This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M = 55.9 months old, SD = 3.8). Teachers reported on children’s aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better social functioning was associated with stronger academic development. Attention problems were related to poorer academic development controlling for aggression and social skills, pointing to the importance of attention in these relations. Children’s social skills were related to academic development controlling for attention and aggression problems, consistent with models suggesting that children’s social strengths and difficulties are independently related to their academic development. Support was not found for the hypothesis that these relationships would be stronger in boys than in girls. Some relationships were stronger in African American than Caucasian children. Children’s self-reported feelings about school moderated several relationships, consistent with the idea that positive feelings about school may be a protective factor against co-occurring academic and social problems.
Relational aggression is associated with negative psychosocial consequences, but more information is needed about connections between relational aggression and other problems. this review and meta-analysis examines the association between relational aggression and internalizing symptoms in 24,622 children between the ages of 5 and 17 years old, gathered from 42 studies. In addition to evaluating the overall relation between these constructs, this review examines the state of the literature with respect to six potentially important moderators of the relation: age, type of internalizing symptom (depression versus anxiety), sex, ethnicity, reporter, and type of aggression (relational versus indirect). the overall association was significant (average r = .24). Findings were inconclusive with respect to age as a moderator of this relation. there was no difference in relational aggression's association in boys compared to girls. the relation was slightly stronger for indirect versus relational aggression and for anxiety than depression. almost no data address how associations vary as a function of ethnicity. associations were substantially stronger when the same informant was used to assess both constructs. Findings point to the importance of identifying and addressing relational aggression in childhood, and the importance of collecting data from multiple informants.
Child and family therapists, as mandated reporters of child abuse, should be aware of the risk factors, signs, and symptoms of parental psychological maltreatment. Child psychological maltreatment is associated with serious psychosocial consequences and is likely underreported to Child Protective Services. The various types of psychological maltreatment and the legal statutes pertaining to child emotional abuse and neglect are discussed. Risk factors and symptoms of psychological maltreatment are also discussed. Additionally, recommendations for distinguishing between mild, moderate, and severe psychological maltreatment are suggested, along with three fictional cases illustrating suspected cases of child psychological maltreatment. This overview will help therapists who suspect child psychological maltreatment ascertain when a therapeutic intervention is needed and when alerting Child Protective Services is required by law or would best serve the interests of the child.
Data are presented from two samples of preschool children to evaluate the reliability, concurrent validity, and predictive validity of the ADHD, ODD, and CD sections of the Diagnostic Interview Schedule for Children, Fourth Edition (DISC-IV). Information was obtained from a community sample of 128 children (Mage = 53.16 months; 63 girls) and from a sample of 72 externalizing children (Mage = 45.23 months; 31 girls) plus 25 control children (Mage = 44.51 months; 8 girls). In both studies, the DISC-IV was administered to parents along with parent and teacher behavior rating scales, and teacher rating scales were obtained again later to evaluate the predictive validity of the DISC-IV (after approximately 6 months in Study 1, and 3 years in Study 2). The ADHD and ODD sections exhibited acceptable internal consistency in both studies, and showed concurrent validity with parent behavior rating scales. In both studies, the ADHD section was also concurrent with teacher reports. In Study 2, the ADHD, ODD, and CD sections distinguished externalizing children from controls. In both studies, the ADHD section predicted future teacher ratings beyond initial teacher ratings, and beyond initial parent rating scales; the ODD section similarly predicted later teacher ratings in Study 1. Findings provide strong support for the utility of the ADHD section for preschool children and moderate support for the ODD and CD sections.
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