Child Behavior Problems Research Articles

Paternal Incarceration and Adolescent Delinquency: Role of Father Engagement and Early Child Behavior Problems.

Paternal incarceration is an important predictor of teen delinquency, but the factors that may explain this relationship-such as early child problem behaviors and level of father engagement-have not been adequately explored. The current longitudinal study examined paternal history of incarceration as a predictor of teen self-reported delinquency over a 15-year gap, considering early child problem behaviors and father engagement as mediators. Sex differences in these relationships were also evaluated. This four-wave longitudinal study included an analytic sample of 4897 teens who participated in the birth-cohort Future of Families and Child Well-Being Study. Mothers and fathers were interviewed shortly after the focal child's birth and were then reassessed in follow-up interviews at child ages 1, 3, 5, 9, and 15. The focal children were interviewed at ages 9 and 15. Results showed that paternal prior incarceration at year 1 was associated with greater child behavior problems and father engagement at year 5; however, those relationships disappeared by age 9. Paternal history of incarceration was not related to teen delinquency, but child behavior problems at age 9 were directly related to subsequent engagement in delinquent behaviors. Paternal current incarceration was related to subsequent father engagement but was not associated with later child behaviors. No significant indirect pathways emerged, indicating a lack of support for mediation. No sex differences in these relationships were observed. Overall, the findings underscore the complexity of the relationships between paternal incarceration, child behavior, and father engagement in the emergence of delinquent behaviors.

The Mediating Role of Emotion Regulation Strategies between Symptoms of Attention Deficit Hyperactivity Disorder and Anxiety-Depression Problems in Children

The purpose of this study was to investigate the mediating role of emotion regulation strategies of ADHD and anxiety-depression problems in children. Using a cross-sectional research design, this study collected a sample of children with ADHD and assessed their ADHD symptoms, anxiety-depression status, and emotion regulation strategies utilizing standardized tools. The data analysis results showed that emotion regulation strategies played a significant mediating role between ADHD symptoms and anxiety-depression problems, indicating that emotion regulation ability in children with ADHD may be an important factor affecting their anxiety and depression. This study not only provides a new perspective for understanding the emotional and behavioral problems of children with ADHD but also offers empirical evidence for developing targeted intervention measures. In the future, training in emotion regulation strategies is expected to become an important part of interventions for children with ADHD.

Pädagogische Beziehungen aus Sicht von Lehrpersonen und kindliche Einflussfaktoren

The quality of the student-teacher-relationship undoubtedly has a significant influence on the child's development and learning processes. However, it is not independent of influencing factors on the part of the child. International studies have so far been able to identify a large number of factors influencing the quality of the teacher-student-relationship. Studies from German-speaking countries, on the other hand, have so far only been marginally represented. This cross-sectional study aims to investigate influencing factors of the child (attachment pattern, behavioral problems, gender and socioeconomic status) on the perception of relationship quality from the perspective of teachers with primary school children (N = 44). The results of the multivariate analysis of variance provide an indication that the relationship quality differs depending on the interaction of various child-related influencing factors. In particular, the socio-economic status in the present sample proved to be significant in interaction with the children's attachment pattern and gender. This has implications for a milieu- and gender-sensitive, attachment sensitive and responsive interaction with the children as the basis for a successful student-teacher-relationship.

Family shapes child development: The role of codevelopmental trajectories of interparental conflict and emotional warmth for children's longitudinal development of internalizing and externalizing problems.

This study aimed (1) to identify distinct family trajectory profiles of destructive interparental conflict and parent-child emotional warmth reported by one parent, and (2) to examine whether these codevelopmental profiles were associated with the longitudinal development of children and adolescents' self-reported internalizing and externalizing problems. Six longitudinal data waves from the German Family Panel (pairfam) study (Waves 2-7) from 722 parent-child dyads were used (age of children and adolescents in years: M = 10.03, SD = 1.90, range = 8-15; 48.3% girls; 73.3% of parents were native Germans). Data were analyzed using growth mixture and latent growth curve modeling. Two classes, harmonious and conflictual-warm families, were found based on codevelopmental trajectories of interparental conflict and emotional warmth. These family profiles were linked with the development of externalizing problems in children and adolescents but not their internalizing problems. Family dynamics are entangled in complex ways and constantly changing, which appears relevant to children's behavior problems.

