It is important to keep a high index of suspicion of maternal depression
when child behaviour problems are discussed during a medical visit.
Not exact matches
As outlined in our new blog, numerous internationally respected studies make clear the importance of secure father -
child attachment — including, for example, work by Dr Paul Ramchandani of Imperial College London which shows that «disengaged and remote father -
child interactions as early as the third month of life» predict
behaviour problems in
children when they are older [1] and US research showing that «verbal exchanges between fathers and their infants and between mothers and their infants each, independently and uniquely, predict pre-schoolers» social competence and lower aggression» [2].
• Disengaged and remote father -
child interactions as early as the third month of life have been found to predict
behaviour problems in
children when they are older (Ramchandani et al., 2013).
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.
For example,
when a father is involved in low - level antisocial
behaviour, his
child will exhibit more conduct
problems if s / he doesn't live with him than if s / he does;
when the father is engaged in high levels of antisocial
behaviour, the
child who lives with him will exhibit more conduct
problems than the
child who lives in another household (Jaffee et al 2003, cited by Flouri 2005).
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.
When combined with centre - based
child care, home visits have been effective in reducing
children's
behaviour problems.
In support of this model, multiple studies have shown the association between infant negative reactivity and later psychosocial outcomes such as
problem behaviour and self - regulation to be moderated by parental
behaviour, so that highly reactive
children fare better than others
when they experience optimal parenting but worse than others
when they experience negative parenting.41 - 46 Further support is found in studies indicating that interventions targeting parental attitudes and / or
behaviours are particularly effective for
children with a history of negative reactive temperament.47, 49
In two studies, mothers reported more negative emotional
behaviour in their preschool - aged
children who formerly had colic, although there were no differences in all other reported
behaviour problems when compared to infants who did not have colic.20, 21 Finally, several studies have also examined mental development in infants with colic and likewise have demonstrated no effect of colic.15, 16,20,22 In one study, although differences on the Bayley MDI were revealed at six months, both groups were within the normal range, and no differences were found at 12 months of age.23
In the intervention group, parenting skills as well as the
child's disruptive
behaviour, ADHD symptoms, anxiety, sleep
problems and empathy improved significantly
when compared with the control group and the results were permanent throughout the 12 - month follow - up.
The impact from a positive pupil - teacher relationship
when a
child is on the cusp of adolescence was found to last for up to four years - into the «difficult» teenage years - and significantly reduced
problem classroom
behaviours such as aggression and oppositional
behaviour.
Being developmentally vulnerable in the emotional maturity domain may mean
children have
problems managing aggressive
behaviour, are easily distracted, usually not inclined to help others and get upset
when left by a parent or carer.
The authors found that LMI
children are five months behind their more affluent peers on vocabulary skills
when they begin school, and exhibit more
behaviour problems.
Mothers most commonly reported that their
children were in the care of relatives (65 %) with 11 % reporting that their
child was in the
child protection system.15 Disruption to a
child's living arrangements, including separation from parents and siblings, can result in psychological and emotional distress.16 17 A recent systematic review and meta - analysis of 40 studies that investigated
child outcomes
when either parent was incarcerated found a significant association with antisocial
behaviour (pooled OR = 1.6, 95 % CI 1.4 to 1.9) and poor educational performance (pooled OR = 1.4, 95 % CI 1.1 to 1.8).18 Other research indicates that
children of incarcerated mothers are at risk of increased criminal involvement, mental health issues, physical health
problems, behavioural
problems, 19
child protection contact20 and poorer educational outcomes.21
In preschool and during middle childhood, neglected
children are more likely to be socially withdrawn and experience negative interactions with their peers.9, 12 Additionally, neglected
children may have significant internalizing
problems such as withdrawal, somatic complaints, anxiety and depression
when compared to physically - abused and sexually - abused
children.7 Similar to adults with a history of physical abuse, adults with a history of neglect are at increased risk for violent criminal
behaviour.13
Results from a growing number of studies suggest that young
children prone to internalizing
problems display characteristic socially - withdrawn
behaviours amongst peers.7 That is,
when faced with opportunities for social interaction, be it at preschool, playgroup, or on the playground, anxious and depressive
children tend to keep to themselves, refrain from talking, and rarely initiate social exchanges with other
children.
