Social Behavior Problems Research Articles

Impaired Emotion Recognition: A Potential Marker for Social Behavioral Problems in Patients With Amnestic Mild Cognitive Impairment and Early Alzheimer Disease?

Emotion recognition, an important aspect of social cognition, can be impaired already in early Alzheimer disease dementia and amnestic mild cognitive impairment (aMCI) and may underly social behavioral changes, which can increase caregiver burden. However, social behavior is difficult to assess in outpatient settings. We evaluated whether impaired emotion recognition is related to proxy-rated social behavioral problems and thus can serve as a marker of these changes. Emotion recognition was assessed with Ekman 60 Faces Test (EFT-total, 6 separate emotions) in patients (n = 31 AD; n = 37 aMCI) and healthy controls (n = 60 HCs). Social behavioral problems were rated by proxies with the neuropsychiatric inventory (agitation, apathy, irritability, disinhibition, and a sum score). It tested whether EFT scores differed between patients with and without behavioral problems. AD had worse EFT-total ( P <0.001), disgust ( P = 0.02), and fear ( P = 0.001) than HC, but not than aMCI, who did not differ from HC. AD displayed more disinhibition ( P < 0.05). EFT and neuropsychiatric inventory sum scores were not significantly correlated. Patients with apathy had lower EFT-total ( P = 0.02). Measuring emotion recognition adds value: it is impaired in early neurodegeneration and associated with apathy but not necessarily related to overall changes in social behavior in this population.

Using a person-centered analysis to examine second-grade outcomes of a universal SEL program.

Effective universal social skills programs are intended to facilitate the development of students' social competencies and enhance classroom learning. As such, the present study sought to provide additional insights and a more nuanced understanding of the impacts of one such universal program, the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007). Using a person-centered data analytic approach, we evaluated SSIS-CIP's association with heterogeneity in patterns of change on social skills and problem behavior measures over time for second-grade students. Specifically, latent profile analysis yielded three consistent behavior profiles over time: high social competence and low problem behavior, moderate social competence and low problem behavior, and low social competence and high problem behavior. Latent transition analysis suggested that students who were exposed to the SSIS-CIP program were more likely to stay in the same profile or transfer to a more positive behavioral profile than students in the comparison condition. The SSIS-CIP also appeared to benefit those with lower levels of skills and likely in need of intervention. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Levels of Knowledge and Involvements in Behavioral Problems Associated with Use of Smartphone by In-School Christian Adolescents in North Central Nigeria

This study examined two main variables namely; the levels of knowledge and the levels of involvements in behavioral problems associated with the use of Smartphone by in-school Christian adolescents in North Central Nigeria. The behavioral problems examined were drawn from moral, social and religious. The design of the study was descriptive and the specific type used was survey as data was collected from a sample of 192 adolescents from three states namely, Benue, Kogi and Plateau. The sample was obtained using purposive sampling technique as only the adolescents who qualified on three criteria of being a student, must be a Christian or at best should go to church and also should own a Smartphone were used. The instrument for data collection was a questionnaire designed by the researcher titled “Behavioral problems associated with use of Smartphone Questionnaire (B-PAUS-Q)”. B-PAUS-Q was divided into three (3) sections, A, B, and C. and had 24 question items on moral, social and religious behavioral problems. The response option was on a 5 point rating scale. The B-PAUS-Q was administered by the researcher with the help of pastors in the churches visited in the three states. The data collected were analyzed using mean, standard deviation and t-test of dependent means. The results obtained were that: the in-school Christian adolescents had very high knowledge but very low involvements in the moral, social and religious behavioral problems that were measured. In addition, the three null hypotheses that were stated were rejected as there were significant differences between the in-school Christian adolescents’ levels of knowledge and levels of involvements in these behavioral problems. Based on these findings, recommendations were put forth to the Christian religious leaders, parents and teachers on the need for more surveillance, internet education, and discipleship classes or training for new converts particularly the adolescents and young adults.

