scholarly journals Parenting Behavior at 18 Months Predicts Internalizing and Externalizing Problems at 6 Years in Moderately Preterm and Full Term Children

2020 ◽  
Vol 17 (22) ◽  
pp. 8679
Author(s):  
Lisa Oosterom ◽  
Lilly Bogičević ◽  
Marjolein Verhoeven ◽  
Anneloes L. van Baar
Keyword(s):  
Behavior Problems ◽  
Externalizing Problems ◽  
Child Behavior Problems ◽  
Parenting Behavior ◽  
Attention Problems ◽  
Internalizing And Externalizing Problems ◽  
Child Interaction ◽  
Mother Child Interaction ◽  
Moderately Preterm ◽  
Internalizing And Externalizing

Moderately preterm born children (MPT) are at increased risk for behavior problems compared to full term born (FT) children. MPT children may receive less optimal parenting, and in response, may develop behavior problems. Our aims were to examine whether parenting behavior and mother–child interaction quality mediate the association between birth status and child behavior problems. Participants were 120 MPT children and 100 FT children. At 18 months of age, mothers reported on their parenting behavior (support and structure), and mother–child interaction (sensitivity and limit-setting) was observed. At 6 years of age, mothers reported on children’s behavior problems. Using structural equation modeling, birth status was found to predict attention problems, but not internalizing and externalizing problems. Mothers of MPT children set less appropriate limits than mothers of FT children at 18 months of age. More maternal structure at 18 months predicted fewer internalizing and externalizing problems, but not attention problems, at 6 years. These associations between parenting behavior, mother–child interaction quality, and child behavior problems were similar for MPT and FT children. Our findings indicate that maternal structure in toddlerhood is an important predictor of later internalizing and externalizing problems for both MPT and FT children.

Maternal depression symptoms, child behavior problems, and their transactional relations: Probing the role of formal childcare

2019 ◽  
Vol 32 (3) ◽  
pp. 831-844
Author(s):  
Chantal Paquin ◽  
Natalie Castellanos-Ryan ◽  
Frank Vitaro ◽  
Sylvana M. Côté ◽  
Richard E. Tremblay ◽  
...  
Keyword(s):  
Behavior Problems ◽  
Maternal Depression ◽  
Child Behavior ◽  
Externalizing Problems ◽  
Child Behavior Problems ◽  
Population Based ◽  
Depression Symptoms ◽  
Internalizing And Externalizing Problems ◽  
Internalizing And Externalizing ◽  
Formal Childcare

AbstractAmong children exposed to elevated maternal depression symptoms (MDS), recent studies have demonstrated reduced internalizing and externalizing problems for those who have attended formal childcare (i.e., center-based, family-based childcare). However, these studies did not consider whether childcare attendance is associated with benefits for the child only or also with reduced MDS. Using a four-wave longitudinal cross-lagged model, we evaluated whether formal childcare attendance was associated with MDS or child behavior problems and whether it moderated longitudinal associations between MDS and child behavior problems and between child behavior problems and MDS. The sample was drawn from a population-based cohort study and consisted of 908 biologically related mother–child dyads, followed from 5 months to 5 years. Attending formal childcare was not associated with MDS or child behavior problems but moderated the association between MDS at 3.5 years and child internalizing and externalizing problems at 5 years as well as between girls’ externalizing problems at 3.5 years and MDS at 5 years. No other moderation of formal childcare was found. Findings suggest that attending formal childcare reduces the risks of behavior problems in the context of MDS but also the risk of MDS in the context of girls’ externalizing problems.

Influences of Maternal Parenting Stress on Child Behavior Problems: Examining Harsh and Positive Parenting as Mediators

2021 ◽  
pp. 0192513X2110562
Author(s):  
Andrew J. Flannery ◽  
Samantha R. Awada ◽  
Elizabeth C. Shelleby
Keyword(s):  
Parenting Stress ◽  
Externalizing Problems ◽  
Child Behavior Problems ◽  
Positive Parenting ◽  
Fragile Families ◽  
Harsh Parenting ◽  
Internalizing And Externalizing Problems ◽  
Maternal Parenting ◽  
Maternal Parenting Stress ◽  
Internalizing And Externalizing

Extant research demonstrates associations between parenting stress and child internalizing and externalizing problems, with evidence that parenting behaviors may mediate these associations; however, few studies have been longitudinal. The current study tested whether harsh and positive parenting mediated associations between maternal parenting stress and child internalizing and externalizing problems. Data from the Fragile Families and Child Wellbeing Study were utilized, with 2,606 families who completed the year nine wave included (37% less than high school; 60.2% married/cohabitating; 50% Black, non-Hispanic; 24% Hispanic; and 26% White, non-Hispanic). Analyses revealed parenting stress at age three was significantly associated with higher child internalizing and externalizing problems at age nine. Further, positive but not harsh parenting mediated the link between parenting stress and externalizing problems. Parenting did not mediate the association between parenting stress and internalizing problems. Findings suggest harsh and positive parenting differentially explains associations between parenting stress and child internalizing and externalizing problems.