Since the study did not compare a mothers - only intervention with a group involving both mothers and fathers, it's too early to say from a research perspective that
children are more likely to benefit, or more likely to move out of the clinical range of
behaviour problems,
when fathers as well as mothers attend a parenting program.
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.
Distraction is a
behaviour management strategy that comes naturally to parents in situations where
behaviour might be a
problem — for example,
when children are getting cranky,
when they've been sitting still for a long time,
when sharing or taking turns with others is getting hard and so on.
When dads overcome challenges, solve
problems, and handle conflicts in positive ways, they are modelling
behaviour to their
children.
Try to support
children in building their internal protective factors (eg good communication and
problem - solving and social skills) by acknowledging and encouraging their skills
when guiding their
behaviour.
This will promote help - seeking
behaviours in your
child and enable them to feel supported
when they have a
problem.
When this pattern occurs often and is more extreme than for other
children their age, they may need help for a serious
behaviour problem.
When positive experiences, like nurturing relationships and a sense of belonging, are added to one end of the see saw, and
children start to develop coping skills, like the ability to solve
problems or manage
behaviour, the fulcrum can slide and the see saw will tilt towards a more positive outcome.
When behaviours are significantly out of step with the performance of other
children, and are causing
problems for a
child at home, school and with friends, further investigation should be undertaken.
Try to support
children in building their internal protective factors (e.g., good communication and
problem - solving and social skills) by acknowledging and encouraging their skills
when guiding their
behaviour.
The IY basic parent programme has been used, with adaptations, with parents whose
children had a diagnosis of ASD and / or developmental delay, along with significant
behaviour problems, with promising results13, 20 including
when evaluated using a randomised controlled trial (RCT) design.21
Many
child and adolescent
problems improve a great deal
when the family dynamics change and
when the family learns new ways /
behaviours to help the
child make positive changes.
More hours of
child care have been related to heightened
behaviour problems, beginning at age 2 and extending into early middle childhood.23,25 - 27 In addition, early centre - care experience is associated with more
problem behaviours.28 The negative effects of
child care hours in the NICHD Study have been found to be more strongly related to externalizing
behaviour in early childhood
when children received poorer care from their
child care providers and
when children spent a greater proportion of time with a group of peers that was larger in size than recommended by experts.29
Individuals who had emotional
problems when screened at age 10 (119
children, 7 % of original sample) were excluded as this study concerned antisocial
behaviour.
There are many things that can be involved
when children have
problems with
behaviour, feelings, thinking or relationships.
When a single study provides multiple measures of the same outcome (e.g. two measures are used to assess
child behaviour problems) we will average the effects from the outcomes to arrive at a single effect for use in the meta - analysis.
One of the consequences of bidirectionality is that parents with insufficient parenting skills may become involved in increasingly negative and coercive
behaviours when dealing with non-compliance in
children, which can have a cyclical effect, exacerbating
child behaviour problems and, in turn, further increasing parental distress (Patterson 1992; Campbell 1997).
Parents of
children with externalising
behaviour problems would probably benefit from an oral health component
when participating in parental training programmes.
This hypothesis was well supported: Families with high levels of social support and low levels of financial hardship typically enjoyed average or above average family life congruence even
when the number and intensity of
child behaviour problems were high.
There is no
problem in wanting our
children to demonstrate manners but there is
problem when we put the focus on their
behaviour without considering the feelings that underlie them.
Children who soil sometimes have other
behaviour problems which tend to go
when the soiling gets better.
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.
This work has recently been extended by the adoption of a public health model for the delivery of parenting support with parents of younger
children.9, 11,40 Various epidemiological surveys show that most parents concerned about their
children's
behaviour or adjustment do not receive professional assistance for these
problems, and
when they do, they typically consult family doctors or teachers who rarely have specialized training in parent consultation skills.10 Most of the family - based programmes targeting adolescents are only available to selective subpopulations of adolescents (those who have identified risk factors) and / or indicated subgroups of youth (those who already possess negative symptoms or detectable
problems).
Single parents tend to rely on positive
problem - solving strategies rather than punishment or discipline
when faced with difficult
child behaviours.
Positive results on an inventory of
child behaviour problems were reported for one small study (n = 24) with the caveat that results were only positive
when parent training was delivered to individuals and not groups.