Pentingnya Peran Orangtua Dalam Mencegah Permasalahan Perilaku Sosial AUD

In the social development of children, children's social development is very important in living in society with other people, therefore in socializing in their community children must have good social behavior without any unsocial behavior. The purpose of this study was to describe the important role of parents in preventing AUD social behavior problems. This research uses the method of library research (library research). The results of this study concluded that the role of parents is very important in stimulating the development of social behavior, children print parental behavior at home because children are reliable imitators, the importance of the role of parents in implementing parenting and habituation, religious norms and values ​​in an effort to prevent social behavior problems in children. As parents who want their children to have good social behavior, parents must be able to apply parenting/educational methods and use good habituation methods regarding norms and religion while at home.

Associations between Sociodemographic and Behavioral Variables, and Educational Practices on Mother-Child Dyads

The association between the sociodemographic variables of children with behavior problems and mothers with maternaldepression is widely acknowledged in the literature. However, there is a lack of studies addressing the association of thesevariables with maternal parenting practices in typical samples, i.e., children without behavior problems and mothers withoutcurrent depression indicators. The aim of this study was to identify associations between the sociodemographic variables ofchildren and mothers with the mothers’ parenting practices and children’s behavioral indicators (resources and problems)in a sample of children without behavior problems and mothers without current depression indicators. This quantitative,cross-sectional, descriptive, and correlational study addressed 46 biological mothers (married or in a stable relationship)and their children. A sociodemographic questionnaire and validated instruments addressing child behavior, maternal mentalhealth, and parenting practices were applied. Findings showed that the mothers did not present mental health problems (e.g.,behavior problems or maternal depression), but a) they presented deficits of positive practices and an excess of negativepractices, and the children displayed deficits in social skills and behavior problems; b) there was an association betweenpositive practices and the children’s social skills and between negative practices and children’s behavior problems; c) thefrequency of positive and negative practices was equivalent among boys and girls, and d) boys more frequently presentedbehavior problems while school-aged children more frequently presented social skills deficits. The results indicate that evennon-clinical samples may present harmful parenting practices, excess negative practices, and deficits in positive practices.Hence, there is a need for timely interventions to prevent behavior problems among children and maternal depression arising from conflicting interactions in the parenthood sphere.

Examining the Psychometric Integrity of the Social Skills Improvement System Teacher Rating Scale Scores for a Sample of Preschool-Age Children

The Social Skills Improvement System–Teacher Rating Scale (SSIS-TRS) has been widely used to measure the social skills and behaviors of children and adolescents that are challenging. Studies examining the psychometric properties of the SSIS-TRS have been conducted, but the dimensional structure and item properties of the SSIS-TRS have not been extensively examined with samples of preschool-age children at risk for social-emotional and behavioral difficulties. This current study was designed to examine (a) the dimensional structure of the Social Skills scale and Problem Behaviors scale of the SSIS-TRS and (b) the item function of the SSIS-TRS using item response theory analyses with data collected from teachers of a sample of 469 preschool-age children at risk for social–emotional and behavioral difficulties. A four-dimensional structure (i.e., Cooperation, Empathy and Relationship, Engagement and Interaction, and Self-Control) and a three-dimensional structure (i.e., Aggression and Defiance, Disruptiveness and Stereotypy, and Withdrawal) were identified for the Social Skills and Problem Behaviors scales, respectively. Item parameters of the SSIS-TRS were estimated using the generalized partial credit model. Item information curves were plotted for individual items; behavior indicators providing higher information for measuring corresponding social skills and problem behaviors constructs were identified. The limitations and implications for the present study are discussed.

Loneliness and Social Skill-based Problem Behaviors in Middle-class Children: A Longitudinal Study

Loneliness and Social Skill-based Problem Behaviors in Middle-class Children: A Longitudinal Study

Teaching assistant support for students with intellectual and developmental disabilities in Chinese elementary schools: general education teachers’ perceptions

This study investigates Chinese general education teachers’ perceptions of teaching assistants’ (TAs) support for students with intellectual and developmental disabilities (IDD). We administered open-ended questionnaires to 358 participating teachers and interviewed eight participants. The results showed that teachers perceived behavioural and emotional adjustment among students with IDD as a significant benefit of TA support. Students with IDD also benefited in social development, academic gain, and functional skill development. However, while most teachers were satisfied with TA support, they had concerns about limited independence, decreased social interaction, stigma, behavioural problems, and limited access to professional academic support for students with IDD. The findings highlight the urgent need to enhance the effectiveness of TA support by clarifying TAs’ responsibilities, providing systematic training, and improving the one-on-one support model in Chinese elementary schools.