scholarly journals Effects of Twin Separation in Primary School

2005 ◽  
Vol 8 (4) ◽  
pp. 384-391 ◽  
Author(s):  
Marieke van Leeuwen ◽  
Stéphanie M. van den Berg ◽  
Toos C. E. M. van Beijsterveldt ◽  
Dorret I. Boomsma
Keyword(s):  
Academic Achievement ◽  
Behavior Problems ◽  
Behavioral Problems ◽  
Externalizing Problems ◽  
Child Behavior Checklist ◽  
Long Term Effects ◽  
Internalizing And Externalizing Problems ◽  
Long Run ◽  
Internalizing And Externalizing

AbstractWe studied the short- and long-term effects of classroom separation in twins on behavior problems and academic performance. Short-term effects were studied at age 7 in twins separated at age 5 and long-term effects at age 12 in twins who had been separated or together most of the time at school. Behavior problems were rated by mothers (Child Behavior Checklist at ages 3, 7 and 12) and teachers (Teacher Report Form at ages 7 and 12). Academic achievement was measured at age 12 using a national academic achievement test (CITO). At age 7, twins from separated pairs had more internalizing and externalizing problems than non- separated twins, as rated by both mothers and teachers. Only for the maternal ratings of internalizing problems, however, could these effects be attributed to the separation itself and not to preexisting problems (at age 3) between separated and nonseparated twins. Long-term effects of separation were significant for maternal and teacher ratings of internalizing and externalizing problems, but these effects could be explained by preexisting differences between separated and nonseparated groups. There were no differences in academic achievement between the separated and nonsepa- rated group. These results suggest that the decision to separate twins when they go to school is based in part on the existing behavioral problems of the twins and that, in the long run, separation does not affect problem behavior or academic achievement. The findings were the same for monozygotic and dizygotic twins.

scholarly journals Parental Mental Health and Hostility Are Associated With Longitudinal Increases in Child Internalizing and Externalizing Problems During COVID-19

2021 ◽  
Vol 12 ◽  
Author(s):  
Jennifer E. Khoury ◽  
Hargun Kaur ◽  
Andrea Gonzalez
Keyword(s):  
Mental Health ◽  
Externalizing Problems ◽  
Mental Health Problems ◽  
Parenting Behavior ◽  
Child Gender ◽  
Internalizing And Externalizing Problems ◽  
Parent Mental Health ◽  
The Impact ◽  
Internalizing And Externalizing

Children are at high risk for negative COVID-19 related outcomes. The present longitudinal study assessed (1) changes in child internalizing and externalizing problems from before to during the pandemic and (2) whether parent mental health (depression, anxiety, stress) or parenting behavior during COVID-19 were associated with changes in child mental health problems. Sixty eight mother-child dyads participated in this study. Children were approximately five years-old at the time of enrollment and were between the ages of 7–9 years old at the time of the follow-up survey. Parenting behavior, parental depression, anxiety, perceived stress and child internalizing and externalizing problems were measured using validated questionnaires. Children experienced greater internalizing (t = 6.46, p < 0.001) and externalizing (t = 6.13, p < 0.001) problems during the pandemic compared to before the pandemic. After taking into account child gender and COVID-related stressors, parental hostility was uniquely associated with greater changes in externalizing problems (β = 0.355, SE = 0.178, p < 0.05), while maternal anxiety was associated with greater increases in internalizing problems (β = 0.513, SE = 0.208, p < 0.05). Findings highlight the need for mental health supports for families to limit the impact of the COVID-19 pandemic on child and parent mental health.

scholarly journals Emotional functioning and the development of internalizing and externalizing problems in young boys with and without autism spectrum disorder

Autism ◽  
2019 ◽  
Vol 24 (1) ◽  
pp. 200-210
Author(s):  
Boya Li ◽  
Marieke GN Bos ◽  
Lex Stockmann ◽  
Carolien Rieffe
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavior Problems ◽  
Externalizing Problems ◽  
Emotional Functioning ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Internalizing And Externalizing Problems ◽  
Emotion Control ◽  
Internalizing And Externalizing

Children with autism spectrum disorder are at risk of developing internalizing and externalizing problems. However, information on early development of behavior problems and the contributing role of emotional functioning in preschool children with autism spectrum disorder is scarce. This study collected data of boys with and without autism spectrum disorder ( N = 156; age: 2–6 years) over three consecutive years (three waves), about their internalizing and externalizing symptoms and emotional functioning (i.e. emotion control, recognition, and vocabulary), using parent-report questionnaires. No age effect was found on internalizing or externalizing problems for boys with and without autism spectrum disorder. Boys with autism spectrum disorder displayed more behavior problems than their typically developing peers and showed lower levels of emotional functioning. Better emotion control and improved emotion recognition were associated with a decrease in problem behaviors for boys with and without autism spectrum disorder, whereas improved emotion vocabulary was uniquely related to a decrease in externalizing problems in boys with autism spectrum disorder. Our findings suggest that boys with and without autism spectrum disorder showed similar developmental courses of internalizing and externalizing problems. However, lower levels of emotional functioning were already more pronounced in boys with autism spectrum disorder at a young age. This contributes to higher levels of behavior problems.

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