Evaluating the Effectiveness of Cognitive-Behavioral Play Therapy on Reducing Separation Anxiety in Boys in the First Grade of Primary School

Background: Separation anxiety disorder (SAD) is one of the most common disorders among children's behavioral problems, which leads to disruption in academic performance, social adjustment, family life, and peer relationships. Cognitive-behavioral play therapy (CBPT) is one of the appropriate treatment methods for correcting children's behavioral problems. It is designed for children aged three to eight. Objectives: Considering the importance of controlling separation anxiety in primary school children, the main aim of this research was to assess the effectiveness of CBPT in reducing SAD in boys in the first grade of primary education. Methods: A total of 30 primary school students with SAD were selected and then divided into the experimental group (15 students) and the control group (15 students) to conduct the present study. For the control group, no intervention was performed, but CBPT was done in ten sessions for the experimental group. The level of SAD was evaluated in both groups and then compared with each other before and after the intervention. In addition, the level of SAD in both groups was compared between the pre- and post-study stages to assess the effect of CBPT. The statistical analysis of the results was performed using SPSS software version 24 and using relevant tests at the significance level (α = 0.05). Results: The results showed that the average SAD score before the intervention was equal to 78.84 ± 1.26 for the control group and 78.66 ± 1.28 for the CBPT group. The statistical analysis revealed no significant distinction across these average levels (P = 0.975). After the intervention, the average SAD for the control and experimental groups was 77.50 ± 1.65 and 47.75±0.76, respectively, showing a significant difference between the two values (P < 0.001). Conclusions: Based on the findings, CBPT can reduce SAD in primary school children. Therefore, psychologists and educational counselors of elementary school students can recommend using CBPT to treat some behavioral problems of elementary students.

Parenting Practices and Children's Mental Health: Moderating COVID-19 Stressors Experienced by Brazilian Parents

Aim: To examine whether the stressors of the COVID-19 pandemic moderate the relationship between parental educational practices and children's emotional and behavioral problems. Background: The COVID-19 pandemic has significantly altered family routines, and children, with their limited ability to understand and interpret these changes, have been particularly vulnerable to stress. Method: An explanatory design was used with a sample of 135 Brazilian parents (mothers or fathers) who lived with a child aged between 6 and 11 years. Participants completed the Sociodemographic Data Questionnaire, the Parenting Practices Inventory, the Strengths and Difficulties Questionnaire, and the COVID-19 Stress Response Questionnaire remotely. Results: Coercive discipline significantly interacted with COVID-19 stressors in relation to emotional and behavioral problems. Increased perception of stressors intensified the association between coercive discipline and conduct problems, peer issues, and internalizing problems in children. Conclusion: The COVID-19 pandemic has exacerbated the use of coercive discipline, negatively impacting children's mental health. Implications: The findings highlight the need to enhance and reinforce parenting skills to better manage stressful situations, thereby safeguarding the parent-child relationship and mitigating the negative effects of the pandemic on children.

