Aspects Of Children's Adjustment Research Articles

Parent-child neural similarity: Measurements, antecedents, and consequences

Children and their parents are wired to connect as it provides the foundation for developing children to adapt to an increasingly complex environment. Although extensive studies demonstrate the importance of parent-child dyadic similarity at the behavioral, psychological, and physiological levels in fostering children's learning and psychological wellbeing, little is known about parent-child similarity at the neural level until recently. Drawing on our own work and the work by other scholars, this review summarizes recent advances in empirical research on parent-child neural similarity. Specifically, this review elaborates the theoretical importance of studying parent-child neural similarity and showcases how parent-child neural similarity is assessed using different neuroimaging approaches. We further synthesize empirical evidence about the contextual and individual factors that may contribute to variability in parent-child neural similarity, summarize how such neural similarity is related to different aspects of child adjustment, and highlight important directions for future research. Taken together, we hope that this integrative review can demonstrate cutting-edge research that explores neural similarity in parent-child dyads, and provide researchers with a clear roadmap to examine parent-child neural similarity in order to gain a better understanding of parental socialization process and brain development.

Child Adjustment after Parental Separation: Variations by Gender, Age, and Maternal Experiences of Violence during Marriage

This study examined variations in children’s post-separation adjustment based on child characteristics (gender and age) and maternal experiences of intimate partner violence (IPV) during marriage. Mothers (N = 147) recruited within 12 weeks of a divorce filing took part in two interviews three months apart. They reported on marital IPV at Time 1, and their children’s (47% female; ages 3–17) adjustment 3 months later at Time 2. Four aspects of child adjustment were assessed using a standardized measure (hyperactivity, emotional symptoms, conduct problems, peer problems). Mothers were classified as having experienced coercive controlling violence (CCV; 23.8%), situational couple violence (SCV; 27.9%), or no violence (48.3%) during marriage. Gender differences were found on one of the four child adjustment indicators: boys had higher levels of hyperactivity than girls. Among boys but not girls, hyperactivity scores varied based on age and IPV type. Implications for practitioners and researchers are discussed.

Associations of exposure to intimate partner violence and parent-to-child aggression with child competence and psychopathology symptoms in two generations

BackgroundAssociations of exposure to intimate partner violence (IPV) and parent-to-child aggression (PCA) with child adjustment have not been examined adequately for community samples. ObjectiveTo examine main, cumulative, and interactive associations of IPV and PCA (separately for physical and psychological aggression) with four aspects of child adjustment (i.e., externalizing and internalizing behavior; social and scholastic competence). Associations were examined between (a) G1 parent behavior and the adjustment of G2 boys (N = 203) at ages 13–14 years and (b) G2 parent behavior and the adjustment of G3 children (N = 294) at ages 4–5 and 11–12 years. Participants and settingFamilies in a prospective, multigenerational dataset. MethodsMeasures included reports by caregivers, children, and teachers. Cross-sectional regression models (controlling for parent socioeconomic status and G3 child gender) examined: (a) main effects of IPV or PCA, (b) the simultaneous (i.e., cumulative) effects of both IPV and PCA, and (c) interactive effects of IPV and PCA (sample size permitting) on each of the child adjustment outcomes. ResultsWhen considered simultaneously, PCA (but not IPV) was associated with each aspect of child adjustment. The interaction between PCA and IPV indicated lower G2 adolescent scholastic competence and greater G3 preschool externalizing behavior for children exposed to lower levels of IPV and higher levels of PCA. ConclusionPsychological and physical PCA were associated with child adjustment problems even when accounting for IPV. Findings support the use of evidence-based programs to prevent PCA and PCA-associated child adjustment problems.

Self-control, parenting, and problem behavior in early childhood: A multi-method, multi-informant study

BackgroundEarly childhood self-control and parenting are suggested to play key roles in the development of child problem behavior. The current study aims to 1) replicate earlier work by examining the unique and combined effects of child self-control and parenting on child problem behavior and 2) extend earlier work by including both mother and father reports. MethodsData were used from 107 Dutch families: mothers, fathers, and their two-year old child. Child self-control was measured using both father’s and mother’s reports of effortful control and with an observed behavioral task (i.e., gift-in-bag task). Similarly, parenting (i.e., emotional availability and discipline) and child problem behavior (i.e., externalizing and internalizing problems) were measured by using both father’s and mother’s reports. ResultsChild self-control reported by fathers and mothers, but not observed self-control, was related to fewer externalizing and (mother-reported) internalizing problems. Paternal emotional availability showed a modest association with fewer child externalizing problems, maternal emotional availability was related to fewer internalizing problems. Finally, there was an interaction between father- (but not mother) reported self-control and paternal emotional availability in the prediction of child internalizing problems. No main or interaction effect was revealed for discipline. ConclusionFindings confirm prior work on self-control, parenting, and child problem behavior. Most importantly however, the current study adds to the literature by highlighting the need for additional research including maternal as well as paternal data. Specifically, insight in the unique role of fathers may shed light on aspects of child adjustment not covered by mother reports alone.

Sibling relationship patterns and their associations with child competence and problem behavior.

The present study is the first to examine patterns in sibling relationship quality and the associations of these patterns with internalizing and externalizing problem behavior, as well as self-perceived competence, in middle childhood. Self-report questionnaires (e.g., Sibling Relationship Questionnaire, Self-Perception Profile for Children, Youth Self Report) were administered among 1,670 Dutch children (Mage = 11.40 years, SD = .83) attending 51 different Dutch schools. Three sibling relationship clusters were found: a conflictual cluster (low on warmth, high on conflict), an affect-intense cluster (above average on warmth and conflict), and a harmonious cluster (high on warmth, low on conflict). Sister pairs were underrepresented in the conflictual cluster and overrepresented in the harmonious cluster. Children with conflictual sibling relationships reported significantly more internalizing and externalizing problems, and lower academic and social competence and global self-worth, than children with harmonious sibling relationships. Children with affect-intense sibling relationships reported less aggression and better social competence than children with conflictual sibling relationships. Our findings indicate that it is fruitful to combine indices of sibling warmth and conflict to examine sibling relationship types. Relationship types differed significantly concerning internalizing and externalizing problems, but also concerning self-perceived competence. These findings extend our knowledge about sibling relationship types and their impact on different aspects of child adjustment. Whereas harmonious sibling relationships are the most beneficial for adjustment, sibling conflict mainly has a negative effect on adjustment in combination with lack of sibling warmth. Implications and future directions are discussed.

Self-Concept and Aggression in Elementary School Students

The relation between self-concept and aggression was studied utilizing a variety of assessment modalities and statistical procedures. Self-report, teacher-report, and sociometric ratings concerning aggression and self-concept were obtained on 251 children in Grades 2 through 5. Self-concept was not found to predict aggression nor vice versa; neither did self-concept differentiate aggressive and nonaggressive children. These results suggested that self-concept and aggression are important but independent aspects of child adjustment. Different correlates of aggression, however, were obtained, depending on the assessment procedure used to define the construct of aggression, highlighting issues of method variance and arguing for the importance of careful specification of assessment modalities in future research.