Children's Social Problems Research Articles

Relationships across the elementary years: Association with children's social-behavioral skills

Students' social-behavioral competencies are foundational to development. This longitudinal study identified associations between parent-teacher and student-teacher relationships, and children's social skills and problem behaviors at a single timepoint and over time. It involved 316 students and their parents and teachers across Grades 1 through 4. Several significant associations were uncovered, generally consistent with hypotheses. Parents' and teachers' reports of the parent-teacher relationship at one point in time were associated with their own ratings of students' social-behavioral outcomes. Across grades, parents' reports of the parent-teacher relationship were associated with their own ratings of students' outcomes. Teachers' reports of parent-teacher relationships were associated with children's overall social-behavioral outcomes as reported by parents and teachers. Teacher-rated student-teacher relationships at one timepoint were associated with their own ratings but not parents' ratings of student behaviors. Teacher-reported student-teacher relationships over time were associated with students' outcomes as rated by parents and teachers. Implications are discussed.

Investigating the Impact of Social Communication Deficiencies in Children with Autism Spectrum Disorder on Their Parents' Depression and Anxiety Levels

Autism Spectrum Disorder (ASD) significantly impacts individuals' social communication abilities, affecting both the diagnosed children and their families, especially the mental health of their parents. While existing literature has focused on the direct implications for individuals with ASD, the psychological toll on caregivers is often overlooked. This study explores the relationship between children's social communication challenges due to ASD and the subsequent mental health outcomes in their parents, specifically depression and anxiety levels. Using a correlational design, the research involved 400 parents of children with ASD aged 4-18 from various urban centers in Turkey. Data were collected using the Social Communication Scale, Beck Depression Inventory, and Beck Anxiety Inventory to assess children's social communication deficits and parents' psychological states. Spearman’s correlation coefficients and subgroup analyses evaluated the relationships between the severity of children's social communication problems and parental depression and anxiety levels. The findings revealed a strong correlation between the severity of social communication deficiencies in children with ASD and heightened levels of depression and anxiety among their parents. Spearman’s correlation coefficients showed significant negative correlations, with r=-0.218 for depression and r=-0.263 for anxiety. Parents of children with more severe communication deficits reported higher psychological distress. This pattern was consistent across different demographic subgroups. The study's unique contribution lies in its quantitative confirmation of these relationships within a Turkish urban population, underscoring the need for holistic, family-centered approaches in ASD management.

Longitudinal Changes in Preschoolers' Self-reported Psychological and Social Problems: Feasibility, Reliability, and Cross-informant Agreement.

For decades, parental report was used to assess children's psychological symptoms and social problems. The Berkeley Puppet Interview (BPI) utilizes hand puppets to collect questionnaire-style data from children, allowing consideration of children's own perspective. The current longitudinal study compared the feasibility and reliability of preschoolers' self-report with BPI at age 4 (M = 4.03, SD =0.16; 52% boy, 82% White American) and 5 (M = 5.22, SD = 0.36; 51% boy, 85% White American) as well as cross-informant agreement among children, mothers (74% above college education), alternate caregivers (>90% biological fathers), and coders. Children completed symptomatology, social, and parenting scales of BPI and their parents completed surveys assessing similar constructs. Our findings revealed both similarities and changes across ages. Specifically, the reliability and cross-informant agreement of the broad symptomatology and parenting scales were promising at both timepoints; however, 4-year-olds showed lower internal consistency in social scales.

Bioethical, medical, and social problems in children with growth hormone deficiency