Parenting Stress and Child Behavior Problems among Latino and non-Latino Families of Autistic Children: Exploring Day-to-Day Temporal Relations

Behavior problems are common among young autistic children and are related to elevated parenting stress levels among their caregivers. However, previous studies of this population have rarely examined relations between child behavior problems and parenting stress at a daily level and, to date, have not examined how these relations may differ for Latino families. Using a day-to-day, within-person design, this study bidirectionally examined these temporal relations among 70 families of autistic children (ages 3–5 years, 74.3% male, 49% Latino parents) who participated in a 14-day daily-diary study. Parent-reported child behavior problem severity and parenting stress were measured daily. Constructs were partitioned into their between- and within-person components and analyzed using time-lagged MLM models. At the between-person level, greater reported child behavior problem severity, relative to the group average, was positively associated with next-day parenting stress and vice versa. This relationship was moderated by Latino ethnicity, such that the positive relationship between reported child behavior problem severity and next-day parenting stress was weaker for Latino (versus non-Latino) families. These bidirectional relationships differed at the within-person level, such that, unexpectedly, greater-than-usual parenting stress, compared to parents’ own average, was negatively associated with next-day child behavior severity. Findings underscore the value of using daily diary methodology to decompose between- and within-person effects, and reveal potential intervention targets to improve parent and child functioning, particularly among minoritized families of autistic children.

Trajectories of Change in Parent–Child Interaction Therapy Outcomes in Latinx Families: Implications for Cultural Adaptation

ABSTRACT Objective Parent–Child Interaction Therapy (PCIT) is a parenting program in which caregivers must achieve “skill criteria” in using Do Skills and avoiding Don’t Skills to complete treatment. Despite PCIT’s emphasis on these skills, little is known about how Latinx caregivers acquire these Western-based parenting practices and whether cultural mismatches lead to inequities in outcomes. This study compared the trajectories of change in PCIT skills and treatment outcomes of Latinx and non-Latinx White families. Method We analyzed weekly treatment data from 64 families (20.3% Spanish-speaking Latinx, 51.6% English-speaking Latinx, 28.1% non-Latinx White) served in community clinics. Caregivers were mostly females (95.3%), on average 35.13 years old, and lived in poverty (77.6%). PCIT skills were coded using the Dyadic Parent–Child Interaction Coding System, and child behavior problems were reported using the Eyberg Child Behavior Inventory. Results Latinx and non-Latinx White caregivers acquired Do Skills similarly during treatment. In contrast, some Latinx caregivers began treatment using significantly more Don’t Skills and needed more sessions to achieve some aspects of PCIT skill criteria compared with non-Latinx White caregivers. Latinx families also experienced similar or even more pronounced reductions in child behavior problems than non-Latinx White families. There were no significant differences in the percentage of caregivers who achieved PCIT skill criteria or left treatment prematurely. Conclusions This study provides evidence that strictly defined PCIT skill criteria may lead to inequities in treatment length for some Latinx families. Informed by these findings, we propose data-driven adaptations to improve the cultural fit of PCIT for Latinx groups.

Interventional Analysis of Music Therapy on Emotional Behavior in Children with Autism

Music therapy, as an emerging field of rehabilitation, has been studied by many people. However, it only proves the effectiveness of music therapy in addressing emotional and behavioral issues in children with autism, and there are no specific strategies and methods applicable to special education schools for reference. This study attempts to address this issue. This study adopted a cross subject multi trial design in a single subject experimental method, with music therapy as the independent variable. Using the emotional behavior of these four autistic children who cried for no reason as the dependent variable, data was collected during the baseline, intervention, and maintenance periods to verify the intervention effect of music therapy on emotional behavior. The research results indicate that music therapy has immediate, sustained, and generalized effects on typical emotional and behavioral problems in children with autism. After music therapy intervention, the frequency of emotional and behavioral problems in each of the four autistic children decreased significantly, their self-control ability improved significantly, and language interaction was significantly prolonged. Based on the observation of student expressions and actions, participation statistics, and family interviews, it can be seen that students are interested in the environment of visual music, rhythm training, and situational music. The correct grasp of the core concepts of music therapy and timely feedback on intervention content play a crucial role in the treatment effect in this study.

Childhood trauma distribution and behavioural problems among Pakistani adolescents.

