A summary of
the behavioural characteristics of the children in each cluster is provided in Figure 2 A.
Figure 2
A Behavioural characteristics of children in each of the five clusters at entry to primary school
Not exact matches
Indeed, many consider the development
of emotional self - regulation in particular to be one
of the key processes in childhood behaviour problems.27, 28,29,30 For example, in characterizing the behaviour
of children with early externalizing behaviour problems, there is often reference to a lack
of control, under - control, or poor regulation.29, 30 In characterizing the behaviour
of children with internalizing disorders, there is often a discussion
of over - control.12 Understanding the role
of temperament in
child development may be facilitated by examining the possible mediational effects
of emerging self and emotion regulation, and may provide a more proximal mechanism for the development
of different forms
of behavioural adjustment difficulties
characteristic of childhood.
Poorer
children have worse cognitive, social -
behavioural and health outcomes because they are poor, and not just because poverty is correlated with other household and parental
characteristics, according to a new report from the London School
of Economics and Political Science (LSE).
A similar relationship was noted in the Western Australian Aboriginal
Child Health Survey where an independent association between the number of dietary indicators met and a child's odds of experiencing emotional or behavioural problems was demonstrated.5 Other research with Australian adolescents has also demonstrated an association between dietary quality and mental health, even after controlling for socioeconomic status and a range of individual and family - level characteristics.41, 42 It appears that a more detailed exploration of the link between diet and mental health among Aboriginal children is warra
Child Health Survey where an independent association between the number
of dietary indicators met and a
child's odds of experiencing emotional or behavioural problems was demonstrated.5 Other research with Australian adolescents has also demonstrated an association between dietary quality and mental health, even after controlling for socioeconomic status and a range of individual and family - level characteristics.41, 42 It appears that a more detailed exploration of the link between diet and mental health among Aboriginal children is warra
child's odds
of experiencing emotional or
behavioural problems was demonstrated.5 Other research with Australian adolescents has also demonstrated an association between dietary quality and mental health, even after controlling for socioeconomic status and a range
of individual and family - level
characteristics.41, 42 It appears that a more detailed exploration
of the link between diet and mental health among Aboriginal
children is warranted.
In addition to the
characteristics of the
child (age, precocious
behavioural problems, etc.) and those
of his / her family, also considered are the functioning
of the foster family and the role performed by the social services, the justice system and the mental health system.
A confluence
of research has identified executive functioning deficits as a common
characteristic of individuals with FASD.9 15 — 27 Damage to neurological structures, including the prefrontal regions
of the brain, is a significant hypothesised cause for these deficits.28 29 Executive functions are defined as a set
of cognitive processes responsible for orchestrating purposeful, goal - directed behaviour.15 30 31 These processes are responsible for the ability to plan, organise, attend, problem solve and inhibit responses.31 It is also suggested that the ability to self - regulate emotional responses and
behavioural actions is interrelated with the construct
of executive functioning.17 28 32 Deficits in executive functioning and self - regulation can lead to learning and
behavioural problems that impact a
child's educational outcomes as they struggle to cope with the complex demands
of school life.16 20
Developmental change occurs as a result
of reciprocal interactions between the intrinsic
characteristics of a
child and his environmental context, making the
child both the producer and product
of the environment.50
Behavioural inhibition may initiate a
child in one
of a number
of directions, and the targeted outcome can result from a host
of predisposing pathways.10 Research must therefore account for a number
of potential moderating factors that can come into play at various points throughout development.
A combination
of factors, including individual
characteristics, social and environmental influences, may contribute to
children developing serious
behavioural difficulties.
Indeed, many consider the development
of emotional self - regulation in particular to be one
of the key processes in childhood behaviour problems.27, 28,29,30 For example, in characterizing the behaviour
of children with early externalizing behaviour problems, there is often reference to a lack
of control, under - control, or poor regulation.29, 30 In characterizing the behaviour
of children with internalizing disorders, there is often a discussion
of over - control.12 Understanding the role
of temperament in
child development may be facilitated by examining the possible mediational effects
of emerging self and emotion regulation, and may provide a more proximal mechanism for the development
of different forms
of behavioural adjustment difficulties
characteristic of childhood.
Characteristics of children with social, emotional and
behavioural difficulties at primary school entry
Characteristics of children with social, emotional and
behavioural difficulties at age
of school entry
To examine patterns
of change in social, emotional and
behavioural characteristics between pre-school and entry to primary school in more detail,
children were again divided into three groups according to their score on each
of the scales at age 3 and at primary school entry indicating different severities
of difficult behaviour (normal, borderline or abnormal, see Appendix 2 for details
of the score ranges each SDQ scale for these classifications).
This suggests therefore, that for many
children the particular patterns
of social, emotional and
behavioural characteristics observed at school entry are determined at an earlier stage in their lives.
Correlations between the scores are much higher in this instance than with the previous comparison, indicating that
children's social and
behavioural characteristics remain more similar over the first two years
of primary school than they do in the period from pre-school into primary school.
The aim
of the present study was to compare two groups
of children with externalising behaviour problems, having low and elevated caries risks, respectively, in relation to
behavioural characteristics and family structure and, further, to compare the caries risk assessment and gender differences in relation to
children in general in the Region
of Västra Götaland (RVG), Sweden.
Authoritative parenting style has been found to cause fewer
behavioural and health problems in
children.40 41 In addition, neighbourhood
characteristics might also function to protect
children against the negative consequences
of parental stress.
Psychological attributes
of parents also influence the way parents manage their
children.26 Indeed a meta - analysis
of 30 studies focused on the Big 5 personality
characteristics involving almost 6,000 parent -
child dyads revealed that higher levels extraversion, agreeableness, conscientiousness and openness to experience and lower levels
of neuroticism were related to greater warmth and
behavioural control on the part
of parents, whereas higher levels
of agreeableness and lower levels
of neuroticism were related to the provision
of more support for autonomy; 27 somewhat similar results emerged in a related meta - analysis that also examined the influence
of parental psychological problems on parenting.28
The meta - analysis suggests that programs with stronger effects on
children's social and emotional development share three
characteristics: (a) the program targets
children with a specific need that has been identified by the parents, such as a
behavioural or conduct disorder or developmental delay (also corroborated by Brooks - Gunna; (b) the program uses professional rather than paraprofessional staff; or (c) the program provides opportunities for parents to meet together and provide peer support as part
of the service delivery approach.
In a meta - analysis
of 70 published studies (including 9,957
children and parents, and a core set
of 51 randomized controlled trials with 6,282 mothers and
children), Bakermans - Kranenburg, van IJzendoorn & Juffer8 demonstrated that the most effective attachment - based interventions to improve parent sensitivity (d = 0.33, p <.001) and promote secure infant - caregiver attachment (d = 0.20, p <.001) included the following
characteristics: (1) a clear and exclusive focus on
behavioural training for parent sensitivity rather than a focus on sensitivity plus support, or a focus on sensitivity plus support plus internal representations (e.g. individual therapy); (2) the use
of video feedback; (3) fewer than five sessions (fewer than five sessions were as effective as five to 16 sessions, and 16 sessions or more were least effective); (4) a later start, i.e. after the infant is six months or older (rather than during pregnancy or before age six months); and (5) conducted by non-professionals.
Explored gender differences in parents on measures
of positive and negative psychological wellbeing (anxiety, depression, stress, positive perceptions) and the impact
of child characteristics (ASD symptoms, adaptive behaviours,
behavioural and emotional concerns) on parent outcomes.
Emotional and
behavioural problems accounted for one third
of the variance in reports
of maternal stress, with other
child characteristics demonstrating no association with maternal outcomes.