Social Behavior Problems Research Articles

Challenging parenting behavior in ethnically diverse two-parent families in the United States: Association with infants’ social competence and behavior problems

We used data from a sample of ethnically diverse first-time parents (N = 186) in the United States to examine differences between mothers’ and fathers’ challenging parenting behavior (CPB) when infants were 9 months old as well as covariates of CPB. We also examined associations between CPB and infants’ social competence and behavior problems when they were 12 months old. Results showed no differences between mothers and fathers in the level of CPB with their infants. Mothers with more depressive symptoms engaged in more CPB. Over and above the contributions of infants’ gender and temperament and parents’ education, mothers’ and fathers’ CPB was not associated with infants’ social competence and behavior problems. This study expands our understanding of the universality of CPB and whether it is associated with social competence in ethnically diverse families.

12.4 CAN MACHINE LEARNING HELP IDENTIFY CHILDHOOD RISK INDICATORS OF FUTURE DEVELOPMENT OF BIPOLAR DISORDER? RESULTS FROM A 10-YEAR LONGITUDINAL FOLLOW-UP STUDY

The main aim of the present study was to assess whether machine learning can empirically identify early predictors of future bipolar disorder outcomes based on presenting childhood characteristics and identifying the important factors for that prediction. We used the extra trees algorithm with repeated sampling cross-validation to ascertain generalizability of the model (sensitivity and specificity) to unseen data and to ascertain a distribution of model performance. We also identified important features in the classification. The final sample consisted of 492 children, 52% male, ranging in age—at their first evaluation—from 6 to 19 years (μ = 11). The sensitivity of our model—the rate at which it correctly predicted that a subject would develop bipolar disorder—was 70%. Its specificity was found to be 68%. We also determined that childhood features were particularly good at differentiating between patients who developed bipolar disorder and patients who did not, including the School Adjustment Inventory for Children and Adolescents (SAICA) school behavior problems, CBCL rule-breaking t score, CBCL attention problems t score, socioeconomic status (SES), and CBCL externalizing t score. We applied machine learning prediction models to longitudinal data and successfully predicted the development of bipolar disorder in children observed at baseline and followed up to 10 years to their late adolescence and young adulthood. The finding that childhood school and social behavior problems were predictive of the future development of bipolar disorder are consistent with the literature.

Supportive parenting and social and behavioral development: Does classroom emotional support moderate?

Both family and school environments are considered important proximal microsystems for young children's social and behavioral development. Numerous studies have reported associations between child-caregiver interactions in both family and school and child outcomes. The benefits of quality child-caregiver interactions across home and classroom contexts to child development may be maximized when positive interactional experiences in the home and classrooms are mutually supportive. Recent research employed multilevel models to examine the association between maternal supportive parenting and preschool children's development of social skills and problem behaviors, as well as the cross-level moderating effects of teachers' emotional support. The study took place in Guangdong province, China. A total of 388 children (Mage = 4.07, SD = 0.41) from 59 preschool classrooms and their mothers participated in this study. Results indicated that higher supportive parenting was associated with children's gains in social skills and decreases in problem behaviors; teachers' emotional support strengthened the effects of supportive parenting on children's development of social skills, but not for their problem behaviors. These findings revealed the importance of both providing young children supportive parenting at home and quality teacher-child interactions in classrooms, as family and schools work together to optimize children's social development.

Latent Profiles of Teacher-Reported Self-Regulation and Assessed Executive Function in Low-Income Community Preschools: Relations With Motor, Social, and School Readiness Outcomes.