Background. Medical and practical advancements have brought about new possibilities for providing healthcare to people, but with it comes new bioethical challenges. In many pediatric medical institutions, consultations on pediatric ethics have become common practice. However, the bioethical problems related to short children have not been studied enough yet. The purpose of this study is to identify and analyze bioethical, medical, and social issues in children with growth hormone deficiency (GHD), which can potentially hinder timely diagnosis and adherence to replacement therapy. Materials and methods. The identification of bioethical, medical, and social problems was conducted at the Odesa Regional Children’s Hospital between 2012 and 2020. The study involved a cohort of 94 children with GHD and short stature (SDS 3.4 ± 0.1), aged 7.2 ± 0.4 years, as well as their parents (124 individuals). The study was based on a questionnaire survey, history taking, interviews, objective examination of patients, and analysis of medical records. Results. The study found evidence of violations of the Hippocratic principle of help and assistance (“do good”) in the form of delayed or incorrect diagnosis in 10.6 % of cases and incomplete adherence to local protocols for managing sick children in 6.4 % of cases. Violations of the Hippocratic principle of non-harm (“first, do no harm”) were evidenced by adverse events (16.0 %) and serious adverse events (3.2 %) during replacement therapy. Children with GHD were subject to violations of social justice, such as neglect (8.5 %), socio-economic problems in the family (12.8 %), and external environmental restrictions (9.6 %). Violations of the personal autonomy of children with GНD inclu­ded physical and psychological abuse in the family (29.8 and 38.3 % of cases, respectively), stigmatization (25.5 %), school bullying (27.2 %), medical neglect (5.3 %), medical paternalism (6.4 %), and overprotection (10.6 %). Conclusions. In the management of children with GHD, various bioethical, medical, and social issues have come to light. Low adherence to recombinant human growth hormone therapy can be considered an independent bioethical problem associated with medical paternalism and medical neglect.

Training and coaching early childhood teachers to foster social, emotional, and behavioral competence of children in Turkey.

A growing evidence base demonstrates the effectiveness of teacher training and coaching interventions to improve teacher- and child-level outcomes in high-income countries. However, more information is needed to show the benefits of these interventions in low- and middle-income countries (LMICs). To provide an evidence base for LMICs, we conducted a cluster-randomized controlled trial examining the efficacy of a teacher training and coaching intervention for promoting children's social, emotional, and behavioral competence, Reaching Educators and Children (REACH) Classroom Check-Up (CCU), on teachers' behaviors, teacher-child relationship quality, and children's social competence and problem behaviors. Participants included 20 early childhood teachers and 175 children (4-6 year olds) in Turkey. Findings indicate that REACH CCU increased teachers' positive behaviors and teacher behaviors that support social, emotional, and behavioral competence of children, while reducing teachers' negative behaviors. Teachers in REACH CCU demonstrated an increased level of closeness and reduced levels of conflict with children in their classrooms. Furthermore, REACH CCU improved teacher-reported social competence and reduced problem behaviors of children. Results provide evidence that REACH CCU is a promising approach for improving teachers' behaviors, teacher-child relationship quality, and children's social, emotional, and behavioral competence, especially in LMICs. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Associations between teacher-parent relationships and preschool children's social behavior problems-the chain mediating roles of work-family conflict and parenting self-efficacy.

In the Chinese cultural context, the collaborative interaction characteristics among three key entities - families, kindergartens, and communities - and the mechanisms of their correlation with preschool children's social behavior problems have not been fully understood yet. Based on ecological systems Theory and social support theory, this study aimed to examine the correlation between parent-teacher relationships and preschool children's social behavior problems in Chinese kindergartens, as well as the mediating role of parents' work-family conflict and parenting self-efficacy. Structural equation modeling was used to test the research hypotheses based on a questionnaire survey of 1,784 parents of preschool children. The main findings of this study are as follows: (1) Parents' perceived positive parent-teacher relationships are negatively correlated with preschool children's social problems. (2) Parents' work-family conflict and parenting self-efficacy mediate the relationship between parent-teacher relationships and preschool children's social behavior problems; (3) Parents' work-family conflict and parenting self-efficacy play a chain mediating role in the influence of the parent-teacher relationship on preschool children's social behavior problems. Taken together, the results collectively further elucidate the correlation between parent-teacher relationships and preschool children's social behavior problems, while also discussing other relevant factors pertaining to children's social behavior problems. Theoretically, this study expands the understanding of how external environmental resources interact with home and family education. Practically, this research indicates that governments, early childhood education institutions, and workplaces need to strengthen their support for family education of preschool children. The findings contribute to promoting a multi-faceted co-operation aimed at enhancing the quality of early childhood education and fostering the social adaptability and holistic development of preschool children.