Exploring cognitive, behavioral and autistic trait network topology in very preterm and term-born children.

Compared to full-term (FT) born peers, children who were born very preterm (VPT; <32 weeks' gestation) are likely to display more cognitive and behavioral difficulties, including inattention, anxiety and socio-communication problems. In the published literature, such difficulties tend to be studied independently, thus failing to account for how different aspects of child development interact. The current study aimed to investigate children's cognitive and behavioral outcomes as interconnected, dynamically related facets of development that influence one another. Participants were 93 VPT and 55 FT children (median age 8.79 years). IQ was evaluated with the Wechsler Intelligence Scale for Children-4th edition (WISC-IV), autism spectrum condition (ASC) traits with the social responsiveness scale-2nd edition (SRS-2), behavioral and emotional problems with the strengths and difficulties questionnaire (SDQ), temperament with the temperament in middle childhood questionnaire (TMCQ) and executive function with the behavior rating inventory of executive functioning (BRIEF-2). Outcome measures were studied in VPT and FT children using Network Analysis, a method that graphically represents partial correlations between variables and yields information on each variable's propensity to form a bridge between other variables. VPT and FT children exhibited marked topological differences. Bridges (i.e., the variables most connected to others) in the VPT group network were: conduct problems and difficulties with organizing and ordering their environment. In the FT group network, the most important bridges were: difficulties with initiating a task or activity and prosocial behaviors, and greater emotional problems, such as lower mood. These findings highlight the importance of targeting different aspects of development to support VPT and FT children in person-based interventions.

Executive Functioning, Language, and Behavioral Abilities Related to Obstructive Sleep Apnea in Down Syndrome.

Obstructive sleep apnea (OSA) is highly prevalent among individuals with Down syndrome (DS), and the nonphysiological consequences of OSA require examination to inform treatment planning. This study aimed to investigate the association between OSA and aspects of language, executive functioning, behavioral, social abilities, and sleep problems in youth with DS aged 6 to 17 years. Multivariate analysis of covariance was used to compare 3 groups adjusted for age, participants with DS with untreated OSA (n = 28), participants with DS without OSA (n = 38), and participants with DS with treated OSA (n = 34). To be eligible for the study, participants had to have an estimated mental age of 3 years. No children were excluded based on estimated mental age. After adjusting for age, participants with untreated OSA showed a common pattern of lower estimated marginal mean scores than those with treated OSA and those with no OSA in expressive and receptive vocabulary and higher estimated marginal mean scores with executive functions, everyday memory, attention, internalizing and externalizing behavior, social behavior, and sleep problems. However, only the group differences for executive function (emotional regulation) and internalizing behavior were statistically significant. Study findings corroborate and extend prior findings related to OSA and clinical outcomes for youth with DS. The study highlights the importance of OSA treatment in youth with DS and provides clinical recommendations for this population. Additional studies are necessary to control the effects of health and demographic variables.

Exploratory factor analysis of the social skills improvement system (SSIS) for autistic children: Implications for use and educational placement

BackgroundThe Social Skills Improvement System Rating Scales (SSIS-RS) evaluates three domains of social functioning: social skills, problem behaviors, and academic competence. The SSIS-RS is a widely used social skills assessment for autistic children, but the validity of this measure for use with this heterogeneous population has yet to be confirmed. Using data from a previous large-scale investigation by the National Professional Development Center on Autism Spectrum Disorder, this study explored the factor structure of the SSIS-RS, examined how autistic children were rated using the SSIS-RS, and evaluated how scores on the SSIS-RS were related to special education placement. MethodConfirmatory and Exploratory Factor Analysis examined the factor structure of the SSIS-RS for a sample of 492 autistic children, ages four to 12. An independent samples t-test using subscale scores of the SSIS-RS was conducted to evaluate differences between autistic children learning in different educational settings. ResultsResults of the EFA yielded a 4-factor solution and support the internal validity of the SSIS-RS. Subscale scores for social skills, problem behavior, and academic competence differed significantly between students in general and separate settings with academic performance scores differing much less than social skills or behavior. ConclusionThis study examines strengths and weaknesses of the SSIS-RS as a tool for assessing autistic children through discussion of items removed from and retained in the model. Discussion of results includes implications for teacher interpretations of SSIS-RS scores, recommendations for modifications to the measure, and insights about educational placement and inclusive programming.