This study contributes to understandings of early childhood self-regulation and executive function, and their components, through taking a person-centered approach to investigating how these skills cluster together in children aged 4–5years. A sample of children (N=206) from preschools in low socioeconomic communities were assessed through teacher report of self-regulation and three executive function tasks at the commencement of the preschool year. Outcome variables included teacher report of social skills and behavioral problems, and children’s school readiness and visual motor integration skills were directly assessed. When the scores from this low-income sample were compared to available norms, over 70% of children scored below the 50th percentile in executive function measures, approximately 20% were below average in self-regulation skills, 48% were delayed in school readiness scores, 36% had above average levels of internalizing problems, and 25% were above average in externalizing problems. A series of four latent profile models each used different measurement approaches and combinations of self-regulation and executive function components. In three of the four models (two which combined self-regulation and executive function measures and one with teacher report of self-regulation only), a high skill and low skill profile were found with 31 to 42% of children in the low profile depending on the model. Children were very similarly classified across all three models. When three executive function scores were modeled alone, a more complex three-profile solution emerged (low, moderate, and high) with 52% in the low profile. Children identified in the low profiles across all models were at greater risk of poorer school readiness, visual motor integration and social skills, and increased behavioral problems. Taken together, the findings suggest that self-regulation and executive function skills tend to cluster together at this age and in this low-income sample. Composite scores of teacher report of self-regulation are somewhat sufficient in identifying children who also have poorer executive function skills and are at risk of poorer motor, social, and school readiness outcomes. These children are an important target group for additional supports prior to school entry.

Study on the Correlations among Environmental Protective Factor of Resilience, Social Exclusion, and Hope of Disadvantaged Youths

A needy family is the underprivileged group in the society, in which children and youths growing in a needy family are the most underprivileged group, who have no choice and could not overcome it by themselves. Effects of poverty on children contain malnutrition or disorder, more chronic diseases, higher epidemic disease infection rate, high accident rate, low study preparation, low learning achievement, high social emotion and behavior problems, high risk of domestic violence, and bad parent-child relationship. Discussions about poverty are often related to social exclusion. Some people regard social exclusion as the division of poor people; social exclusion is not simply a result, but a dynamic process; social exclusion is not the result of inequality, but the behavior to separate people and group due to systems. Aiming at disadvantaged youths in southern Taiwan, random sampling is adopted to distribute 450 copies of questionnaire, and 348 valid copies are retrieved, with the retrieval rate 77%. The retrieved questionnaire data are analyzed with statistics software. The research results show significantly negative correlations between environmental protective factor of resilience and social exclusion, remarkably negative correlations between social exclusion and hope, and notably positive correlations between environmental protective factor of resilience and hope. According to the results to propose suggestions, it is expected to provide various environmental factors in the growing process of youths for reinforcing youths’ confidence and cultivate the resilience.

Dynamic Study of Intelligent Traffic Behaviour Based on Multiple Traffic Modes

With the rapid development of society, the traffic problem has become increasingly severe, and the traditional methods can no longer effectively solve the current social traffic behaviour problems. Although studies on the dynamics of human traffic behaviour based on traffic modes can effectively reveal the anomalies in traffic behaviour, few studies integrate intelligent traffic behaviour with multiple traffic modes. Based on the numerous traffic data of bike-sharing and ride-hailing in a Chinese city, this paper reveals the dynamic characteristics of various traffic behaviours in the city by combining spatiotemporal characteristics index and urban spatial structure with human traffic behaviour patterns. The experimental results show that the traffic behaviour of the town presents a double logarithmic power-law distribution in time characteristics, and there is a close interdependent dynamic relationship with the city’s spatial structure. The research in this paper can reveal the relationship between bimodal power-law distribution and spatial characteristics in complex systems and help solve social traffic problems effectively in social reality. Further research results can provide practical planning guidance for the behavioural integration of multiple traffic in smart cities.

Students with ADHD: Social Skills, Behavioral Problems, Academic Performance, and Family Resources

Abstract ADHD constitutes a developmental risk. The general aim was to identify social skills, behavior problems, academic performance and family resources of children with ADHD, with the specific aim being to compare students regarding indicators of ADHD and the use or not of medication. Participants were 43 Elementary Education I students (M=9.6 years, SD=1.5), 43 parents (M=39.1 years, SD=7.6) and 38 teachers (M=43.1 years, SD=8.4). The instruments used were the Inventory of Social Skills, Behavior Problems and Academic Competence (SSRS-BR), Conners’ Scale and the Inventory of Family Resources. The collection was carried out in public schools. The results showed that the students had scores higher than the reference sample in Behavior Problems and Social Skills and lower in classes of social skills and Academic Competence; the presence of family resources; and grades above 5.0 as a school mean. We concluded that there is a need for interventions with the studied population.