Implementation of Child Protection Services Through Integrative Service Unit Integrative Child Social Protection

Objective: Children are valuable assets for the nation, but their traumatic patterns affect character formation. The government must address social problems to build a respected future generation. Tulungagung Regency, East Java Province, is the first district in Indonesia that is serious about advocating for children's social issues by inaugurating the Integrative Child Social Protection Integrated Service Unit (ULT PSAI). The research aims to investigate the role of the local government in developing an integrative service model to handle cases of social problems of children in Tulungagung Regency, the model of the child advocacy system carried out by ULT PSAI, and the effectiveness of ULT PSAI Tulungagung Regency activities in advocating for children's social problems. Methode: The method used in this research is Participatory Action Research (PAR) through (FGD) with ULT PSAI, victims, and related Regional Apparatus Organizations to obtain data. The data obtained were then processed and analyzed descriptively and qualitatively. Result: This article discusses the local government in advocating social problems for children through ULT PSAI by involving all Regional Apparatus Organizations in Tulungagung Regency, primary, secondary (outreach to at-risk groups), tertiary (response to child victims) services, and the effectiveness of PSAI ULT can be identified based on handled cases. Seeing the significance, this service model can be used as a pilot model for other regions in Indonesia. Suggestions: It is hoped that the efforts made by the Integrative Child Social Protection Integrated Service Unit (ULT PSAI) of Tulungagung Regency in carrying out advocacy and handling system-based social problems with the services of the Integrative Child Social Protection Integrated Service Unit (ULT PSAI) for vulnerable children can run more optimally by synergizing with related parties.

Associations between of maternal parenting styles and beliefs about children's emotions on preschoolers’ social skills and problem behaviours

ABSTRACT The purpose of this study is to investigate the predictive effects of maternal parenting styles and beliefs about emotions on the social skills and problem behaviours of preschoolers. The study involved 227 mothers of 3–6-year-old preschool children (Mage = 63 months). Two hierarchical regression analyses were conducted to determine to what extent the mothers’ parenting styles and beliefs about children's emotions predicted the social skills and problem behaviours of their children. The first model found that the authoritative parenting style and supportive beliefs about children's emotions explained 14% of the variance in social skills. The second model found that non-supportive beliefs about emotions, combined with authoritative and permissive parenting style predicted 18% of children's problem behaviours. The findings of the study suggest that parenting styles and emotional beliefs play a crucial role in predicting children's social skills and problem behaviours.

OKUL ÖNCESİ ÇOCUKLARIN SOSYAL PROBLEM ÇÖZME BECERİLERİNE İLİŞKİN BİR ARAŞTIRMA

The aim of this study is to analyse preschool children’s social problem solving skills and the factors influencing those skills. Study sample, designed in survey model, consist of 200 children (103 boys,97 girls) who attend preschools and kindergartens located in Marmaraereglisi district of Tekirdağ province and affiliated with the National Education Ministry. In the study, demographic data of the participants were collected with the General Information Form, and data on children's social problem solving skills were collected with the Wally Social Problem Solving Test. As a result of the research, it was concluded that age and pre-school education had an effect on children's social problem-solving skills, while gender, socio-economic status, education and job of parents, family type and number of children in the family were not.

Creation and validation of an instrument to quantify attitudes, knowledge and difficulties in the approach to social problems

ObjectivesThe aim of the study was to develop and validate a questionnaire to assess attitudes, knowledge and difficulties in the management of social problems by paediatric care providers. MethodsThe development of the tool started with a conceptualization phase, followed by the design, pilot testing and psychometric evaluation of the questionnaire based on the responses obtained from 407 professionals. We performed exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to assess the construct validity of the questionnaire. We used the normed fit index (NFI), the root mean square error of approximation (RMSEA), the χ2 test and the comparative fit index (CFI) to test the goodness of fit. We assessed reliability through the Cronbach’s α coefficient of internal consistency. All quantitative analyses were performed with the Stata/SE software, version16.1. ResultsThe EFA identified twelve factors. All factors exhibited a good internal consistency (Cronbach’s α, 0.8434). The CFA showed the model was a good fit (RMSEA=0.037). The NAI and CAI values were 0.742 and 0.797, respectively. ConclusionsThis questionnaire comprising 138 items distributed in twelve factors is a reliable and valid instrument to analyse the attitudes, knowledge and difficulties in the approach to social problems in children by paediatricians, which will allow the design of interventions according to the needs and deficiencies identified through it.

