with the trajectory of internalizing and externalizing behavior problems across the first 3 years in children with pediatric traumatic brain injury (TBI) relative to children with orthopedic injuries (OI). Parent-reported emotional symptoms and conduct problems were expected to have unique and shared predictors. We hypothesized that TBI, female sex, greater pre-injury executive dysfunction, adjustment problems, lower income, and family dysfunction would be associated with less favorable outcomes.Methods: In a prospective longitudinal cohort study, we examined the level of behavior problems at 12 months after injury and rate of change from pre-injury to 12 months and from 12 to 36 months in children ages 4–15 years with mild to severe TBI relative to children with OI. A structural equation model framework incorporated injury characteristics, child demographic variables, as well as pre-injury child reserve and family attributes. Internalizing and externalizing behavior problems were indexed using the parent-rated Emotional Symptoms and Conduct Problems scales from the Strengths and Difficulties questionnaire.Results: The analysis cohort of 534 children [64% boys, M (SD) 8.8 (4.3) years of age] included 395 with mild to severe TBI and 139 with OI. Behavior ratings were higher after TBI than OI but did not differ by TBI severity. TBI, higher pre-injury executive dysfunction, and lower income predicted the level and trajectory of both Emotional Symptoms and Conduct Problems at 12 months. Female sex and poorer family functioning were vulnerability factors associated with greater increase and change in Emotional Symptoms by 12 months after injury; unique predictors of Conduct Problems included younger age and prior emotional/behavioral problems. Across the long-term follow-up from 12 to 36 months, Emotional Symptoms increased significantly and Conduct Problems stabilized. TBI was not a significant predictor of change during the chronic stage of recovery.Conclusions: After TBI, Emotional Symptoms and Conduct Problem scores were elevated, had different trajectories of change, increased or stayed elevated from 12 to 36 months after TBI, and did not return to pre-injury levels across the 3 year follow-up. These findings highlight the importance of addressing behavioral problems after TBI across an extended time frame.

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