Differential Effects of Multiple Dimensions of Poverty on Child Behavioral Problems: Results from the A-CHILD Study

The differential effects of low income and material deprivation—in particular, deprivation related to child educational needs—have not been well examined. This study aimed to examine the effects of low income and life-related and child-related deprivation on child behavioral problems. This study used data from first-grade students who participated in the Adachi Child Health Impact of Living Difficulty (A-CHILD) study in 2015, 2017, and 2019 (N = 12,367) in Japan. Material deprivation was divided into life-related deprivation (i.e., lack of items for a living) and child-related deprivation (i.e., lack of children’s books, etc.), and low income was assessed via annual household income. We assessed child behavioral problems and prosocial behavior using the Strengths and Difficulties Questionnaire. One in ten children belonged to low-income families, 15.4% of children experienced life-related deprivation, and 5.4% of children experienced child-related deprivation. While life- and child-related deprivation had significant adverse effects on behavioral problems, they had no association with prosocial behavior. The effects of low income were mediated by parental psychological distress (45.0% of the total effect) and the number of consulting sources (20.8%) on behavioral problems. The effects of life-related and child-related deprivation were mediated by parental psychological distress (29.2–35.0%) and the number of consulting sources (6.4–6.9%) on behavioral problems. Life-related and child-related deprivation, but not low income, are important for child mental health.

Negative parental emotional environment increases the association between childhood behavioral problems and impaired recognition of negative facial expressions

Impaired facial emotion recognition is a transdiagnostic risk factor for a range of psychiatric disorders. Childhood behavioral difficulties and parental emotional environment have been independently associated with impaired emotion recognition; however, no study has examined the contribution of these factors in conjunction. We measured recognition of negative (sad, fear, anger), neutral, and happy facial expressions in 135 children aged 5–7 years referred by their teachers for behavioral problems. Parental emotional environment was assessed for parental expressed emotion (EE) – characterized by negative comments, reduced positive comments, low warmth, and negativity towards their child – using the 5-minute speech sample. Child behavioral problems were measured using the teacher-informant Strengths and Difficulties Questionnaire (SDQ). Child behavioral problems and parental EE were independently associated with impaired recognition of negative facial expressions specifically. An interactive effect revealed that the combination of both factors was associated with the greatest risk for impaired recognition of negative faces, and in particular sad facial expressions. No relationships emerged for the identification of happy facial expressions. This study furthers our understanding of multidimensional processes associated with the development of facial emotion recognition and supports the importance of early interventions that target this domain.

The effects of paternal childcare in early childhood on later behavioral problems in Japan

Background Parenting by primary caregivers in early childhood is important for the psycho-social development of children. Previous studies reported that the effect of maternal childcare on child behavioral problems. However, the research about the paternal childcare was limited. This study aims to clarify the impact of paternal childcare during infant-period on behavioral problems in later childhood, in terms of 1) childcare hours and 2) type of involvement in childcare. Methods We used the data of the Longitudinal Survey of Newborns in the 21st Century (2001-2006), which was a population-based survey in Japan. We analyzed 35,082 samples, excluding single parents. Paternal childcare was assessed by the following; paternal childcare hours on weekdays or weekends at 18 months old, and frequency of each type of childcare (feeding, diaper change, bathing, putting the child to sleep, playing at home, and taking the child outside) at 6 and 18 months old. We evaluated child behavioral problems by the caregiver's answer at 5 years old. Multivariate logistic regression was conducted for analysis. Results Children with paternal childcare for ≥ 6 hours on weekends at 18 months old were had fewer behavioral problems at 5 years old than children with paternal childcare for < 4 hours (odds ratio (OR): 0.83, 95% confidence interval (CI): 0.77 to 0,89), while there was no clear association between paternal childcare hours on weekdays and child outcomes. Children with frequent paternal childcare at 6 and 18 months old also had fewer behavioral problems than children with less paternal childcare (OR: 0.83, 95% CI: 0.76 to 0.90). Some types of paternal childcare (feeding, playing at home, and taking the child outside) strongly reduced child behavioral problems at 5 years old, and dose-effect relations were observed (p for trend < 0.001). Conclusions Paternal childcare for a longer time on weekends in the infant-period could reduce the child behavioral problems at 5 years old. Key messages High paternal involvement in childcare during infant age, such as taking the child outside the home on weekends, could have protective effects on behavioral problems in later childhood. The promotion of paternal involvement in childcare in early childhood should be useful for adequate child development.