Maternal depressive symptoms and infant temperament in the first year of life predict child behaviour at 3 years of age

2020 ◽  
Author(s):  
Silvia Rigato ◽  
Sophia Charalambous ◽  
Manuela Stets ◽  
Karla Holmboe

Postnatal maternal depression is associated with negative developmental outcomes in infancy and childhood. In a longitudinal study, mothers (N=63) completed questionnaires about their own depressive symptoms and their child’s behaviour at four time-points during the first year postpartum and again at 3 years postpartum. Maternal depressive symptoms and infant temperament measured in the first year of life by the Beck Depression Inventory-II (Beck et al., 1996) and the Infant Behavior Questionnaire – Revised, Very Short Form (Putnam et al., 2014), respectively, were related to child behaviour at 3 years of age as measured by the Strengths and Difficulties Questionnaire (Goodman, 1997). Maternal depressive scores during infancy was associated with later child conduct problems, suggesting a long-term association between maternal mental health and the development of child behaviour. Temperament across the first year of life was also associated with behavioural outcomes at 3 years of age: whereas infant negative affect predicted child conduct problems, infant surgency was associated with hyperactivity, and, along with infant orienting/regulatory capacity, also with child prosocial behaviour. These findings highlight the need for identification of those mothers and infants who struggle in the first postnatal year and for early interventions that can support optimal child development.

2008 ◽  
Vol 36 (8) ◽  
pp. 1139-1158 ◽  
Author(s):  
Benjamin B. Lahey ◽  
Carol A. Van Hulle ◽  
Kate Keenan ◽  
Paul J. Rathouz ◽  
Brian M. D’Onofrio ◽  
...  

2018 ◽  
Author(s):  
Silvia Rigato ◽  
Manuela Stets ◽  
Arielle Bonneville-Roussy ◽  
Karla Holmboe

Maternal depression is associated with a range of effects on child development, including difficult temperament. This longitudinal study investigated the impact of depressive symptoms (DS) that mothers experience after childbirth on infant negative affect (NA), as well as potential effects of infant NA on maternal DS, across the first year of life. In the study (N = 63), identical questionnaires (the Beck Depression Inventory II, and the Infant Behavior Questionnaire – Revised, Very Short Form) were administered at 2 weeks, 4, 6, and 9 months after birth. Using path analysis, we tested five different models that could explain the relationship between maternal DS and infant NA. The best-fitting model showed that the days immediately following childbirth represent an important time for the development of infant temperament as maternal mood impacts significantly on infant NA for at least 4 months after birth. This does not constitute a single sensitive period; a new predictive effect emerges around 4 months of age, suggesting cascading influences of maternal DS across the first 6 months of life. These results suggest a need for support should a mother experience DS, not only immediately after birth but throughout the early stages of parenting.


2012 ◽  
Vol 201 (2) ◽  
pp. 101-108 ◽  
Author(s):  
Helen Baker-Henningham ◽  
Stephen Scott ◽  
Kelvyn Jones ◽  
Susan Walker

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.


2018 ◽  
Vol 5 ◽  
Author(s):  
H. Baker-Henningham ◽  
T. Francis

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.


2016 ◽  
Vol 25 (6) ◽  
pp. 2001-2020 ◽  
Author(s):  
Sarah M. Rabbitt ◽  
Erin Carrubba ◽  
Bernadette Lecza ◽  
Emily McWhinney ◽  
Jennifer Pope ◽  
...  

Sign in / Sign up

Export Citation Format

Share Document