Disentangling the relationship between callous-unemotional traits and unsupportive parenting through a developmental lens.

Research suggests that unsupportive parenting practices are consistentbut modest risk factors for children's behavioral and social problems, emphasizing the importance in identifying sources of variability in children's vulnerability. To address this research direction, this study examined children's callous-unemotional (CU) traits (i.e., affective indifference; lack of guilt or empathy), as a moderator of the associations among maternal and paternal unsupportive parenting and their externalizing symptoms. Participants included 240 mothers, partners, and their children (Mage = 4.6 years; 56% girls) from diverse backgrounds (48% Black; 16% Latinx) who took part in a longitudinal multi-method study with two measurement occasions spaced 2 years apart. Findings from structural equation modeling indicated the prospective association between observational assessments of unsupportive maternal (but not paternal) parenting and residualized changes in teacher reports children's externalizing problems over 2 years was significantly moderated by maternal reports of children's callous-unemotional traits (β = -.21, p < .05). Follow-up analyses of the interaction provided support for differential susceptibility. These findings highlight that children with elevated CU traits may experience diminished susceptibility to parenting, while children with lower levels of CU traits may exhibit plasticity in response to socialization environments.

Creación y validación de un instrumento para cuantificar actitudes, conocimientos y dificultades en el abordaje de los problemas sociales

ObjectivesThe aim of the study was to develop and validate a questionnaire to assess attitudes, knowledge and difficulties in the management of social problems by paediatric care providers. MethodsThe development of the tool started with a conceptualization phase, followed by the design, pilot testing and psychometric evaluation of the questionnaire based on the responses obtained from 407 professionals. We performed exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to assess the construct validity of the questionnaire. We used the normed fit index (NFI), the root mean square error of approximation (RMSEA), the χ2 test and the comparative fit index (CFI) to test the goodness of fit. We assessed reliability through the Cronbach's α coefficient of internal consistency. All quantitative analyses were performed with the Stata/SE software, version 16.1. ResultsThe EFA identified 12 factors. All factors exhibited a good internal consistency (Cronbach's α, .8434). The CFA showed the model was a good fit (RMSEA=.037). The NAI and CAI values were .742 and .797, respectively. ConclusionsThis questionnaire comprising 138 items distributed in 12 factors is a reliable and valid instrument to analyse the attitudes, knowledge and difficulties in the approach to social problems in children by paediatricians, which will allow the design of interventions according to the needs and deficiencies identified through it.

Can work-to-family conflict lead to preschool children's social behavior problems?-The chain mediating roles of guilt about parenting and parent-child relationships.

Parents' work-to-family conflict has been reported to be associated with preschool children's social behavior problems, but the underlying mechanisms of this association in the Chinese cultural context remain unclear. Based on ecosystem theory and the spillover-crossover model theory of emotion, this study aimed to examine the correlation between parents' work-to-family conflict and preschool children's social behavior problems in China, as well as the mediating role of guilt about parenting and parent-child relationships. Structural equation modeling was used to check the research hypotheses with a sample of 3,038 parents of Chinese preschool children. The main findings of this study are as follows: (1) Work-to-family conflict faced by parents was positively associated with guilt about parenting and preschool children's social behavior problems; (2) The effect of guilt about parenting on preschool children's social behavior problems was bidirectional; guilt about parenting was positively related to preschool children's social behavior problems, but when guilt about parenting prompted parents to adjust their parent-child relationships, it was negatively related to preschool children's social behavior problems. Taken together, these results further explain the interaction between parents' work-to-family conflict and preschool children's social behavior problems and discuss the influence of multiple factors on preschool children's social behavior problems. Theoretically, this study enriches the theoretical basis of the interaction with resources from the external environment of home education and family education. Practically, it implies that multiple levels, such as the government, early childhood education institutions, and work units, should give more support to preschool children's family education and thus work together to promote the healthy development of preschool children.

