scholarly journals Review of the Effect of Early Attachment and Teacher-child Relationship on Children Behavior Problems

2019 ◽  
Author(s):  
Yue-Hui FU
Keyword(s):  
Behavior Problems ◽  
Early Attachment ◽  
Children Behavior ◽  
Child Relationship

The Relationship Between Protective Factors and Outcomes for Children Exposed to Violence

2013 ◽  
Vol 28 (4) ◽  
pp. 697-714 ◽  
Author(s):  
Dana Schultz ◽  
Lisa H. Jaycox ◽  
Laura J. Hickman ◽  
Claude Setodji ◽  
Aaron Kofner ◽  
...  
Keyword(s):  
Behavior Problems ◽  
Protective Factors ◽  
Self Control ◽  
Parent Child Relationship ◽  
Negative Effects ◽  
Child Relationship ◽  
Outcomes For Children ◽  
Effects Of Violence ◽  
The Relationship ◽  
Children Exposed To Violence

To develop prevention and intervention programs for children exposed to violence, it is necessary to understand what factors might help alleviate the negative effects of violence exposure. In this study, we sought to test whether relationships exist between certain protective factors and subsequent adjustment and to examine whether violence re-exposure contributed to changes in outcomes over time. The analyses revealed that caregiver reports of both child self-control and the quality of the parent–child relationship were related to changes in child posttraumatic stress disorder (PTSD) symptoms and behavior problems. Furthermore, children experiencing more categories of violence re-exposure had increased behavior problems at follow-up compared to those without re-exposure. These findings advance our understanding of the relationship between these protective factors and outcomes for children exposed to violence and suggest that intervening to bolster these protective factors could improve outcomes.

The Effectiveness of Parent–Child Interaction Therapy for Victims of Interparental Violence

2010 ◽  
Vol 25 (4) ◽  
pp. 486-503 ◽  
Author(s):  
Susan G. Timmer ◽  
Lisa M. Ware ◽  
Anthony J. Urquiza ◽  
Nancy M. Zebell
Keyword(s):  
Behavior Problems ◽  
Repeated Measures ◽  
Interparental Violence ◽  
Parental Distress ◽  
Parent Child Relationship ◽  
Parent Child Interaction Therapy ◽  
Child Interaction ◽  
Child Relationship ◽  
Parent Child Interaction ◽  
Parent Child

This study compares the effectiveness of Parent–Child Interaction Therapy (PCIT) in reducing behavior problems (e.g., aggression, defiance, anxiety) of 62 clinic-referred, 2- to 7-year-old, maltreated children exposed to interparental violence (IPV) with a group of similar children with no exposure to IPV (N = 67). Preliminary analyses showed that IPV-exposed dyads were no more likely to terminate treatment prematurely than non IPV-exposed dyads. Results of repeated-measures MANCOVAs showed significant decreases in child behavior problems and caregivers’ psychological distress from pre- to posttreatment for IPV-exposed and IPV nonexposed groups, and no significant variation by exposure to IPV. Stress in the parent role related to children’s difficult behaviors and the parent–child relationship decreased from pre- to posttreatment, but parental distress did not decrease significantly over the course of PCIT. Results of an analysis testing the benefits of a full course of treatment over the first phase of treatment showed that dyads completing the full course of treatment reported significantly greater improvements in children’s behavior problems than those receiving only the first phase of treatment.

Parental Stress, Discipline Strategies, and Child Behavior Problems in Families With Young Children With Autism Spectrum Disorders

2015 ◽  
Vol 32 (2) ◽  
pp. 142-151 ◽  
Author(s):  
Paul M. Shawler ◽  
Maureen A. Sullivan
Keyword(s):  
Behavior Problems ◽  
Disruptive Behavior ◽  
Autism Spectrum ◽  
Parent Stress ◽  
Parental Discipline ◽  
Parent Child Relationship ◽  
Disruptive Behavior Problems ◽  
Child Disruptive Behavior ◽  
Children With Asd ◽  
Child Relationship

The current study investigated the parent–child relationship by examining associations between parent stress, parental discipline strategies, child disruptive behavior problems, and level of autism spectrum disorder (ASD) symptoms. A sample of 130 parents of children with ASD ages 3 to 11 years participated. Parents reported high levels of parent stress and high levels of child disruptive behavior problems. A series of mediation analyses via bootstrapping were used to examine the development of child disruptive behavior. Use of harsh and punitive parental discipline strategies mediated the link between parent stress and child disruptive behavior problems. These findings suggest that parental discipline strategies should be a central target in prevention and treatment interventions for children with ASD to reduce the emergence of child disruptive behavior problems. Reducing challenging behavior in children with ASD may improve the rate of skill acquisition and improve the parent–child relationship. Future directions for research along with clinical implications for families are discussed.

scholarly journals Parenting and the Behavior Problems of Young Children With an Intellectual Disability: Concurrent and Longitudinal Relationships in a Population-Based Study

2014 ◽  
Vol 119 (5) ◽  
pp. 422-435 ◽  
Author(s):  
Vasiliki Totsika ◽  
Richard Patrick Hastings ◽  
Dimitrios Vagenas ◽  
Eric Emerson
Keyword(s):  
Intellectual Disability ◽  
Behavior Problems ◽  
Relationship Quality ◽  
Child Behavior ◽  
Negative Relationship ◽  
Child Behavior Problems ◽  
Population Based ◽  
Parent Child Relationship ◽  
Child Relationship ◽  
Parent Child

Abstract We examined parenting behaviors, and their association with concurrent and later child behavior problems. Children with an intellectual disability (ID) were identified from a UK birth cohort (N  =  516 at age 5). Compared to parents of children without an ID, parents of children with an ID used discipline less frequently, but reported a more negative relationship with their child. Among children with an ID, discipline, and home atmosphere had no long-term association with behavior problems, whereas relationship quality did: closer relationships were associated with fewer concurrent and later child behavior problems. Increased parent-child conflict was associated with greater concurrent and later behavior problems. Parenting programs in ID could target parent-child relationship quality as a potential mediator of behavioral improvements in children.

scholarly journals The relations between teacher-child closeness and conflict in preschool and children’s outcomes in kindergarten

2021 ◽  
Author(s):  
Tanya Maria Paes ◽  
Robert Duncan ◽  
David J. Purpura ◽  
Sara Schmitt
Keyword(s):  
Social Skills ◽  
Behavior Problems ◽  
Parent Education ◽  
Parental Education ◽  
Protective Factor ◽  
Future Research ◽  
Children's Behavior ◽  
Child Relationship ◽  
And Behavior ◽  
Children’S Behavior Problems

This is a preprint of a study that examined the relations between closeness and conflict in the teacher-child relationship in preschool and children’s behavior problems, social skills, and executive function (EF) in kindergarten, and examined if these relations are moderated by parental education. The study also explored associations between teacher-child closeness and conflict and the subscales of children’s behavior problems and social skills. The sample consisted of 126 preschool children (M = 56.70 months, SD = 3.89). Regression analyses revealed that teacher-child conflict was related to poorer social skills in children, specifically lower assertion, lower engagement, and lower cooperation. Additionally, as conflict in the teacher-child relationship increased, EF decreased for children whose parents have a lower level of education. There was also a marginally significant moderator of the relation between teacher-child closeness and behavior problems where high parent education served as a protective factor for low levels of teacher-child closeness. Implications for future research are discussed.

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