Mental health and behavioral problems associated with video game playing among Brazilian adolescents

Background The problematic use of video games is linked to mental health and behavioral problems among adolescents. World reported averages for problematic use range from 1.3% to 19.3%. This is the first study to investigate these problems among Brazilian adolescents. Objectives This study aimed to describe the prevalence of the non-problematic and problematic use of video games among Brazilian adolescents, and to assess mental health and behavioral problems associated with both types of use. Methods This study used the baseline data of a cluster randomized controlled trial that evaluated the effectiveness of the school-based program #Tamojunto2.0. The sample included 3,939 eighth-grade students who answered an anonymous self-report questionnaire. Video game use was investigated through a question, and problematic use was assessed using a scale. Weighted logistic regressions were used to investigate the associated factors. Results The results show that 85.85% of the children reported playing video games in the past year, 28.17% fulfilled our criteria for problematic use. Non-problematic video game use is associated with being male, younger ages, and bullying perpetration. Problematic video game use is associated with being male, tobacco and alcohol use, bullying perpetrators, and bullying victims, with abnormal levels of hyperactivity/inattention, social behavior problems, conduct problems, peer relationship problems, and emotional symptoms. Conclusion Brazilian adolescents’ self-reported use of video games is compatible with the world average, but the percentage of those who showed problematic use is higher than the world average. This study demonstrates the need for investigating how to prevent and intervene in this situation.

Gestational Exposure to Polybrominated Diphenyl Ethers and Social Skills and Problem Behaviors in Adolescents: The HOME Study

Gestational Exposure to Polybrominated Diphenyl Ethers and Social Skills and Problem Behaviors in Adolescents: The HOME Study

Effects of sandplay therapy in reducing emotional and behavioural problems in school-age children with chronic diseases: A randomized controlled trial.

PurposeChildren with chronic diseases exhibit a higher incidence of emotional–behavioural problems. Though sandplay therapy is a universally recognized psychological treatment method, experimental evidence for this form of therapy is lacking. Our aims were to examine the effectiveness of sandplay therapy in reducing emotional and behavioural problems in school‐age children with chronic diseases as well as anxiety and depression in their caregivers.Design and methodsA total of 60 children and their caregivers were enrolled in the present study between January and October 2019. A randomized controlled trial was conducted at the Children's Hospital of Chongqing Medical University, China. Participants were divided into an intervention and a control group. Both groups received regular treatment, and the intervention group received additional sandplay therapy. Four behavioural rating scales were used to evaluate the differences between the two groups. The children's scores on the Child Behavior Checklist (CBCL), Eysenck Personality Questionnaire (EPQ), Self‐Rating Anxiety Scale (SAS) and Self‐Rating Depression Scale (SDS) before and after the intervention were compared using the Mann–Whitney test. The Wilcoxon signed rank test was also employed to compare the median results before and after treatment.ResultsThe total scores for CBCL, anxiety and depression, withdrawal, and social behavioural problems for children in the intervention group were all lower than the corresponding scores for those in the control group (p < .05). The EPQ scores for emotional stability and psychosis in the intervention group were both lower than those in the control group (p < .05). The SAS and SDS scores for the caregivers of children in the intervention group were also lower than the corresponding scores for those in the control group (p < .05).ConclusionSandplay therapy can reduce anxiety, withdrawal, and social behavioural problems in school‐age children with chronic diseases, as well as relieve anxiety and depression symptoms in their caregivers. Our study provided evidence for the clinical application of sandplay therapy and highlights the importance of offering and integrating psychological treatment in clinical nursing care.

Recommendations for Social Skills End Points for Clinical Trials in Neurofibromatosis Type 1.

