scholarly journals Indirect effects of fidelity to the family check-up on changes in parenting and early childhood problem behaviors.

2013 ◽  
Vol 81 (6) ◽  
pp. 962-974 ◽  
Author(s):  
Justin D. Smith ◽  
Thomas J. Dishion ◽  
Daniel S. Shaw ◽  
Melvin N. Wilson
2013 ◽  
Vol 105 (3) ◽  
pp. 762-773 ◽  
Author(s):  
Lauretta M. Brennan ◽  
Elizabeth C. Shelleby ◽  
Daniel S. Shaw ◽  
Frances Gardner ◽  
Thomas J. Dishion ◽  
...  

2015 ◽  
Vol 16 (3) ◽  
pp. 420-420
Author(s):  
Justin D. Smith ◽  
Zorash Montaño ◽  
Thomas J. Dishion ◽  
Daniel S. Shaw ◽  
Melvin N. Wilson

2014 ◽  
Vol 16 (3) ◽  
pp. 408-419 ◽  
Author(s):  
Justin D. Smith ◽  
Zorash Montaño ◽  
Thomas J. Dishion ◽  
Daniel S. Shaw ◽  
Melvin N. Wilson

2021 ◽  
Vol 42 (4) ◽  
pp. 473-489
Author(s):  
Tae-Sun Kim ◽  
Hyun-Sim Doh

Objectives: The present study examined the effects of maternal self-esteem, coparenting and warmth in early childhood on children’s problem behaviors at school entry.Methods: The data were drawn from the seventh (T1, age 5) and eighth (T2, age 6) waves of the Panel Study of Korean Children (PSKC). A total of 1,429 mothers of 6-year-old children at T2 participated in this study. Data were analyzed with Structural Equation Modeling (SEM).Results: First, in relation to direct paths, the mother’s self-esteem at age 5 had direct effects on both internalizing and externalizing problem behaviors when children were aged 6 at school entry. Second, regarding indirect paths, mother’s self-esteem at age 5 had indirect effects on children’s internalizing and externalizing problem behaviors at age 6 through coparenting at age 5 and maternal warmth, respectively. Lastly, in relation to other indirect paths, mother’s self-esteem at age 5 had indirect effects on children’s internalizing and externalizing problem behaviors sequentially at age 6 through coparenting at age 5 and maternal warmth.Conclusion: This short-term longitudinal study explored whether mothers’ self-esteem, coparenting, and warmth in early childhood have crucial effects on children’s internalizing and externalizing problem behaviors at school entry. The results emphasize the importance of positive family dynamics in early years of life to prevent children’s problem behaviors. The findings of this study offer meaningful foundation for designing parenting education programs for parents and families as well as behavioral intervention programs for children, and they can ultimately serve as basic data for heathy development of children and family.


2008 ◽  
Vol 44 (6) ◽  
pp. 1737-1752 ◽  
Author(s):  
Erika S. Lunkenheimer ◽  
Thomas J. Dishion ◽  
Daniel S. Shaw ◽  
Arin M. Connell ◽  
Frances Gardner ◽  
...  

Sleep Health ◽  
2021 ◽  
Author(s):  
Lauren B. Covington ◽  
Freda Patterson ◽  
Lauren E. Hale ◽  
Douglas M. Teti ◽  
Angeni Cordova ◽  
...  

PEDIATRICS ◽  
1985 ◽  
Vol 75 (5) ◽  
pp. 859-868 ◽  
Author(s):  
L. J. Horwood ◽  
D. M. Fergusson ◽  
F. T. Shannon

The role of social and familial factors in the development of childhood asthma by age 6 years was studied in a birth cohort of New Zealand children. Rates of asthma varied markedly with the child's sex; boys had twice the rate of asthma as girls. In addition, the factors associated with asthma varied with the child's sex. For boys, wheeze during infancy, early eczema, and parental asthma were all significant risk factors; for girls, the only risk factor was early eczema. Proportional hazards modeling of the data failed to show any significant associations between the development of asthma and a large range of other social and familial factors including breast-feeding, parental smoking habits, pets in the child's family, stress in the family, or family social background. It was concluded that asthma in early childhood appeared to be inherited to some extent, its age of expression was related to the child's sex, and it had a complex interaction with other forms of allergic disease. There was no evidence to suggest that the structure, practices, or dynamics of the child's family played a significant role in the development of asthma for children in this birth cohort.


PEDIATRICS ◽  
1977 ◽  
Vol 59 (1) ◽  
pp. 78-85
Author(s):  
Ronald S. Drabman ◽  
Greg Jarvie

The pediatrician is the professional most frequently sought out for advice concerning disciplinary problems with children in the home. Behavioral psychologists have advocated the use of contingent ignoring and time-out procedures to help reduce problem behaviors; however, practicing pediatricians have found that these two procedures are often not successful. In fact, sometimes the two procedures seem to exacerbate inappropriate behavior. This paper documents the difficulties found in using the ignoring and/or time-out procedures in the home setting. Potential pitfalls in the use of ignoring, including not specifying the target behavior, not taking a baseline, inadvertently, intermittently reinforcing the inappropriate behavior, response bursts, spontaneous recovery, and not reinforcing an appropriate alternative behavior, are described. In addition, several pitfalls in the use of the time-out procedure, including selection of isolation area, inappropriate selection of time intervals, interference from others in the family, and escape attempts on the part of the child are discussed. For each potential problem a remedy is suggested.


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