Results: Mothers who were not emotionally impaired reported
fewer child behaviour problems than did the children themselves.
16 Parental knowledge is thought to provide a global cognitive organization for adapting to or anticipating developmental changes in children.17 Mothers who are knowledgeable respond more sensitively to their child's initiations, 18 while mothers with inaccurate expectations about their child's development tend to be more harsh.19, 20,21 Studies have indicated that when mothers have higher knowledge of infant and child development, they show higher levels of parenting skills, 16,22,23 their children have higher cognitive skills, 16,24 and there are
fewer child behaviour problems.16 Furthermore, a positive association has been found between parental self - efficacy and parenting competence when knowledge of child development is high.
In a small scale comparative study, Behan et al. (2001) found that parents who completed the original Parents Plus Programme (for parents of children aged 4 - 11 years) reported
fewer child behaviour problems and improved parent - child interaction post-intervention, when compared to a waiting list control group.
Not exact matches
Feinberg et al (under review) and Feinberg and Kan (2008) have found that when the couple are supported to develop positive «co-parenting», mothers are less depressed, boys exhibit
fewer «externalising»
behaviour problems at ages three and seven, and
children of both sexes and at both these ages, exhibit
fewer «internalizing»
problems.
A substantial body of research now indicates that high levels of involvement by fathers in two parent families are associated with a range of desirable outcomes in
children and young people, including: better peer relationships;
fewer behaviour problems; lower criminality and substance abuse; higher educational / occupational mobility, relative to that of parents; capacity for empathy; non-traditional attitudes to earning and childcare; more satisfying adult sexual partnerships; and higher self - esteem and life - satisfaction (for reviews see Flouri 2005; Pleck and Masciadrelli 2004).
Studies show most home school students have
fewer «
problem behaviours,» when in mixed groups (of home schooled
children and non-home schooled
children), and home schooled
children are much more likely to be better developed socially, more capable of functioning in the real adult world, and less affected by negative peer pressure.
Studies of the Nurse Family Partnership model followed
children to 6 years and found significant program effects on language and cognitive functioning as well as
fewer behaviour problems in a randomized controlled trial study.24 In addition, more recent evaluations of Healthy Families America have shown small, but favourable effects on young
children's development.25, 26
Out of all the
children, boys,
children from larger families, as well as those with more cognitive, motor or
behaviour problems, and poorer parent - infant relationships in infancy, had
fewer friends, met them less and were less accepted by them.
Possible transformations that might be possible from data anticipated to be analysed in this review would also include extrapolation of the number of
fewer behaviour problems per week for
children whose parents receive a parent skills training programme or the likelihood of a parent moving below a clinical threshold for depression.
The review highlighted that relatively
few preventive interventions specifically attended to internalising
problems compared to a large evidence - base that exists for
child behaviour (externalising / conduct)
problems.
Misbehavior at home or school, underperforming at school,
children's anxiety and depression, supporting
children with special needs including ADHD or ADD, self esteem issues, oppositional
behaviour, angry teenagers, and differences in parenting styles are only a
few examples of the type of
problems that could be successfully addressed in family therapy.
The research shows that foster care can lead to benefits across a range of domains including antisocial
behaviour, 21 sexual activity, 22 school attendance and academic achievement, 23 social
behaviour and quality of life24 compared with
children who remain at home or who reunify following foster care, and that enhanced foster care can produce even better outcomes in terms of
fewer mental and physical health
problems.25
Children who feel that they belong to their preschool, kindergarten, day care or school will be happy, more relaxed and have
fewer behaviour problems than others.
Children demonstrate a great variety of
behaviours and strong emotions in the first
few years of life, most of which are common and do not result in
problems.
«Studies have generally found that fathers report
fewer problem behaviours in
children than mothers (Bornstein, 2014),» they write.
