The Effects of Parents Emotion Regulation Styles and Controlling Parenting Behavior on Preschoolers Internalizing Problem Behaviors

2018 ◽  
Vol 20 (2) ◽  
pp. 43-65
Author(s):  
Young-Moon Chae ◽  
Su-Jin Kwak
Keyword(s):  
Emotion Regulation ◽  
Problem Behaviors ◽  
Parenting Behavior ◽  
Controlling Parenting ◽  
Internalizing Problem

The effect of parenting pressure on children’s internalizing problem behaviors and its mechanism

Work ◽  
2021 ◽  
pp. 1-11
Author(s):  
Jing Zou
Keyword(s):  
Problem Behaviors ◽  
Parenting Styles ◽  
Internalizing Problems ◽  
Internalizing Behavior ◽  
Kindergarten Children ◽  
Psychological Aggression ◽  
Sample Survey ◽  
Raising Children ◽  
Internalizing Problem ◽  
Education In China

BACKGROUND: in the process of raising children, parents will inevitably have inappropriate measures and behaviors, which will bring greater pressure on the children’s psychology and physiology. OBJECTIVE: in the field of children’s development, parenting pressure has always been one of the hotspots of worldwide scholars. In order to further understand the causes of children’s psychological problems, the effect of parenting pressure on children’s internalizing problem behaviors and its mechanism are explored. METHODS: based on previous literature, the parenting pressure and children’s internalizing related problems in China are investigated. Based on the characteristic discussion of parenting styles in China, the parenting pressure and internalizing problems of children is deeply analyzed. The sample survey is used to sample the parents of kindergarten children, and a total of 679 children’s parents are selected. RESULTS: the results show that the parents of boys have more serious parenting pressure than the parents of girls. In the process of raising children, the mother bears more pressure than the father. For the internalizing problems of children, the psychological aggression behavior of parents shows a relatively serious effect. There is a certain causal relationship between parenting pressure and parents’ strict discipline behavior. Therefore, parenting pressure is used as an intermediary variable to affect children’s internalizing behavior. Parenting pressure does not show a significant correlation with children’s internalizing problems, but indirectly affects the generation of children’s internalizing behaviors by affecting parents’ strict discipline behaviors. CONCLUSION: it enriches the investigations on parenting pressure and children’s education in China, and provides a certain theoretical basis for the development of children’s mental health.

Examining bidirectional relationships between parenting and child maladjustment in youth with autism spectrum disorder: A 9-year longitudinal study

2016 ◽  
Vol 29 (4) ◽  
pp. 1199-1213 ◽  
Author(s):  
Lisa M. Dieleman ◽  
Sarah S. W. De Pauw ◽  
Bart Soenens ◽  
Wim Beyers ◽  
Peter Prinzie
Keyword(s):  
Autism Spectrum Disorder ◽  
Longitudinal Study ◽  
Problem Behaviors ◽  
Externalizing Problems ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Controlling Parenting ◽  
Parents And Children ◽  
Child Problems

AbstractLongitudinal bidirectional effects between parents and children are usually studied in samples of typically developing children, but remain understudied in families with a child with autism spectrum disorder. This three-wave longitudinal study examined how parents and children with autism spectrum disorder influence one another, relying on parent reports of parenting behaviors and children's problem behaviors across 9 years, in a sample of 139 youngsters (M age Time 1 = 10.2 years, 83% boys). Cross-lagged analyses indicated that children's externalizing problems at Time 1 predicted negative controlling parenting 6 years later (Time 2) that in turn predicted externalizing problems 3 years later (Time 3). Negative parental control at Time 1 also increased the risk for internalizing problems at Time 2. It was surprising that externalizing problems at Time 2 also predicted positive parental involvement at Time 3. Thus, although results indicate that externalizing problems generally elicit maladaptive reactions in parents, this study also suggests that parents adjust their way of reacting to externalizing child problems as their child reaches adolescence/emerging adulthood. Implications for future research on parenting dynamics in families with a child with autism spectrum disorder are discussed.

scholarly journals Relations between Sensory Responsiveness and Features of Autism in Children

2020 ◽  
Vol 10 (11) ◽  
pp. 775
Author(s):  
Jacob Feldman ◽  
Margaret Cassidy ◽  
Yupeng Liu ◽  
Anne Kirby ◽  
Mark Wallace ◽  
...  
Keyword(s):  
Problem Behaviors ◽  
Social Communication ◽  
Children With Autism ◽  
Older Children ◽  
Cascading Effects ◽  
Sensory Responsiveness ◽  
Ability Groups ◽  
Patterns Of Behavior ◽  
Internalizing Problem ◽  
Core Features