Zaštita podataka o deci na internetu

Digitization of data has facilitated everyday communication and data exchange, accelerated business, but has also enabled different forms of data abuse in cyberspace. Malicious subjects can easily, by using new technologies, come into possession of various data about Internet users. The data they mainly access is usually collected without the knowledge of the users. Perpertrators often use insufficient information of the users about potential dangers on the Internet. Children spend a large part of their time on the Internet, but they usually are not aware of dangers they can come across while using the Internet, so they often leave there information and content that can easily be misused. An additional danger for children on the Internet is the possibility of sexual exploitation. In addition, there is more and more peer violence on the Internet, which creates special psychological and social problems for children. Since children do not have enough life experience, it is necessary to take measures and activities to protect their data on the Internet. The parents have most important role, then an educational institutions where children stay, but the legal regulation of the protection of data about children on the Internet is also of great importance.

DAMPAK PANDEMI COVID-19 TERHADAP PERUBAHAN SOSIAL PADA ANAK

This study aims to outline the impact of the COVID-19 pandemic on social change in children. Children as social actors have changed from their routines during the covid-19 pandemic, such as: not being at school, learning remotely virtually, doing activities at home, not meeting physically with their friends, and getting used to maintaining their health following the covid-19 health protocol. Another situation faced by children is experiencing separation from parents or caregivers because parents are in isolation or die because they are positive for covid-19, and parents cannot return home due to social distancing policies. This research was qualitative through library research, which included field research with observations, documentation, and interviews. This study found that the situations and conditions that occurred during the covid-19 pandemic impacted the social realm of children's growth and development. These situations can positively and negatively impact child development and children's social welfare problems.

Emotional, Behavioral and Social Problems in Children with Fecal Incontinence by Child Behavior Checklist (CBCL): A Cross-sectional Study

Background: Fecal incontinence (FI) is a stressful condition for children and their parents that may affect the patient’s psychological well-being. Evaluating the patients’ psychological status may help physicians manage the disease effectively. Objectives: This study aimed to assess the emotional and behavioral disturbances in children with FI who were referred to the pediatric gastroenterology clinic in Mofid Children’s Hospital from April 2021 to 2022. Methods: This cross-sectional study included children (over four years old) with chronic constipation and fecal incontinence. The diagnosis of chronic constipation and FI were made according to Rome-IV criteria. The Child Behavior Checklist (CBCL) evaluated patients’ emotional, behavioral, and social problems. Results: One hundred one patients with a mean age of 7.96 years were enrolled in the study; 67.32% were males. According to CBCL, 12% (12 patients) indicated emotional and behavioral problems, with CBCL scores in the clinical or at-risk range. We detected anxious/depressed problems in five (4.95%), withdrawn/depressed problems in eight (7.92%), somatic complaints in seven (6.93%), social problems in eight (7.92%), thought problems in nine (8.91%), attention problems in seven (6.93%), rule-breaking behavior in two (1.98%), and aggressive behavior in nine (8.91%) patients. The risk of internalizing and externalizing disorders was reported in four (3.96%) and five (4.95%) patients. Also, eight (7.92%) and seven (6.93%) patients had clinical symptoms of internalizing and externalizing disorders, respectively. There was no significant relationship between patients’ age and gender with the CBCL scores in any subscales. However, there was a significant difference in the total score among the age groups (P = 0.04). Conclusions: The relatively high prevalence of emotional, behavioral, and social problems in our study corroborates the importance of psychological screening of children with FI during the treatment process.

Examination of Language, Behavioral, Academic, and Social Skills of Cochlear Implant Users in Early Primary Education.