Childhood trauma adversely impacts adolescents, and consequently, they develop behavioural problems. Understanding the distribution of childhood traumas and their association with behavioural problems among adolescents is paramount for the preventive efforts. The present research aimed to investigate this association among adolescents. This association was investigated among adolescents (N = 200) between 12 and 18 years. Childhood Trauma Questionnaire and Strength and Difficulty Questionnaire was used to assess the distribution of trauma and internalizing and externalizing behavioural problems among adolescents through purposive and convenience sampling technique. The findings across trauma distribution indicated higher distribution of childhood abuse and neglect across males as compared to females. Males further significantly scored higher on sexual abuse and emotional neglect. Apparently, a large number of adolescents experienced all five sub types of childhood traumas (sexual abuse, emotional abuse, physical abuse, emotional and physical neglect). Additionally, across the severity continuum of childhood traumas, male scored higher on the severe to extreme continuum for all subtypes except physical abuse, where females scored higher. Lastly, logistic regression analysis indicated higher peer problems among those adolescents who have experienced all types of childhood traumas. These findings could be beneficial for intervention-based programs and policies to help trauma-exposed adolescents cope with their lives.

A Study of the Effectiveness of Camp Baker, an Adapted Summer Treatment Program for Children with ADHD

ABSTRACT Background Although the Summer Treatment Program (STP) is a well-established treatment for ADHD, STPs are only offered at a few sites in the United States, suggesting opportunities for improved implementation. Objective This study aimed to evaluate the effectiveness and caregiver satisfaction of Camp Baker, an adapted STP for children with ADHD designed to address implementation barriers. Methods Adaptations included condensing the length of treatment and augmenting the STP to cover additional skills (e.g. educational opportunities, therapeutic skills training, enhanced parent training). Children (N = 159; 84.3% male; 65.4% White; 5–12 years old) with ADHD participated in Camp Baker throughout 2019, 2021, and 2022. Families who participated in Camp Baker in 2019 were asked to complete an anonymous survey that contained choice-select (e.g. “My child is better at handling daily life”) and open-ended questions (e.g. “From your perspective, how did Camp Baker most help your child?”) to assess their perceptions of and satisfaction with Camp Baker. Qualitative survey responses (n = 30) were double-coded using an inductive content analysis approach. Results Commonly endorsed themes included positive feelings about the program (e.g. “fun camp experience at Camp Baker”), positive feelings about parent training (e.g. “the training is amazing”), and positive child outcomes (e.g. “gave him newfound confidence”). Caregivers reported significant improvement in child behavioral, attentional, and emotional problems from pre- to post-camp. Conclusion With intentional adaptations made, Camp Baker was easily implementable while demonstrating promise for the retainment of effectiveness and satisfaction.

Prospective associations of screen time at age 2 with specific behavioral subscales at age 3: a cohort study.

We aim to discover which, if any, of the subscales of internalizing and externalizing behavioral problems at age 3 are still associated with screen time (ST) at age 2 after adjusting for behavioral problems scores at age 2. This study was conducted under the Tohoku Medical Megabank Project Birth and Three-Generation Cohort Study. Information was gathered prospectively, with 7207 mother-child pairs included in the analysis. Children's ST was categorized in hours a day at age 2 (<1, 1-<2, 2-<4, ≥4). We assessed children's behavioral problems using the Child Behavior Checklist for Ages 1½-5 (CBCL) at ages 2 and 3. 'Having behavioral problems' was defined by them being within a clinical range for internalizing behaviors (withdrawn, somatic complaints, anxious/depressed and emotionally reactive) and externalizing behaviors (attention problems and aggressive behaviors) at age 3. Continuous scores on each of the behavioral problem scales at age 2 were used as covariates. Greater ST for children at age 2 was associated with specific subscales for emotionally reactive and aggressive behaviors at age 3. This study found that ST is prospectively associated with some behavioral scales but not others.

Parents' and Children's Emotional Well-Being and Language Beliefs in Heritage Bilingual Families.

