scholarly journals Child conduct problems and social skills in a middle-income country

2012 ◽  
Vol 201 (5) ◽  
pp. 411-411
Author(s):  
Rishab Gupta ◽  
Siddharth Sarkar
Keyword(s):  
Social Skills ◽  
Conduct Problems ◽  
Middle Income Country ◽  
Income Country ◽  
Middle Income ◽  
Child Conduct Problems ◽  
Child Conduct

scholarly journals Reducing child conduct problems and promoting social skills in a middle-income country: cluster randomised controlled trial

2012 ◽  
Vol 201 (2) ◽  
pp. 101-108 ◽  
Author(s):  
Helen Baker-Henningham ◽  
Stephen Scott ◽  
Kelvyn Jones ◽  
Susan Walker
Keyword(s):  
Social Skills ◽  
Conduct Problems ◽  
Child Behaviour ◽  
Middle Income Country ◽  
Middle Income ◽  
Child Conduct Problems ◽  
School Based Intervention ◽  
School Based ◽  
Cluster Randomised ◽  
Child Conduct

BackgroundThere is an urgent need for effective, affordable interventions to prevent child mental health problems in low- and middle-income countries.AimsTo determine the effects of a universal pre-school-based intervention on child conduct problems and social skills at school and at home.MethodIn a cluster randomised design, 24 community pre-schools in inner-city areas of Kingston, Jamaica, were randomly assigned to receive the Incredible Years Teacher Training intervention (n = 12) or to a control group (n = 12). Three children from each class with the highest levels of teacher-reported conduct problems were selected for evaluation, giving 225 children aged 3–6 years. The primary outcome was observed child behaviour at school. Secondary outcomes were child behaviour by parent and teacher report, child attendance and parents' attitude to school. The study is registered as ISRCTN35476268.ResultsChildren in intervention schools showed significantly reduced conduct problems (effect size (ES) = 0.42) and increased friendship skills (ES = 0.74) through observation, significant reductions to teacher-reported (ES = 0.47) and parent-reported (ES = 0.22) behaviour difficulties and increases in teacher-reported social skills (ES = 0.59) and child attendance (ES = 0.30). Benefits to parents' attitude to school were not significant.ConclusionsA low-cost, school-based intervention in a middle-income country substantially reduces child conduct problems and increases child social skills at home and at school.

scholarly journals Harsh parenting and child conduct and emotional problems: parent- and child-effects in the 2004 Pelotas Birth Cohort

2021 ◽  
Author(s):  
Andreas Bauer ◽  
Graeme Fairchild ◽  
Sarah L. Halligan ◽  
Gemma Hammerton ◽  
Joseph Murray ◽  
...  
Keyword(s):  
Sex Differences ◽  
Birth Cohort ◽  
Conduct Problems ◽  
Emotional Problems ◽  
Harsh Parenting ◽  
Middle Income ◽  
Child Conduct Problems ◽  
Child Effects ◽  
Child Emotional Problems ◽  
Child Conduct

AbstractIn high-income countries, links between harsh and abusive parenting and child conduct and emotional problems are well-documented. However, less is known about these relationships in low- and middle-income countries, where harsh parenting may be more widely accepted and higher rates of conduct or emotional problems may exist which could influence the strength of these associations. We sought to investigate these relationships in a large population-based, prospective longitudinal study from Brazil, which also allowed us to test for sex differences. Using data from the 2004 Pelotas Birth Cohort Study (N = 4231) at ages 6 and 11 years, we applied cross-lagged path analysis to examine the relationships between harsh parenting (Conflict Tactics Scale Parent–Child version), and child conduct and emotional problems (Strengths and Difficulties Questionnaire). We found reciprocal relationships between harsh parenting and child conduct problems, with harsh parenting at age 6 predicting child conduct problems at age 11, and vice versa, even after adjusting for initial levels of conduct problems and harsh parenting, respectively. For child emotional problems, only unidirectional effects were found, with harsh parenting at age 6 predicting child emotional problems at age 11, after adjusting for initial levels of emotional problems, but not vice versa. No significant sex differences were observed in these relationships. These observations based on a middle-income country birth cohort highlight the potential universality of detrimental effects of harsh parenting on child conduct and emotional problems and affirm the importance of addressing parent- and child-effects in preventive and treatment interventions, especially those targeting conduct problems.

