scholarly journals Consequences of socioeconomic disadvantage across three generations: Parenting behavior and child externalizing problems.

2008 ◽  
Vol 22 (5) ◽  
pp. 725-733 ◽  
Author(s):  
Laura V. Scaramella ◽  
Tricia K. Neppl ◽  
Lenna L. Ontai ◽  
Rand D. Conger
Keyword(s):  
Externalizing Problems ◽  
Parenting Behavior ◽  
Socioeconomic Disadvantage ◽  
Three Generations ◽  
Child Externalizing Problems ◽  
Child Externalizing

scholarly journals Early trajectories of interparental conflict and externalizing problems as predictors of social competence in preadolescence

2010 ◽  
Vol 22 (3) ◽  
pp. 527-537 ◽  
Author(s):  
Chrystyna D. Kouros ◽  
E. Mark Cummings ◽  
Patrick T. Davies
Keyword(s):  
Social Competence ◽  
Prosocial Behavior ◽  
Externalizing Problems ◽  
Interparental Conflict ◽  
Social Problems ◽  
Parallel Process ◽  
Process Models ◽  
Teacher Reports ◽  
Child Externalizing Problems ◽  
Child Externalizing

AbstractConsistent with developmental cascade notions, the present study investigated (a) associations between trajectories of interparental conflict and early externalizing problems during childhood and (b) early trajectories of externalizing problems as a pathway by which interparental conflict impacts children's social competence in preadolescence. Participants were 235 children and their parents and teachers. Children were assessed annually for 3 years, beginning when they were in kindergarten. Parents provided reports of interparental conflict and child externalizing problems. Children's social competence (prosocial behavior, social problems) was assessed approximately 5 years later via parent and teacher reports. Results from parallel process models indicated that changes in interparental conflict were positively associated with changes in externalizing problems during childhood. Further, demonstrating pathways consistent with notions of developmental cascades, early trajectories of externalizing problems accounted for the longitudinal link between early trajectories of interparental conflict and children's social problems in preadolescence.

Prediction of child externalizing problems from infant difficulty and early parenting

1996 ◽  
Vol 19 ◽  
pp. 76
Author(s):  
Elizabeth B. Owens ◽  
Emily B. Winslow ◽  
Joyce Giovannelli ◽  
Daniel S. Shaw
Keyword(s):  
Externalizing Problems ◽  
Early Parenting ◽  
Child Externalizing Problems ◽  
Child Externalizing

scholarly journals Does the Incredible Years reduce child externalizing problems through improved parenting? The role of child negative affectivity and serotonin transporter linked polymorphic region (5-HTTLPR) genotype

2017 ◽  
Vol 30 (1) ◽  
pp. 93-112 ◽  
Author(s):  
Joyce Weeland ◽  
Rabia R. Chhangur ◽  
Sara R. Jaffee ◽  
Danielle Van Der Giessen ◽  
Walter Matthys ◽  
...  
Keyword(s):  
Externalizing Problems ◽  
Controlled Trial ◽  
Negative Affectivity ◽  
Parenting Behavior ◽  
Behavioral Parent Training ◽  
Incredible Years ◽  
Polymorphic Region ◽  
Randomized Controlled ◽  
The Incredible Years ◽  
Child Externalizing

AbstractIn a randomized controlled trial, the Observational Randomized Controlled Trial of Childhood Differential Susceptibility (ORCHIDS study), we tested whether observed parental affect and observed and reported parenting behavior are mechanisms of change underlying the effects of the behavioral parent training program the Incredible Years (IY). Furthermore, we tested whether some children are more susceptible to these change mechanisms because of their temperamental negative affectivity and/or serotonin transporter linked polymorphic region (5-HTTLPR) genotype. Participants were 387 Dutch children between 4 and 8 years of age (M age = 6.31, SD = 1.33; 55.3% boys) and their parents. Results showed that although IY was successful in improving parenting behavior and increasing parental positive affect, these effects did not explain the significant decreases in child externalizing problems. We therefore found no evidence for changes in parenting behavior or parental affect being the putative mechanisms of IY effectiveness. Furthermore, intervention effects on child externalizing behavior were not moderated by child negative affectivity or 5-HTTLPR genotype. However, child 5-HTTLPR genotype did moderate intervention effects on negative parenting behavior. This suggests that in research on behavioral parent training programs, “what works for which parents” might also be an important question.

scholarly journals A Pilot Study of a Parent Emotion Socialization Intervention: Impact on Parent Behavior, Child Self-Regulation, and Adjustment

2021 ◽  
Vol 12 ◽  
Author(s):  
Evalill Bølstad ◽  
Sophie S. Havighurst ◽  
Christian K. Tamnes ◽  
Egil Nygaard ◽  
Rune Flaaten Bjørk ◽  
...  
Keyword(s):  
Pilot Study ◽  
Externalizing Behavior ◽  
Externalizing Problems ◽  
Emotion Socialization ◽  
Self Regulation ◽  
Emotion Coaching ◽  
Positive Effects ◽  
Child Externalizing Problems ◽  
Parent Emotion Socialization ◽  
Child Externalizing

Adequate emotion regulation in children is crucial for healthy development and is influenced by parent emotion socialization. The current pilot study aimed to test, for the first time in a Scandinavian population, whether an emotion-focused intervention, Tuning in to Kids (TIK), had positive effects on parent emotion-related socialization behaviors (ERSBs), and children's self-regulation, anxiety, and externalizing behavior problems. We conducted a controlled trial of the 6-week evidence-based TIK parenting program with 20 parents of preschool children aged 5–6 years and 19 wait-list controls. Assessments at baseline and 6 months after the intervention included parent-report questionnaires on parent ERSBs and child adjustment, as well as aspects of children's self-regulation assessed with two behavioral tasks, the Emotional Go/No-Go task (EGNG) and the AX-Continuous Performance Task (AX-CPT). Results showed a significant increase in reported parent emotion coaching behavior and an uncorrected significant decrease in parents' report of child externalizing problems in intervention participants compared to controls. The behavioral data showed an uncorrected significant improvement in child emotion discrimination in the control condition compared to the intervention condition, while measures of children's executive control improved from baseline to follow-up for both conditions but were not significantly different between conditions. These findings suggest that this emotion-focused parenting intervention contributed to improvement in parents' emotion coaching and their appraisal of child externalizing problems, while children's self-regulation showed mainly normative developmental improvements. Further research with a larger sample will be the next step to determine if these pilot findings are seen in an adequately powered study.

Sign in / Sign up

Export Citation Format

Share Document