The present study aimed to examine how parents' psychological characteristics and positive beliefs about multilingualism predict children's emotional well-being in 51 multilingual families with an immigrant background. Parents were interviewed to assess their beliefs about multilingualism and completed a battery of questionnaires assessing depression, anxiety, psychological distress, parental competence, quality of life, and acculturative stress. They also completed the Strengths and Difficulties Questionnaire (SDQ), which assessed their children's socio-emotional and behavioral characteristics. The results from regression analyses showed that parents' depressive symptoms were significant concurrent predictors of children's conduct problems. In contrast, higher acculturation stress was associated with more emotional problems and better prosociality in children, although the stronger predictor for the latter variable was parents' self-efficacy. Positive beliefs about bilingualism were not related to children's well-being. The discussion highlights the importance of targeting parents' depressive traits and acculturation stress as possible risk factors for children's emotional and behavioral problems. Conversely, fostering parental self-efficacy may promote children's prosociality.

Maternal Depressive Symptoms and Children’s Behavioral Problems: The Moderating Roles of Emotion Regulation and Teacher-Student Relationship Quality

The detection rate of children’s behavioral problems is on the rise throughout the world, reaching 18.8% in China. Maternal depressive symptoms is one of the main causes of children’s behavioral problems. Our study explored the moderating roles and the specific moderating mechanism of children’s emotion regulation and teacher-student relationship quality in the association between maternal depressive symptoms and children’s behavioral problems based on the resilience framework and the multiple moderating model. A cross-sectional survey on mothers and teachers of Chinese primary school students in grades 1 to 3 in suburban Beijing was conducted to investigate children’s behavioral problems, emotion regulation, teacher-student relationship quality, maternal depressive symptoms, and demographic characteristics (n = 300) in this study. Pathway analysis and the Johnson-Neyman method were used to determine the moderating roles and the specific moderating mechanism of emotion regulation and teacher-student relationship quality. Results showed that emotion regulation and teacher-student relationship quality played moderating roles in the association between maternal depressive symptoms and children’s behavioral problems and the moderating mechanism was the additive moderating model. To be specific, emotion regulation and teacher-student relationship quality played moderating roles parallelly. Emotion regulation could moderate the negative effect of maternal depressive symptoms on both internalizing and externalizing behavioral problems in children. Meanwhile, teacher-student relationship quality could moderate the negative effect of maternal depressive symptoms on children’s externalizing behavioral problems. The study highlighted the value of children’s emotion regulation and teacher-student relationship quality against adverse family environments and gave an orientation for intervention.

IS CO-PARENTING POSSIBLE AFTER DIVORCE?: A SCOPING REVIEW OF THE EFFECTS ON CHILDREN

Post-divorce adjustment efforts lead to significant changes in the roles and functions of parents and children. This study examines how parenting attitudes and the co-parenting process develop after divorce and their reflections on children. Articles published in English between 2018 and 2024 in the Web of Science Core Collection database were reviewed, focusing on relevant keywords related to post-divorce co-parenting attitudes. A total of 51 articles were analyzed, and various themes were identified. The analysis revealed themes such as post-divorce adjustment, barriers, and facilitators in co-parenting. Parents' emotional challenges affect children's behavior and attitudes, while positive parental relationships support children's psychological well-being. Children who adapt better to divorce may feel the traumatic effects less intensely. Supporting parents' positive relationships with each other and allowing children to express their thoughts freely can contribute to reducing behavioral problems in children. These findings highlight the importance of special education programs for parents and children for post-divorce adjustment, the promotion of joint custody, and policies and legal regulations to enhance cooperation between parents.