Autism is a neurodevelopmental condition defined by differences in social communication and by the presence of restricted and repetitive patterns of behavior, interests, and activities (RRBs). Individuals with autism also commonly present with atypical patterns of sensory responsiveness (i.e., hyporesponsiveness, hyperresponsiveness, and sensory seeking), which are theorized to produce cascading effects across other domains of development. The purpose of this study was to examine differences in sensory responsiveness in children with and without autism (ages 8–18 years), as well as relations between patterns of sensory responsiveness and core and related features of autism. Participants were 50 children with autism and 50 non-autistic peers matched on age and sex. A comprehensive clinical battery included multiple measures of sensory responsiveness, core features of autism, adaptive behavior, internalizing behaviors, cognitive ability, and language ability. Groups significantly differed on all three patterns of sensory responsiveness. Some indices of core and related autism features were robustly associated with all three patterns of sensory responsiveness (e.g., RRBs), while others were more strongly associated with discrete patterns of sensory responsiveness (i.e., internalizing problem behaviors and hyperresponsiveness, language and sensory seeking). This study extends prior work to show that differences in sensory responsiveness that are linked with core and related features of autism persist in older children and adolescents on the spectrum.

Maltreatment Profiles of Child Welfare–Involved Children in Special Education: Classification and Behavioral Consequences

2019 ◽  
Vol 86 (3) ◽  
pp. 237-254
Author(s):  
Kevin A. Gee
Keyword(s):  
Special Education ◽  
Sexual Abuse ◽  
Child Welfare ◽  
Physical Abuse ◽  
Problem Behaviors ◽  
Latent Class ◽  
Well Being ◽  
Latent Class Analyses ◽  
Internalizing Problem ◽  
Internalizing And Externalizing

In this study, I investigated the maltreatment profiles of child welfare–involved children in special education and examined how those profiles influenced their internalizing and externalizing behaviors. I analyzed data on a sample of 290 children (63% male, 37% female, Mage = 11 years) from the National Survey on Child and Adolescent Well-Being II. When weighted, this sample represented approximately 233,000 children involved in the child welfare system and in special education. Results from latent class analyses revealed four maltreatment classes, listed by predominance: supervisory neglect, physical abuse, other forms of maltreatment, and sexual abuse. Relative to children in the sexual abuse class, children had higher teacher-reported internalizing problem behaviors if their predominate maltreatment class was either supervisory neglect or physical abuse. Understanding maltreatment and its consequences for child welfare–involved children in special education can help better inform ways to promote their educational success.

scholarly journals Parent training to reduce problem behaviors over the transition to high school: Tests of indirect effects through improved emotion regulation skills

2016 ◽  
Vol 61 ◽  
pp. 176-183 ◽  
Author(s):  
W. Alex Mason ◽  
Stacy-Ann A. January ◽  
Charles B. Fleming ◽  
Ronald W. Thompson ◽  
Gilbert R. Parra ◽  
...  
Keyword(s):  
High School ◽  
Emotion Regulation ◽  
Parent Training ◽  
Problem Behaviors ◽  
Indirect Effects ◽  
Transition To High School

scholarly journals Distress and academic achievement among adolescents of affluence: A study of externalizing and internalizing problem behaviors and school performance

2009 ◽  
Vol 21 (1) ◽  
pp. 319-341 ◽  
Author(s):  
Nadia S. Ansary ◽  
Suniya S. Luthar
Keyword(s):  
Academic Achievement ◽  
Problem Behaviors ◽  
School Performance ◽  
Group Differences ◽  
Depression And Anxiety ◽  
Students At Risk ◽  
Classroom Adjustment ◽  
Internalizing Problem ◽  
The Relationship ◽  
Over Time

AbstractThe main objectives of this study were to prospectively examine the relationship between externalizing (substance use and delinquency) and internalizing (depression and anxiety) dimensions and academic achievement (grades and classroom adjustment), as well as continuity over time in these domains, within a sample of wealthy adolescents followed from 10th to 12th grades (n = 256). In both parts of the study, cluster analyses were used to group participants at 10th grade and then group differences were evaluated on adjustment outcomes over time. In Part 1, problem behavior clusters revealed differences on academic indices with the two marijuana using groups—marijuana users and multiproblem youth—exhibiting the worst academic outcomes at all three waves. For Part 2, the two lowest achieving groups reported the highest distress across all externalizing dimensions over time. Stability across the three waves was found for both personal and academic competence as well as the associations between these two domains. Results are discussed in relation to intervention efforts targeting wealthy students at risk.

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