scholarly journals Parents' use of harsh punishment and young children's behaviour and achievement: a longitudinal study of Jamaican children with conduct problems

2018 ◽  
Vol 5 ◽  
Author(s):  
H. Baker-Henningham ◽  
T. Francis
Keyword(s):  
Social Skills ◽  
Conduct Problems ◽  
Maternal Education ◽  
Child Outcomes ◽  
Parent Report ◽  
Child Behaviour ◽  
Child Conduct Problems ◽  
Harsh Punishment ◽  
Child Conduct ◽  
Grade One

Introduction.Harsh punishment by parents is common in low- and middle-income countries (LMIC), yet there is limited evidence from LMIC of the effects of harsh punishment on child outcomes.Methods.A longitudinal, prospective study was conducted with children with conduct problems to examine the associations between parents’ use of harsh punishment during the preschool years on child behaviour and school achievement in grade one of primary school. As part of an efficacy trial in 24 preschools, 225 children with the highest level of teacher-reported conduct problems were evaluated and their parents reported on how often they used harsh punishment. Outcome measures in grade one included child conduct problems by independent observation, teacher and parent report, child social skills by teacher and parent report, direct tests of children's academic achievement and language skills, and tester ratings of child attention and impulse control.Results.Children had a mean age of 6.92 years and 61% were boys. All parents reported using harsh punishment. After controlling for child age and sex, socio-economic status, parents’ involvement with child and maternal education, frequency of harsh punishment was associated with growth in child conduct problems by independent classroom observations (p  =  0.037), parent (p  =  0.018) and teacher (p  =  0.044) report, a reduction in child social skills by teacher (p  =  0.024) and parent (p  =  0.014) report and poorer attention during the test session (p  =  0.049).Conclusion.The associations between frequency of parents’ use of harsh punishment with their preschoolers with conduct problems and later child behaviour indicate a need to train parents in non-violent behaviour management.

Women break down the barriers to the Vietnamese social sciences and humanities

2019 ◽  
Author(s):  
Quan-Hoang Vuong
Keyword(s):  
Social Sciences ◽  
Gender Inequality ◽  
Middle Income Country ◽  
Women In Science ◽  
Income Country ◽  
The West ◽  
Middle Income ◽  
Social Sciences And Humanities ◽  
The Social ◽  
Low And Middle Income

Valian rightly made a case for better recognition of women in science during the Nobel week in October 2018 (Valian, 2018). However, it seems most published views about gender inequality in Nature focused on the West. This correspondence shifts the focus to women in the social sciences and humanities (SSH) in a low- and middle-income country (LMIC).

International Health Research Ethics

2020 ◽  
Author(s):  
Bridget Pratt
Keyword(s):  
Research Ethics ◽  
Health Research ◽  
International Research ◽  
International Health ◽  
Middle Income Country ◽  
Income Country ◽  
Benefit Sharing ◽  
Middle Income ◽  
Ethical Concerns ◽  
Low And Middle Income

Health research funded by organizations from HICs and conducted in low- and middle-income countries has grown significantly since 1990. Power imbalances and inequities frequently (but not always) exist at each stage of the international research process. Unsurprisingly then, a variety of ethical concerns commonly arise in the context of international health research, such as inequities in funding, the semi-colonial nature of international research models, the brain drain of low- and middle-income country researchers, and inequities in partnerships between HIC and low- and middle-income country researchers. In this chapter, these (and other) ethical concerns are introduced and the following ethical concepts to address the concerns are then discussed: responsiveness, standard of care, benefit sharing, community engagement, and social value. Existing guidance and remaining debates about how to specify each of the concepts are summarized. The chapter concludes by highlighting the existence of epistemic injustices within the field of international research ethics.

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