Parenting strategies and child behavior at preschool age in families using assisted reproductive technologies

Introduction. Certain parenting strategies have a significant impact on the appearance of behavioral problems in children. Due to the continuous increase in the number of children conceived with the help of assisted reproductive technologies (ART), and the availability of limited, disparate and contradictory data on the development of such children and influencing family factors, the purpose of this study is to identify the characteristics and relationship of maternal and paternal parenting strategies and child behavior in preschool age in families with ART. Materials and methods. The sample consisted of 90 families who used ART and 155 families with natural conception. To identify the features of the child's parenting strategies, the "Interaction with the child" questionnaire was used, and the "Behavior of your child" questionnaire was used to assess the child's behavior. Nonparametric Mann–Whitney U test. Results. The general trends (regardless of the type of conception) are the dominance of manifestations of sensitivity to the child, emotionality, responsiveness, positive constructive regulation of discipline on the part of both parents, but with a predominance of severity in mothers compared with fathers (p≤0.05). There is no specificity associated with the type of conception (p&gt;0.05) in the characteristics of a child's behavior at the age of 5 years. On the one hand, the stronger emotionality towards the child on the part of both parents is specific for families who have used ART (3684.5 &lt; U &lt; 5154.0; p≤0.05), but on the other hand, there are trends towards less consistency and the risk of contradictions in the upbringing of a child compared with families with natural conception of a child, the lack of direct links between paternal strategies and child behavior indicators (p&gt;0.05), stronger interrelations of different manifestations of dysfunctional behavior in a child. The types of ART families with different types of severity and relationship of parental parenting strategies and behavioral characteristics of children (p≤0.05) are identified. Conclusion. The results of the study show the need to develop and conduct personalized training programs for parents and build individual trajectories of psychological support for families who have used ART at the age stages of child development.

Early postnatal and concurrent exposure to metals and neurobehavioral outcomes at 5 years: Associations with individual environmental exposures and mixtures

BackgroundLittle is known about the effect of postnatal exposure to heavy metals on children’s behavior problems. This study aimed to investigate the association between metal exposure during different stages of postnatal life and neurobehavioral outcomes in preschool children. MethodsUrinary concentrations of six metals (arsenic, cadmium, chromium, lead, manganese, and vanadium) were measured using inductively coupled plasma mass spectrometry in 220 participants at two time points: before 1 year and at 5 years of age. Mothers completed the Child Behavior Checklist when the children were 5 years old. Multivariable linear and logistic regression analyses were used to evaluate the association between metal concentrations and behavioral outcomes. We employed Bayesian kernel machine regression (BKMR) to assess possible joint effects and potential interactions between metal mixtures and behavioral outcomes. ResultsConcentrations of urinary arsenic (As) in infants were associated with higher scores for anxious/shy behavior problems (β ranging from 0.03 to 0.23). Further analyses showed that As exposure increased the odds of scores falling into the borderline or clinical range on anxious/depressed, affective, and pervasive developmental problems (ORs: 2.45–3.40). Stratification by sex indicated significance in girls but not in boys. BKMR analysis showed that, among the metal mixtures, As displayed a major effect on behavior scores. Concentrations of urinary cadmium in infants were also associated with higher behavioral scores but did not increase the risk of clinical problems. A cross-sectional survey in 5-year-olds did not show a significant association between concurrent metal exposure and behavioral outcome. ConclusionOur results showed that exposure to As and Cd during infancy was associated with emotional problems in children. The effect of arsenic exposure was more pronounced among female infants. We suggest reducing exposure to toxic metals during early postnatal life to prevent behavioral problems in children."

Association between maternal antibiotic exposure and emotional and behavioural problems in children at four years of age: A biomonitoring-based prospective study