Using the Social Skills Improvement System (SSiS) Rating Scales to assess social skills in youth with Down syndrome.

This study provides preliminary data on the Social Skills Improvement System (SSiS) Rating Scales Parent Form to measure social skills in a sample of 124 children and adolescents with Down syndrome (DS) ages 6-17 years. Overall, participants demonstrated relatively mild symptoms, with the sample's average standard score falling within 1 standard deviation from the mean of the normative sample for the social skills (M = 92, SD = 15) and problem behaviors (M = 104, SD = 12) domains (normative sample M = 100, SD = 15 for both domains). However, a wide range of scores was observed across the sample for the composite and subscale scores. Differential patterns were also observed by subscale. For some subscales (i.e., Cooperation, Assertion, Responsibility, Engagement, Externalizing, Hyperactivity/Inattention, and Autism Spectrum), a disproportionate number of participants scored in the below average (i.e., lower levels of social skills) or above average (i.e., more symptomatic in problem behaviors or autism spectrum) range relative to the normative sample; for other subscales (i.e., Communication, Empathy, Self-Control, Bullying, and Internalizing), participants' score distribution aligned more closely to that of the normative sample. SSiS composite scores correlated in the expected directions with standardized measures of autism characteristics, executive function, and expressive language. This study provides some of the first evidence validating the use of the SSiS in youth with DS, filling a gap in standardized measures of social functioning in this population.

Maternal social isolation and behavioral problems in preschool children: the Tohoku Medical Megabank Project Birth and Three-Generation Cohort Study.

It is essential to clarify factors associated with mental health and behavioral problems in early childhood, because children are critical stages of life for mental health. We aimed to prospectively examine the associations between maternal social isolation and behavioral problems in preschool children. We analyzed data from 5842 mother-child pairs who participated in the Tohoku Medical Megabank Project Birth and Three-Generation Cohort Study. The Lubben Social Network Scale-abbreviated version was used to assess social isolation (defined as scores < 12) one year after delivery. The Child Behavior Checklist 1½-5 was used to assess behavioral problems, and its subscales were used to assess internalizing and externalizing problems in children at 4years of age. Multiple logistic regression analyses were conducted to examine the associations between social isolation and behavioral problems, after adjustment for age, education, income, work status, marital status, extraversion, neuroticism, depressive symptoms, child sex, and number of siblings. Multiple logistic regression analyses were also conducted for internalizing problems and externalizing problems. The prevalence of maternal social isolation was 25.4%. Maternal social isolation was associated with an increased risk of behavioral problems in children: the odds ratio (OR) was 1.37 (95% confidence interval [CI] 1.14-1.64). Maternal social isolation was also associated with increased risks of internalizing problems and externalizing problems in children: the ORs were 1.33 (95% CI, 1.12-1.59) and 1.40 (95% CI, 1.18-1.66), respectively. In conclusion, maternal social isolation one year after delivery was associated with behavioral problems in children at 4years of age.

Early Emotional Experiences and Prosocial Behavior among Chinese Adolescents: The Roles of Psychological Suzhi and Subjective Socioeconomic Status.

Prosocial behavior plays a vital role in adolescents' well-being and social functioning, with the recall of early emotional experiences being a major influence. Positive experiences such as early memories of warmth and safeness (EMWS) contribute to prosocial interpersonal characteristics, whereas adverse experiences such as child psychological abuse and neglect (CPAN) lead to social withdrawal or behavioral problems. The direct effects of EMWS and CPAN on prosocial behavior were investigated in this study, along with the mediation effect of psychological suzhi and the moderation effect of subjective socioeconomic status (SSS). A sample of 948 adolescents (Mage = 14.05 years, SD = 1.68 years; 43.6% females) was randomly recruited to complete self-report questionnaires. Correlation results indicated that EMWS promoted prosocial behavior, whereas CPAN was negatively associated with prosocial behavior. Path analyses confirmed the mediating role of psychological suzhi on the effects of EMWS and CPAN on prosocial behavior. SSS was shown to moderate the effects of EMWS on prosocial behavior and CPAN on psychological suzhi. Compared to lower SSS, higher SSS would reinforce the positive impact of EMWS on prosocial behavior and exacerbate the negative impact of CPAN on psychological suzhi. The current study provided new insight into understanding the underlying mechanisms of prosocial behavior from the perspective of early emotional experiences.