To review parent-report social skills measures to identify and recommend consensus outcomes for use in clinical trials of social deficit in children and adolescents (ages 6-18 years) with neurofibromatosis type 1 (NF1). Searches were conducted via PubMed and ClinicalTrials.gov to identity social skills outcome measures with English language versions used in clinical trials in the past 5 years with populations with known social skills deficits, including attention-deficit/hyperactivity disorder and autism spectrum disorder (ASD). Measures were rated by the Response Evaluation in Neurofibromatosis and Schwannomatosis (REiNS) Neurocognitive Committee on patient characteristics, use in published studies, domains assessed, availability of standard scores, psychometric properties, and feasibility to determine their appropriateness for use in NF1 clinical trials. Two measures were ultimately recommended by the committee: the Social Responsiveness Scale-2 (SRS-2) and the Social Skills Improvement System-Rating Scale (SSIS-RS). Each of the 2 measures assesses different aspects of social functioning. The SSIS-RS is appropriate for studies focused on broader social functioning; the SRS-2 is best for studies targeting problematic social behaviors associated with ASD. Researchers will need to consider the goals of their study when choosing a measure, and specific recommendations for their use are provided.

Social skills and behavioral problems in 3- to 5-year-old schoolchildren

Social skills and behavior were evaluated in children 3 to 5 years of age. The research was carried out at the “TIWINZA” Basic Education School, located in Buena Fe canton, Los Ríos province. The abilities of 16 children were studied through surveys of their parents or legal representatives, and for this purpose the proposed survey was used. 87% and 75% of the children were located within a medium level of cooperation, interaction and social independence. Regarding social skills, 75% of the children were between the medium and significant deficit levels. 62.5%, 56.3%, and 37.5 did not present problems of social isolation, anxiety / complaints, or selfish or egocentric behavior, respectively, and only one student showed a significant problem. Finally, 56% of children express their emotions easily. These findings indicate that most of the children studied did not present significant behavioral problems.

Relationships as Malleable Factors for Children’s Social-Behavioral Skills from Preschool to Grade 1: A Longitudinal Analysis

ABSTRACT Social-behavioral functioning during early childhood is associated with children’s academic and social success concurrently and over time. This study explored how concurrent, year-to-year, and sustained parent–teacher and student–teacher relationships predicted children’s social skills and problem behaviors across the preschool to Grade 1 transitions. Participants were 233 children (M = 5.32 years [SD = 0.27] in preschool), their parents, and their preschool (n = 65), kindergarten (n = 116), and first grade (n = 117) teachers enrolled in low-income public schools in rural and urban communities. Research Findings: Children’s relationships with teachers were associated with social-behavioral functioning immediately and over time. Positive, sustained relationships from preschool through first grade predicted social-behavioral benefits. Conflictual relationships related to higher problem behaviors. Parent–teacher relationships as reported by teachers predicted children’s positive social-behavioral functioning in the same year. Parents’ reports of close relationships with teachers predicted more problem behaviors in the following year. Sustained relationships between parents and teachers during the transition from preschool through first grade predicted improved social skills and fewer problem behaviors over time. Practice or Policy: Providing targeted training and support for educators to develop and maintain relationships with students and parents can improve social-behavioral outcomes for children across the preschool to 1st grade transition.

Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism

This study examined how teachers and paraprofessionals in 126 kindergarten-second grade general and special education classrooms talked with their 194 students with autism, and further, how individual student characteristics in language, autism symptoms, and social abilities influenced this talk. Using systematic observational methods and factor analysis, we identified a unidimensional model of teacher language for general and special education classrooms yet observed differences between the settings, with more language observed in special education classrooms—much of which included directives and close-ended questions. Students’ receptive vocabulary explained a significant amount of variance in teacher language beyond its shared covariance with social impairment and problem behavior in general education classrooms but was non-significant within special education classrooms. Research implications are discussed.

Ten-year follow-up of social functioning and behaviour problems in people with schizophrenia and related disorders.