Cochlear implants (CIs) improve spoken language skills as well as social and academic performance in children with severe and profound sensorineural hearing loss. We compare the social skills, academic competence, and problem behaviors in children with CIs and their typical-hearing peers and investigate the relationship between language skills and social skills, academic competence, and problem behaviors in children with CIs. Thirty-two children with CIs were divided into two groups according to implantation age: early (n = 17) and late-implanted group (n = 15). The control group was formed by the inclusion of five same-sex classmates of each implanted child selected by the teachers of the children with CIs. Thus, 160 typical-hearing children were included in the control group. Thirty-two children with CIs and 160 typical-hearing children participated in this study. Primary school teachers rated the children's social skills, academic competence, and problem behaviors using the Social Skills Rating System (SSRS). The language skills of the children with CIs were assessed with the Turkish Expressive and Receptive Language Test (TIFALDI). A statistically significant difference was found between the SSRS scores of the study and control groups, which was mostly due to lower social skills, and academic competence, and higher problem behavior ratings in the late-implanted group. In the study group, there was a statistically significant correlation between TIFALDI and SSRS scores. Early cochlear implantation provides advantages in social skills and vocabulary for children with profound congenital hearing loss. Late-implanted children need special support in different developmental areas despite attending mainstream education.

The relationship between child-centered teaching attitudes in childcare centers and the socio-emotional development of Japanese toddlers

This study investigated the relationship between the development of the socio-emotional abilities of Japanese children between the ages of one and 2 years, and the quality of care they receive at their childcare centers. The participants were 872 pairs of parents (M = 34.13 years old) and their children (M = 25.65 months old) who attended one of 57 public childcare centers in urban Japan, as well as 373 childcare teachers (M = 37.26 years old) who conducted classes. Parents rated their children's social competence and problem behaviors, and the child-centered teaching attitudes in classrooms were rated by the teachers. The results revealed that the child-centered teaching attitudes in classrooms contributed significantly to low problem behavior among 1- to 2-year-old children, even when child variables (age, sex) and family variables (family income, parent's education, and parent's responsibility) were controlled. Child-centered teaching attitude had a particularly pronounced effect when the family variable of parent responsibility was low. This is the first empirical evidence of this relationship in a non-Western country. Our results suggest the importance of child-centered teaching attitudes for children who experience long hours of childcare outside the home, along with teachers’ beliefs and attitudes regarding the quality of early childhood education and care, and related professional training.

Implementation of the Use of Daily Journals in PAUD Institutions

One strategy to encourage children's early literacy skills, especially those aged 3-5 years, is to keep a daily journal so that children can communicate their thoughts, feelings and record their ideas through scribbles or pictures. Furthermore, scientific studies show that expressing what a person thinks and feels in a journal can have a positive impact on the author's physical and mental health. Based on the previous research, the researcher was interested in seeing how the "Implementation of the Use of Daily Journals in PAUD Institutions" using qualitative research methods and data collection methods using interviews and observations. The research was conducted in Jakarta and Depok, with a total number of respondents 12 teachers from four different kindergartens. The results showed that this daily journal was considered by most teachers to be able to support early literacy development even though the duration of work, writing equipment used and the form of support provided by teachers and parents are varied. In addition, most respondents also revealed that making daily journals can facilitate children to develop the ability to regulate their emotions in the morning, develop creativity, and help smooth daily teaching and learning activities. Therefore it can be say that a daily journal is a tool to expose children's social emotional problems, which always can help help to recognize and overcome the problems that faced with children, which can also help them to identify and overcome new problems, such as “new normal situation” when pandemi covid19 is over.

Konseling Keluarga Sebagai Model Konseling pada Anak dengan Kecanduan Masturbasi

This study aims to offer family counseling as a model of counseling for children with masturbation addiction. The busyness of parents in daily activities and work results in a lack of free time with their children so that parents fail to carry out their functions. One of the failed functions is to provide sex education to children so that media pollution causes children to fall into sexuality problems, one of which is the addiction to masturbation. Guidance and counseling have a significant role and influence in the non-formal realm, in the context of preventing, developing and improving the life and roots of the personal and social problems of children in the family. Techniques Refarming or relabeling in family counseling used by the author to provide new information to parents, information that is able to answer the needs of family members. The method used in this research is qualitative. The data collection technique is to conduct in-depth interviews to gather various important information from clients.