Attending (or not) after-school programs during the COVID-19 pandemic: What happens to children’s social skills and behavior problems?

The demand for After-School Programs (ASP) has increased in the last decades, mainly related to the reduced availability of the family to take care of children in the after-school period. This study aimed to compare two groups of children who attend (ASP group) or not ASP (comparison group), from the first and second grade, regarding their social skills and behavior problems. Teachers assessed 120 children (half by group) across three times (one before and two during the COVID-19 pandemic). A pattern of ASP attendance was determined, in order to understand whether ASP attendance influences social skills and behavior problems. The results indicated that children who attended ASP showed higher levels of self-control and assertion skills. Higher levels of hyperactivity were reported by teachers for both groups when children came back to school after the first COVID-19 lockdown. Parents enrolled their children in ASP mostly for safety; and ASP attendance had a positive effect on social skills and negative on behavior problems. The implications of attending ASP associated to a more positive child development are discussed.

Parents’ Perceptions of the Problems in Children With Autism Spectrum Disorders: A Qualitative Study

Objectives: Parents of children with autism spectrum disorder (ASD) have valuable experiences of the possible developmental problems and other issues of their children as the primary caregivers. The present study aimed to obtain proper information by considering these experiences using a qualitative approach to explain the parents’ perception of problems in their children with ASD. Methods: This study with a qualitative design was performed on 35 parents of children with ASD (33 mothers and 2 fathers) who were selected via purposive sampling. The study data were collected using semi-structured interviews, and all sessions were recorded and immediately transcribed verbatim. We followed the Graneheim and Lundman (2003) content analysis approach (a step-by-step extraction of meaning unit, initial codes, subtheme, and theme). Results: We extracted 5 main themes of developmental, language comprehension and expression, social communication, behavioral, and general health problems. Each of these mentioned themes has several subthemes. Discussion: According to the results, the parents’ perceptions and experiences of their ASD children’s problems were similar to the findings reported by experts in a few related studies. Given the lived experiences of the parents of children with ASD, they could help enrich the references regarding the problems of children with ASD. Such data should be considered during the assessment and intervention for this group of children.

Caregivers' views on cannabis use for their children with autism

BackgroundAutism is a neurodevelopmental disorder impacting 1 in 44 children that is characterized by decreased social communication and problem behaviors. Despite the increasing accessibility of cannabis, there is limited guidance about its use and usefulness for autism. The purpose of this study is to query caregivers of autistic children about their experience, knowledge and interest in medical cannabis use for their children. MethodSurvey methodology was used to query caregivers of autistic children between ages five to ten years. Informants recruited through a large children’s hospital in New Jersey and the Autism Speaks website. Descriptive analyses of frequencies and percentages are reported and relationships among socio-demographic variables and survey responses were conducted. ResultsOf the 4385 surveys sent, 568 responded. Informants were primarily white or Latino, female, and without a college education. Most were not familiar with cannabis use in autism; 7.2 % had experience providing their child with cannabis. Information about cannabis was drawn mainly from the Internet. Eighty-five percent of participants reported that they were willing to try cannabis for their child with ASD to address difficulty focusing, hyperactivity, sensory sensitivities, and anxiety. About half of those respondents were concerned about interactions between cannabis and current medications. ConclusionsFindings suggest a willingness among caregivers to use cannabis for their children with ASD, but a need for more informed guidance on this topic. More studies are needed to understand the utility of cannabis for autistic individuals; clear and reputable information about cannabis and ASD is needed.