In recent years, several variables in the course of schizophrenia and related psychotic disorders have been studied. However, an instrumental analysis of the evolution of social functioning and behaviour problems has scarcely been explored. To analyse the evolution of social functioning and behaviour problems and find any diagnosis or gender differences. The Social Functioning Scale (SFS) and the Behaviour Problems Inventory (BPI) were administered in Stages I (2003-2007) and II (2014-2017) to 100 close relatives of patients under treatment at a Community Mental Health Unit. A related samples t-test, analysis of variance and multivariate analysis of variance were performed to study the evolution and differences in social functioning and behaviour problems. Then a stepwise multiple linear regression analysis was done to predict the evolution of social functioning. No deterioration in the evolution of social functioning or behaviour problems was observed, and schizophrenia patient scores were lower. Women scored higher in withdrawal/social engagement, interpersonal behaviour, independence-performance, independence-competence and total social functioning, with no significant differences in behaviour problems. Previous social functioning, underactivity/social withdrawal and education are predictive factors in the evolution of social functioning. Conclusion: The results show the need for implementing psychosocial intervention programs that promote functional recovery and keep problems from becoming chronic.

Interpersonal Trauma Exposure and Interpersonal Problems in Adolescent Posttraumatic Stress Disorder.

Traumatic experiences have been differentiated as interpersonal (i.e., the direct result of actions by other people) or noninterpersonal (i.e., other life-threatening events, such as severe accidents). Interpersonal trauma exposure generally has been shown to be associated with more severe posttraumatic stress disorder (PTSD) symptoms than noninterpersonal trauma exposure. Interpersonal problems also tend to be associated with trauma exposure and PTSD symptoms, but it is unclear whether a mediating association exists between trauma type, interpersonal problems, and PTSD symptoms. A clinical sample of 4,275 adolescents (age range: 12-18 years) from the National Child Traumatic Stress Network Core Data Set were classified as having experienced interpersonal trauma, noninterpersonal trauma, or both. Interpersonal problems were operationalized by social problem behaviors (e.g., immature and dependent behaviors) and aggressive behaviors on the Child Behavior Checklist. The results of path analyses showed that cumulative interpersonal trauma exposure was both directly and indirectly associated with PTSD symptoms via social problem behaviors but not aggressive behaviors, total effect β = .20, 95% CI [.17, .23]. In a second model, path analyses showed that cumulative interpersonal trauma exposure was associated directly and indirectly via PTSD symptoms with social problem behaviors, total effect β = .15, 95% CI [.11, .18], and aggressive behaviors, total effect β = .13, 95% CI [.09, .17]. These findings suggest that during adolescence, interpersonal problems play an important role in the association between interpersonal trauma exposure and PTSD symptoms.

The effects of the exposure to neurotoxic elements on Italian schoolchildren behavior

Neurodevelopmental disorders are constantly increasing on a global scale. Some elements like heavy metals are known to be neurotoxic. In this cross-sectional study we assessed the neurobehavioral effect of the exposure to trace elements including lead, mercury, cadmium, manganese, arsenic and selenium and their interactions among 299 schoolchildren residing in the heavily polluted Taranto area in Italy. Whole blood, urine and hair were collected for metal analyses, while the Child Behavior Checklist and the Social Responsiveness Scale, administered to the main teacher and the mothers were considered to identify behavioral problems in children. Blood lead mainly influenced social problems, aggressive behavior, externalizing and total problems. Urinary arsenic showed an impact on anxiety and depression, somatic problems, attention problems and rule breaking behavior. A significant interaction between lead and arsenic was observed, with a synergistic effect of the two metals increasing the risk of attention problems, aggressive behavior, externalizing problems and total problems. Overall, we were able to test that higher blood lead, urinary arsenic concentrations and their interaction increase the risk of neurobehavioral problems. This is in line with the U.S. Environmental Protection Agency’s priority list of hazardous substances where arsenic and lead are ranked as first and second respectively.

Mental Health of Children and Adolescents Amidst COVID-19 and Past Pandemics: A Rapid Systematic Review.

