Longitudinal Correlates of Maternal Depression Among Mothers of Children With or Without Intellectual Disability

2017 ◽  
Vol 122 (5) ◽  
pp. 374-391 ◽  
Author(s):  
Sasha M. Zeedyk ◽  
Jan Blacher
Keyword(s):  
Intellectual Disability ◽  
Depressive Symptoms ◽  
Behavior Problems ◽  
Child Behavior ◽  
Linear Regression Analysis ◽  
Child Behavior Problems ◽  
Financial Impact ◽  
Future Research ◽  
Maternal Depressive Symptoms ◽  
Child Age

Abstract This study identified trajectories of depressive symptoms among mothers of children with or without intellectual disability longitudinally across eight time points. Results of fitting a linear growth model to the data from child ages 3–9 indicated that child behavior problems, negative financial impact, and low dispositional optimism all significantly related to initial maternal depressive symptoms. Child behavior problems were significantly associated with changes in depressive symptoms over time, relating above and beyond child disability status. When looking from late childhood into early adolescence, hierarchical linear regression analysis revealed that maternal depressive symptoms at child age 9 and perceived financial impact significantly related to maternal depressive symptoms at child age 13. Implications for practice and future research directions are discussed.

Within-dyad bidirectional relations among maternal depressive symptoms and child behavior problems from infancy through preschool

2022 ◽  
pp. 1-11
Author(s):  
Sarah G. Curci ◽  
Jennifer A. Somers ◽  
Laura K. Winstone ◽  
Linda J. Luecken
Keyword(s):  
Mental Health ◽  
Depressive Symptoms ◽  
Behavior Problems ◽  
Child Behavior ◽  
Low Income ◽  
Child Behavior Problems ◽  
Maternal Depressive Symptoms ◽  
Bidirectional Association ◽  
The Impact ◽  
Child Age

Abstract Although dyadic theory focuses on the impact of a mother’s mental health on her own child and the impact of a child’s mental health on their own mother, commonly used statistical approaches are incapable of distinguishing the desired within-dyad processes from between-dyad effects. Using autoregressive latent trajectory modeling with structured residuals, the current study evaluated within-dyad, bidirectional associations between maternal depressive symptoms and child behavior problems from child age 1–4.5 years among a sample of low-income, Mexican American women (N = 322, Mage = 27.8) and their children. Women reported on maternal depressive symptoms and child behavior problems during laboratory visits at child age 1, 1.5, 2, 3, and 4.5 years. Results provide novel evidence of child-driven bidirectional association between maternal depressive symptoms and child behavior problems at the within-dyad level as early as child age 1 year and within-person stability in child behavior problems emerging early in life.

Preschool children at social risk: Chronicity and timing of maternal depressive symptoms and child behavior problems at school and at home

1993 ◽  
Vol 5 (3) ◽  
pp. 371-387 ◽  
Author(s):  
Lisbeth Alpern ◽  
Karlen Lyons-Ruth
Keyword(s):  
Depressive Symptoms ◽  
Behavior Problems ◽  
Child Behavior ◽  
Low Income ◽  
Child Behavior Problems ◽  
Father Absence ◽  
Maternal Depressive Symptoms ◽  
Withdrawn Behavior ◽  
Depressed Mothers ◽  
At Home

AbstractThe current study investigated the relationship between previous, recent, or chronic maternal depressive symptoms and subtypes of child behavior problems rated by teachers and mothers among 64 low-income children aged 4–6 years. Sixty-nine percent of mothers with high depressive symptom levels at the preschool assessment had also reported high symptom levels during the child's infancy. Children whose mothers reported depressive symptoms at both ages exhibited significantly elevated rates of hostile behavior problems in the classroom and at home compared to children of never-depressed mothers. Children of mothers who were previously but not currently depressed showed significantly more anxious and withdrawn behavior at school and at home, while children of recently depressed mothers were more hyperactive and demanding. Child cognitive scores and father absence were also related to behavior problems, but these variables did not mediate the independent effects of chronicity and timing of maternal depressive symptoms on the types of child symptoms displayed.

scholarly journals Perceived Child Behavior Problems, Parenting Stress, and Maternal Depressive Symptoms Among Prenatal Methamphetamine Users

2012 ◽  
Vol 43 (6) ◽  
pp. 943-957 ◽  
Author(s):  
Brandi D. Liles ◽  
Elana Newman ◽  
Linda L. LaGasse ◽  
Chris Derauf ◽  
Rizwan Shah ◽  
...  
Keyword(s):  
Depressive Symptoms ◽  
Behavior Problems ◽  
Parenting Stress ◽  
Child Behavior ◽  
Child Behavior Problems ◽  
Maternal Depressive Symptoms

scholarly journals Student–Teacher Relationship Stability Across Early School Years for Children With Intellectual Disability or Typical Development

2009 ◽  
Vol 114 (5) ◽  
pp. 322-339 ◽  
Author(s):  
Jan Blacher ◽  
Bruce L. Baker ◽  
Abbey S. Eisenhower
Keyword(s):  
Intellectual Disability ◽  
Behavior Problems ◽  
Child Behavior ◽  
Student Teacher ◽  
Child Behavior Problems ◽  
Typical Development ◽  
Student Teacher Relationship ◽  
Teacher Relationships ◽  
Disability Group ◽  
Student Teacher Relationships

Abstract Student–teacher relationships of 37 children with moderate to borderline intellectual disability and 61 with typical cognitive development were assessed from child ages 6–8 years. Student–teacher relationship quality was moderately stable for the typical development group, but less so for the intellectual disability group. At each assessment these relationships were poorer for children with intellectual disability. Child behavior problems consistently predicted more conflict, whereas social skills predicted more closeness. Accounting for these child characteristics reduced the status group difference to nonsignificance. Earlier student–teacher relationships predicted subsequent changes in child behavior problems and social skills. Student–teacher relationships in the intellectual disability group were significantly lower for children in regular than special classes by age 8.

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.

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