Family Functioning and Socioaffective Competencies of Children in the Beginning of Schooling

2012 ◽  
Vol 15 (1) ◽  
pp. 124-131 ◽  
Author(s):  
Patricia Simone Hammes ◽  
Maria Aparecida Crepaldi ◽  
Marc Bigras
Keyword(s):  
Social Skills ◽  
Behavior Problems ◽  
Family Functioning ◽  
Externalizing Behavior ◽  
Family Cohesion ◽  
Early Stage ◽  
First Grade ◽  
Total Sample ◽  
Early School ◽  
In The Beginning

The aim of this short term longitudinal study, based on the system theory, was to test the association between different aspects of family functioning of preschoolers and their socioaffective competencies at the end of the first grade. The total sample included 278 children (137 boys and 141 girls) and their families. The analysis of variance results regarding the aspects of family cohesion and harmony showed that preschoolers from more cohesive families display more social skills, while those from more conflicting families display more externalizing behavior problems (aggression and irritability). With respect to the family's ability to resolve problems, it was observed that, especially for middle and upper class families, this aspect is associated with better social skills and fewer internalized behavior problems. Overall, results of the present study suggest that the family functioning at early stage might influence children's abilities to regulate their emotions and to establish/maintain important relationships with peers and teachers in their early school years.

Family Functioning, Temperament, and Psychologic Adaptation in Children With Congenital or Acquired Limb Deficiencies

PEDIATRICS ◽  
1989 ◽  
Vol 84 (2) ◽  
pp. 323-330
Author(s):  
James W. Varni ◽  
Lori Ann Rubenfeld ◽  
Darlene Talbot ◽  
Yoshio Setoguchi
Keyword(s):  
Behavior Problems ◽  
Family Functioning ◽  
Externalizing Behavior ◽  
Family Cohesion ◽  
Externalizing Behavior Problems ◽  
Child Temperament ◽  
Social Adaptation ◽  
Protective Effects ◽  
Limb Deficiencies ◽  
Internalizing And Externalizing

Family functioning and child temperament variables were investigated as predictors of psychologic and social adaptation in 42 children with congenital or acquired limb deficiencies. Higher psychologic and social adaptation were seen when there was more family cohesion and moral-religious emphasis and organization, in combination with less family conflict. With regard to child temperament, more emotionality predicted greater internalizing and externalizing behavior problems and less social competence. In addition to the main effects of the family functioning and child temperament predictor variables, the interaction between family cohesion and child emotionality significantly predicted both internalizing and externalizing behavior problems. The findings are discussed in terms of the risk and protective effects of family functioning domains and temperament on the psychologic and social adaptation of children with visible physical handicaps.

scholarly journals Reciprocal relations between student–teacher conflict, children’s social skills and externalizing behavior

2015 ◽  
Vol 39 (5) ◽  
pp. 413-425 ◽  
Author(s):  
Vĕra Skalická ◽  
Frode Stenseng ◽  
Lars Wichstrøm
Keyword(s):  
Social Skills ◽  
Student Teacher ◽  
Externalizing Behavior ◽  
First Grade ◽  
Third Grade ◽  
Grade Student ◽  
Student Teacher Relationship ◽  
Children's Social Skills ◽  
Bidirectional Relations ◽  
The Relationship

Research suggests that the relation between student–teacher conflict and children’s externalizing behavior might be reciprocal, and possibly also between student–teacher conflict and children’s social skills. Because children with externalizing behavior also tend to display low levels of social skills, we do not know if one or both of these student characteristics are involved in shaping and being shaped by the relationship to the teacher. In this study, we addressed this by means of a three-wave cross-lagged longitudinal study from preschool to third grade, including measures of social skills, externalizing behavior and student–teacher conflict. Bidirectional relations were observed between student–teacher conflict and social skills from first grade to third grade, and between student–teacher conflict and externalizing behavior between preschool and first grade. However, results from a model including both social skills and externalizing behavior suggested that externalizing behavior is a stronger predictor of conflicted student–teacher relationship than children’s social skills. Student–teacher conflict was predictive of externalizing behavior as well as of later social skills. Effect of children’s first-grade externalizing behavior on third-grade student–teacher conflict was gender moderated, with stronger effects of externalizing behavior observed in girls, combined with higher stability in first-grade student–teacher conflict in boys.

scholarly journals Testing a developmental cascade model of emotional and social competence and early peer acceptance

2010 ◽  
Vol 22 (4) ◽  
pp. 737-748 ◽  
Author(s):  
Alysia Y. Blandon ◽  
Susan D. Calkins ◽  
Kevin J. Grimm ◽  
Susan P. Keane ◽  
Marion O'Brien
Keyword(s):  
Emotion Regulation ◽  
Social Skills ◽  
Social Competence ◽  
Behavior Problems ◽  
Externalizing Behavior ◽  
Peer Acceptance ◽  
Community Sample ◽  
Externalizing Behavior Problems ◽  
Cascade Model ◽  
Equation Modeling

AbstractA developmental cascade model of early emotional and social competence predicting later peer acceptance was examined in a community sample of 440 children across the ages of 2 to 7. Children's externalizing behavior, emotion regulation, social skills within the classroom and peer acceptance were examined utilizing a multitrait–multimethod approach. A series of longitudinal cross-lag models that controlled for shared rater variance were fit using structural equation modeling. Results indicated there was considerable stability in children's externalizing behavior problems and classroom social skills over time. Contrary to expectations, there were no reciprocal influences between externalizing behavior problems and emotion regulation, although higher levels of emotion regulation were associated with decreases in subsequent levels of externalizing behaviors. Finally, children's early social skills also predicted later peer acceptance. Results underscore the complex associations among emotional and social functioning across early childhood.

Attachment and teacher-reported behavior problems during the preschool and early school-age period

1996 ◽  
Vol 8 (3) ◽  
pp. 511-525 ◽  
Author(s):  
Ellen Moss ◽  
Sophie Parent ◽  
Catherine Gosselin ◽  
Denise Rousseau ◽  
Diane St-Laurent
Keyword(s):  
High Risk ◽  
Behavior Problems ◽  
Problem Behavior ◽  
Externalizing Behavior ◽  
School Age ◽  
French Canadian ◽  
Early School ◽  
Assessment Time ◽  
Early School Age ◽  
And Behavior

AbstractThe association between attachment and behavior problems was examined for a nonclinical, diverse sociocconomic status (SES) French-Canadian sample of 77 children. Attachment classifications were assigned on the basis of reunion behavior with mother when the children were between 5 and 7 years of age. Teachers rated children's problem behavior using the Socioaffective Profile within 3 months of the attachment assessment (Time 2) and 2 years earlier (Time 1). Results indicated that children with a D classification were more likely than secures or other insecure groups (A or C) to be classified in the problem group at both ages. A majority (80%) of the D group showed problem behavior at some point during the 3–7 year period compared with a minority of A, B, or C children. However, only about 30% of controlling children (like other insecures) had stable problems. Analyses of subclinical scores showed that both controlling and avoidant groups were lower than secures in social competence at Time 1. At Time 2, A group children were lower in externalizing behavior, and C group children were higher. These results extend the association between the D classification and maladaptation previously found for clinical and high-risk samples to a nonclinical, mixed SES sample.

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