BackgroundMaternal exposure to multiple antibiotics exposure during pregnancy has attracted extensive attention, but biomonitoring studies linking prenatal antibiotic exposure to emotional and behavioural problems in children are limited. MethodsA total of 2475 pregnant women from the Ma’anshan Birth Cohort were included, and the Strengths and Difficulties Questionnaire was completed when their children turned four years of age. The levels of 41 maternal urinary antibiotics and two metabolites were measured during the first, second and third trimesters. Generalized estimating equations and binary logistic regression models were applied to analyse the associations between maternal antibiotic exposure and emotional and behavioural problems in children and to determine the sensitive period, respectively. A quantile-based g-computation (QGC) approach was employed to examine the combined effects of multiple antibiotics on emotional and behavioural problems in children. ResultsOverall, florfenicol and preferred-as-veterinary antibiotic (PVA) exposure during pregnancy increased the risk of emotional problems in children, and ofloxacin exposure increased the risk of hyperactivity-inattention. Maternal exposure to trimethoprime, ciprofloxacin, florfenicol, other antibiotics and PVA exposure during the first trimester was positively associated with emotional problems in children. Second-trimester trimethoprime concentrations and third-trimester ciprofloxacin concentrations were positively associated with hyperactivity-inattention. Third-trimester veterinary antibiotic (VA) exposure was negatively associated with hyperactivity-inattention, and second-trimester VA and PVA exposure was negatively associated with peer problems. The QGC model revealed that mixed antibiotic exposure in the first trimester exacerbated the risk of childhood emotional problems (the contribution of ciprofloxacin is prominent), and mixed antibiotic exposure in the second trimester increased the risk of hyperactivity-inattention (the contribution of trimethoprime is prominent). ConclusionMaternal mixed antibiotic exposure during the first and second trimesters increases the risk of emotional problems and hyperactivity-inattention in children at four years of age.

Different concepts of neighborhood safety and child internalizing and externalizing behaviors.

Neighborhood safety is defined inconsistently across epidemiologic studies - a conceptual problem that results in incomparable measurements, hampering the design of health interventions. Using child behavior problems (measured via the Child Behavior Checklist) as the outcome of interest, this study directly compared four measures of neighborhood safety: two of experienced safety and two of perceived safety, with each one measured at family and community levels. These included children's direct experience of harm, parental perceptions, community crime statistics, and community perceptions. In a sample of 3291 ten-year-olds from the Generation R cohort (living in municipal Rotterdam, Netherlands, 2013), all four measures were correlated (χ2 ≥ 9.2, P < 0.002 in pairwise chi-square comparisons), but ultimately identified different levels of risk for behavioral health. Direct experiences of harm, parental perceptions, and community crime statistics were all associated with increased child internalizing behaviors (β = 3.12, β = 2.10, and β = 1.77, respectively), while only experiences of harm and parental perceptions were associated with increased externalizing behaviors (β = 2.75 and β = 1.31, respectively). These results provide novel evidence that the conceptual distinctions underlying different measures of neighborhood safety are meaningful for child mental health and should be considered in intervention design.

Association between parental attitudes towards parenting, emotional problems and behavioral problems in children in Sincelejo (Colombia)

Las actitudes parentales hacia la crianza repercuten en la incidencia de problemas emocionales y conductuales en los primero años de vida de un niño. El objetivo del presente estudio es examinar la asociación entre las actitudes parentales hacia la crianza, problemas emocionales y problemas de conducta en niños de 2 a 5 años de Sincelejo, Colombia. Se realizó bajo un enfoque cuantitativo, de alcance correlacional, con una muestra de 352 cuidadores y 352 niños y niñas seleccionados de manera intencionada, a quienes se les aplicaron los siguientes instrumentos: 1. Cuestionario sociodemográfico, 2. El Parents-Child Relationship Inventory (PCRI), 3. Child Behaviour Checklist (CBCL). En los resultados se evidencio que, Los problemas del sueño presentaron una relación negativa con la disciplina y el compromiso, esto quiere decir que a menos disciplina y compromiso, más problemas del sueño presentaban los niños. Y con respeto a los problemas externalizantes se encontró que los problemas de atención, problemas oposicionistas y el comportamiento agresivo se relacionaron con poca disciplina seguida de poco compromiso. Se concluye que los problemas externalizados en niños y niñas se relacionan con el poco compromiso como actitud parental hacia la crianza.