A randomized trial of Early Head Start found that a treatment group received more hours of care and had
fewer behaviour problems in the preschool years.23 Other experimental preschool studies have found lower rates of
behaviour problems, conduct disorder, delinquency, and crime into adulthood among subjects placed in
child care earlier in life.9, 24
Higher - quality
child care (in the form of responsive and stimulating care) is associated with better cognitive and language development, positive peer relations, compliance with adults,
fewer behaviour problems, and better mother —
child relations.
Eron et al concluded that without early family treatment, aggressive
behaviour in
children «crystallises» by the age of 8, making future learning and behavioural
problems less responsive to treatment and more likely to become chronic.5 Yet recent projections suggest that
fewer than 10 % of young
children who need treatment for conduct
problems ever receive it, 6 and an even smaller percentage receive empirically validated treatments.
Rather
fewer meet the diagnostic criteria for research, which for the oppositional defiant type of conduct disorder seen in younger
children require at least four specific
behaviours to be present.7 The early onset pattern — typically beginning at the age of 2 or 3 years — is associated with comorbid psychopathology such as hyperactivity and emotional
problems, language disorders, neuropsychological deficits such as poor attention and lower IQ, high heritability, 8 and lifelong antisocial
behaviour.9 In contrast, teenage onset antisocial
behaviour is not associated with other disorders or neuropsychological deficits, is more environmentally determined than inherited, and tends not to persist into adulthood.9
While many young
children steal a
few times, some
children have serious
behaviour problems including stealing a lot.
Parent -
child interactions affect many different domains of development.41, 42,43 Child - focused, responsive and moderately controlling parenting attitudes have been positively associated with self - esteem, academic achievement, cognitive development and fewer behaviour problems.44, 45 Furthermore, high warmth and contingent responsiveness promote a wide range of positive developmental outcomes.46, 47,48,49 Parental management style and affective involvement may be especially salient for children's prosocial development, self - control and internalization of behaviour standards.41 The quality of parenting has been found to be important for child socialization, 50,51 and parenting variables show direct links with child adjustme
child interactions affect many different domains of development.41, 42,43
Child - focused, responsive and moderately controlling parenting attitudes have been positively associated with self - esteem, academic achievement, cognitive development and fewer behaviour problems.44, 45 Furthermore, high warmth and contingent responsiveness promote a wide range of positive developmental outcomes.46, 47,48,49 Parental management style and affective involvement may be especially salient for children's prosocial development, self - control and internalization of behaviour standards.41 The quality of parenting has been found to be important for child socialization, 50,51 and parenting variables show direct links with child adjustme
Child - focused, responsive and moderately controlling parenting attitudes have been positively associated with self - esteem, academic achievement, cognitive development and
fewer behaviour problems.44, 45 Furthermore, high warmth and contingent responsiveness promote a wide range of positive developmental outcomes.46, 47,48,49 Parental management style and affective involvement may be especially salient for
children's prosocial development, self - control and internalization of
behaviour standards.41 The quality of parenting has been found to be important for
child socialization, 50,51 and parenting variables show direct links with child adjustme
child socialization, 50,51 and parenting variables show direct links with
child adjustme
child adjustment.52
A systematic review of neighbourhood characteristics and health outcomes only identified one study that considered mental disorders.12, 13 Recent studies have shown that neighbourhood social disorganisation is associated with depressive symptoms14 and that living in socioeconomically deprived areas is associated with depression, 15,16 with higher levels of
child problem behaviour, 17 with a higher incidence of non-psychotic disorders.18 A randomised controlled trial that moved families from high poverty neighbourhoods to non-poor neighbourhoods showed that both parents and
children who moved reported
fewer psychological distress symptoms than did control families who did not move.19
Relative to the comparison groups, these
children had
fewer episodes of running away, less criminal
behaviour,
fewer sexual partners, and
fewer behavioural
problems related to drugs and alcohol.40 However, not all studies have found such interventions to be effective, 40 indicating that interventions need to be evidence based and carefully formulated.
Foster parents who think about the
child's mind and emotions may have foster
children with
fewer emotional and
behaviour problems.