Background: The COVID‑19 pandemic and associated public health measures have disrupted the lives of people around the world. It is already evident that the direct and indirect psychological and social effects of the COVID‑19 pandemic are insidious and affect the mental health of young children and adolescents now and will in the future. The aim and objectives of this knowledge-synthesis study were to identify the impact of the pandemic on children’s and adolescent’s mental health and to evaluate the effectiveness of different interventions employed during previous and the current pandemic to promote children’s and adolescents’ mental health. Methodology: We conducted the systematic review according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and included experimental randomized and nonrandomized controlled trials, observational studies, and qualitative studies. Results: Of the 5828 articles that we retrieved, 18 articles met the inclusion criteria. We thematically analyzed them and put the major findings under the thematic areas of impact of the pandemic on children’s and adolescents’ mental health. These studies reported that pandemics cause stress, worry, helplessness, and social and risky behavioral problems among children and adolescents (e.g., substance abuse, suicide, relationship problems, academic issues, and absenteeism from work). Interventions such as art-based programs, support services, and clinician-led mental health and psychosocial services effectively decrease mental health issues among children and adolescents. Conclusion: Children and adolescents are more likely to experience high rates of depression and anxiety during and after a pandemic. It is critical that future researchers explore effective mental health strategies that are tailored to the needs of children and adolescents. Explorations of effective channels regarding the development and delivery of evidenced-based, age-appropriate services are vital to lessen the effects and improve long-term capacities for mental health services for children and adolescents. Key Practitioner Message: The COVID-19 pandemic’s physical restrictions and social distancing measures have affected each and every domain of life. Although the number of children and adolescents affected by the disease is small, the disease and the containment measures such as social distancing, school closure, and isolation have negatively impacted the mental health and well-being of children and adolescents. The impact of COVID-19 on the mental health of children and adolescents is of great concern. Anxiety, depression, disturbances in sleep and appetite, as well as impairment in social interactions are the most common presentations. It has been indicated that compared to adults, this pandemic may continue to have increased long term adverse consequences on children’s and adolescents’ mental health. As the pandemic continues, it is important to monitor the impact on children’s and adolescents’ mental health status and how to help them to improve their mental health outcomes in the time of the current or future pandemics.

Preschoolers’ social skills and behavior problems: A cross-cultural exploratory study of Angolan and Portuguese teachers’ perceptions

Preschoolers social skills and behavior problems have become a worldwide focus of research in developmental, clinical and educational fields, which translates into an increase of cross-cultural research. However, few studies have been conducted with African participants, especially Angolan preschoolers. This study explored teachers’ perceptions on preschool children’s social skills and behavior problems from two countries (Angola and Portugal) who share the same language. Thirteen preschool teachers rated 119 Angolan preschoolers with the Preschool and Kindergarten Behavior Scales – Second Edition (PKBS-2). This sample was matched with 119 preschoolers from the Portuguese PKBS-2 normative sample, also rated by their preschool teachers. Results indicated good to very good values for internal consistency in both samples (from .73 to .96). Differences in teachers’ perceptions were found, with Angolan preschool teachers perceiving that their children have more behavior problems than the Portuguese teachers (differences associated mostly to large effect sizes), and exhibit less social cooperation. Culture and gender main effects were evidenced, but no interaction effects were present. Results comparing teachers’ perception from both countries at the item level revealed a similar pattern for the most rated social skills items (eight common out of 10 items), but Angolan teachers rated more externalizing behavior problems at a higher level than Portuguese teacher and fewer internalizing problems. Results of this exploratory cross-cultural investigation are discussed emphasizing issues associated with the use of behavior rating scales and cultural specificities, highlighting some contributions for practice and future research.

Getting Real About Youth Substance Use and Crime: How ‘Realistic’ Theories can Improve Knowledge and Understanding for Practice

Abstract Set against a backdrop of a need to develop new theories of youth ‘risk’ behaviour, a groundwork for how such theoretical work might be undertaken is described. Meta-theoretical principles from critical realism are used to help clarify issues such as causality in an open world, adolescents as stratified social agents, and science as a value-laden practice. A methodology for developing fallibilistic, context-sensitive knowledge is also outlined. These principles are applied to two influential risk behaviour theories—the social development model and problem behaviour theory—to illustrate how existing theory can be clarified and developed. In particular, current theories may negate adolescent agency in relation to different socio-ecological contexts. Moreover, there is a need for greater reflexivity about the moral frameworks that implicitly guide theory and thus practice. Examples of quantitative empirical studies are also discussed to demonstrate how they contribute towards building realistic theories for prevention practice.