Behavioral Problems in Early Childhood Period and the Role of Psychiatry Nurses

2020 ◽

Vol 17 (17) ◽

pp. 6382

Author(s):

Miguel A. Carrasco ◽

Begoña Delgado ◽

Francisco Pablo Holgado-Tello

Keyword(s):

Early Childhood ◽

Negative Affect ◽

Behavioral Problems ◽

Effortful Control ◽

Social Impact ◽

Childhood Aggression ◽

Parent Child Relationship ◽

Maternal Behaviors ◽

Children's Behavior

Childhood aggression is important to acknowledge due to its social impact and importance in predicting future problems. The temperament of a child and parental socialization have been essential in explaining behavioral problems, particularly in the case of childhood aggression. The aim of this study is to examine—from the parents’ perspective—the role of childhood temperament in the dynamic by which mothers’ reactions socialize their children’s aggression. We also explore how children’s gender and age differences affect these relationships. The sample was composed of 904 participants between 1 and 6 years old. The Early Childhood Behavior Questionnaire and the Children’s Behavior Questionnaire were used to evaluate children’s negative affect and effortful control. The Parent–Child Relationship Inventory Maternal was used to assess maternal communication and discipline, and child aggression was assessed using the Children’s Behavior Checklist. The results supported the mediating role of temperament in the processes by which perceived mothers’ reactions socialize their children’s aggression and suggested that maternal behaviors may not have the same consequences for girls and boys. Specifically, the aggressiveness of girls is dependent on a negative affect throughout toddlerhood and early childhood, while for boys, the duration of the negative affect’s contribution is shorter, and aggressiveness is more sensitive to the maternal behaviors of discipline and communication.

Download Full-text

The longitudinal role of early family risks and early social-emotional problems for friendship quality in preadolescence—A regression model

PLoS ONE ◽

10.1371/journal.pone.0253888 ◽

2021 ◽

Vol 16 (7) ◽

pp. e0253888

Author(s):

Olivia Gasser-Haas ◽

Fabio Sticca ◽

Corina Wustmann Seiler

Keyword(s):

Early Childhood ◽

Depressive Symptoms ◽

Regression Model ◽

Behavioral Problems ◽

Friendship Quality ◽

Social Emotional ◽

Peer Problems ◽

Positive Dimension ◽

Family Risks

The quality of a best friendship provides information about how developmentally beneficial it is. However, little is known about possible early risk factors that influence later friendship quality. The present study examined the role of family risks and social-emotional problems (behavioral problems, peer problems, anxious, and depressive symptoms) in early childhood for positive (i.e., support and help) and negative (i.e., conflicts and betrayal) dimensions of friendship quality with their best friend in preadolescence. 293 children (47.9% female) aged 2–4, their parents and teachers participated in the study with three measurement occasions (T1; Mage = 2.81, T2; Mage = 3.76, T3; Mage = 9.69). The last measurement occasion was at the age of 9–11 years. Results of the longitudinal regression model showed that depressive symptoms in early childhood were associated with a lower positive dimension of friendship quality in preadolescence. In contrast, early anxious symptoms were related to a higher positive dimension of friendship quality six years later. Neither family risks, nor behavioral problems and peer problems in early childhood were linked to the positive dimension of friendship quality in preadolescence. No early predictors were found for the negative dimension of friendship quality. Possible reasons for the lack of associations are discussed. Findings suggest that children with early depressive symptoms at 3–5 years of age should be the targets of potential interventions to form high quality friendships in preadolescence. Possible interventions are mentioned.

Download Full-text

Role of Parenting Style in Children’s Behavioral Problems through the Transition from Preschool to Elementary School According to Gender in Japan

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph16010021 ◽

2018 ◽

Vol 16 (1) ◽

pp. 21 ◽

Cited By ~ 7

Author(s):

Rikuya Hosokawa ◽

Toshiki Katsura

Keyword(s):

Elementary School ◽

Early Childhood ◽

Parenting Style ◽

Parenting Styles ◽

Behavioral Problems ◽

Externalizing Problems ◽

Family Characteristics ◽

Child Rearing ◽

Permissive Parenting

While ineffective discipline can be attributed to authoritarian and permissive parenting styles, little research has examined the role of gender in the association between parenting style and early childhood behavioral problems. Thus, this study aimed to clarify the effects of authoritarian and permissive parenting on children’s externalizing and internalizing behaviors during the preschool-to-elementary-school transition according to gender in Japan. A sample of 1668 Japanese children (853 boys and 815 girls) were followed longitudinally over one-year intervals, and assessed based on parenting styles (the Parenting Scale), children’s behavioral problems (the Strengths and Difficulties Questionnaire), and family characteristics. Multivariate analyses revealed that, when analyzed by gender, authoritarian discipline influenced externalizing problems in boys (β = 0.048, p = 0.047) and girls (β = 0.067, p = 0.023), while permissive discipline influenced externalizing problems in boys only (β = 0.049, p = 0.038). The results document the relationship between family processes and the development of disruptive behavior disorders in children. Support for parents employing such child-rearing styles in early childhood may be effective in reducing school maladjustment.

Download Full-text