Telepharmacy services to support patients with epilepsy in Thailand: A descriptive study

BackgroundTelepharmacy shows an effective option to provide pharmacy services in several settings. It could improve patients’ outcomes and save costs. However, the impact of a telepharmacy services in low resource settings remains limited. ObjectivesThis study assessed the feasibility and effect of telepharmacy services on patient-reported clinical and economic outcomes among patients with epilepsy in Thailand. MethodsA prospective descriptive study was conducted at a university hospital. Patients with epilepsy visiting the clinic from February 2021–December 2021 were included. Telepharmacy services were provided by hospital pharmacists through an application platform. Patients met a pharmacist synchronously using a video conference feature embedded in our developed website. Patients were interviewed for improved clinical symptoms, drug-related problems (DRPs), and health and social behaviors. Travel costs, food and accommodation costs and productivity costs due to hospital visits were also evaluated. ResultsA total of 80 patients were included. Of those, 39 patients (48.75%) were men, averaging 35.44 ± 15.09 years old. A total of 22 patients (27.50%) reported better clinical symptoms after the telepharmacy service. Sixty-four DRPs (69.56%) were observed, along with 28 health and social behavior problems (30.44%). The most common DRPs were adverse drug reactions (20/64; 69.56%), followed by patients' non-adherence (20/64; 31.25%). Sixty-six problems (68.04%) were corrected during the telepharmacy service. From the patient's perspective, the average direct nonmedical cost per visit was 1257 ± 857 THB/visit. Travel costs were the major cost driver, accounting for 67.7% of the total cost. Cost savings averaged 6511 ± 4996 THB/year or 54.75% of usual care. ConclusionTelepharmacy services are likely to improve patient outcomes, detect DRPs, and effectively provide cost-savings. However, further studies hosting a larger number of participants are warranted to assess the impacts of telepharmacy services.

Alcoholic Consumption and Antisocial Behaviours Among Secondary School Students in Ado Ekiti, Ekiti State

The study examined the influence of alcoholic consumption on the social behaviour problems among secondary school students in Ado, Ekiti State. The study specifically examined if there is any difference between social behaviour of secondary school students that indulge in drinking of alcohol as a habit in Ado. The research design that was adopted for this study is descriptive survey design. The population of the study consisted of all the public secondary school students, both male and female in Ado Ekiti, Ekiti State. The sample of this study consisted of 300 students selected randomly from the public secondary schools in Ado Ekiti State. The method of selection was multi stage sampling procedure which was used to determine the schools, and students used for the study. The first stage involved the selection of five streets out of the twenty streets in Ado Ekiti, Nigeria using simple random sampling technique. The second stage was a simple random sampling technique in the selection of five schools. In the third stage, stratified random sampling technique was used to select classes from each of the school selected which are students from SS1 to SS III. The last stage also involved the use of stratified random sampling technique to select 40 students from each school based on gender of the students. A self-designed research instrument tagged ‘Alcoholism and Students Social Behaviour Questionnaire (ASSBQ) was used to collect relevant data for the study. Section A of the instrument seek for students’ Bio-data while section B contained questions on the influence of alcoholism on the social behaviour of students in Ado-Ekiti which were given to students to respond to. Data collected was analyzed using both descriptive and inferential statistics. The research question was analysed using frequency counts, percentage, mean, and table, while the research hypotheses 1 and 2 were analyzed using t-test, hypothesis 3 was tested using Pearson Product Moment Correlation. All hypotheses were tested at 0.05level of significant. The study revealed that there is significant difference between the social behaviours of students that indulge in alcohol drinking habit and those who do not and that alcohol consumption is significantly related to antisocial behaviours among adolescents in secondary schools. The study recommended among others that school guidance counsellors should create effective techniques to convey pertinent information regarding alcohol drinking, including details about its immediate and long-term impacts. Also, the school administration should encourage initiatives that will provide pupils the social skills they need to withstand peer pressure's influence on alcohol use and, as a result, lessen antisocial behaviour among adolescents. It is also recommended that parent-child relationships should be improved, discipline should be constant, and parents should watch over their kids' activities. This is based on the premise that the likelihood that teenagers will engage in alcohol consumption and participate in antisocial behaviours will decline as family ties are strengthened.

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.