Educational Social Skills and Repertoire of Children Differentiated by Behavior and Sex

Assis-Fernandes, Rafaela Pires; Bolsoni-Silva, Alessandra Turini

doi:10.1590/1982-4327e3015

Cited by 7 publications

(3 citation statements)

References 22 publications

(31 reference statements)

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“…Another notable variable in the literature on child behavior is the sex of the child, with several studies indicating that maternal depressive symptoms and parental practices seem to exert different effects for boys and girls (Assis-Fernandes & Bolsoni-Silva, 2020;Nantel-Vivier, Pihl, Côté, & Tremblay, 2014;Wang, 2018).We will describe empirical studies that evaluated parental practices and the behavior of boys and girls and their diverse results in order to contextualize this question.…”

mentioning

confidence: 99%

Maternal Depression, Parental Practices and Child Sex: Prediction of Children’s Behavior

Oliveira

Silva

Pizeta

et al. 2021

Paidéia (Ribeirão Preto)

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Exposure to maternal depressive symptoms and negative parenting practices during childhood configures a vulnerability factor associated with behavior problems among children. This study aims to verify the predictive effects of maternal depression (main factor) on behavioral outcomes and maternal parenting practices, considering the sex of the children (covariate factor); and the predictive effect of maternal depression, parenting practices, and child’s sex on behavioral outcomes. The sample was composed of a community sample of 101 mother-child pairs. Mothers answered to: Structured Clinical Interview for DSM Disorders, Parenting Styles Inventory, and Strengths and Difficulties Questionnaire. The covariance and multiple linear regressions analysis showed that being a boy, and specific practices of neglect, physical abuse, and permissive discipline were the main predictors of behavioral problems among children exposed to negative practices and maternal depression. These findings underline the role of the child’s sex in the interactions between variables, which could contribute to interventions in mental health.

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confidence: 99%

Maternal Depression, Parental Practices and Child Sex: Prediction of Children’s Behavior

Oliveira

Silva

Pizeta

et al. 2021

Paidéia (Ribeirão Preto)

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“…Hence, a smaller social skills repertoire is expected when many behavioral problems are reported, in line with this study. The results of this study lead to the hypothesis that the use of HSE and negative practices depended on whether children exhibited behavioral problems or skillful behaviors (Assis-Fernandes & Bolsoni-Silva, 2020).…”

Section: Categoriesmentioning

confidence: 75%

Educational Practices and Child Behaviors: Mothers’ and Teachers’ Evaluation

Bolsoni-Silva

Loureiro

2021

Psic.: Teor. e Pesq.

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The objective of this study was to describe and compare mothers’ and teachers’ reports concerning their educational social skills and negative practices and children’s behavioral problems and social skills. The mothers and teachers of 81 children participated in this study. The children were assigned to four groups depending on whether they presented problems exclusively at home, school, in both, or none of these contexts. Valid instruments measured educational practices and child behavior. The results show that: (a) mothers and teachers agreed that children with problems in both contexts presented the highest level of impairment; (b) the mothers more frequently reported skills such as affection, adopted negative practices, and identified problem behaviors; (c) the teachers reported more skills such as limit setting. The conclusion is that teachers’ and mothers’ practices differ, and such information can guide preventive programs and interventions.

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“…O repertório de HS possui um caráter situacional e multidimensional, que demanda uma avaliação sempre que possível por meio de diferentes informantes. Intervenções para o desenvolvimento/aprimoramento dessas habilidades, mostram-se importantes, como fatores de proteção ao desenvolvimento (Assis-Fernandes & Bolsoni-Silva, 2020).…”

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Habilidades Sociais em Crianças com TDAH: uma revisão de literatura

Abrahão

Elias

2021

ctc

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O presente estudo teve por objetivo realizar uma revisão da literatura sobre habilidades sociais (HS) em crianças com Transtorno de Déficit de Atenção/Hiperatividade (TDAH), considerando o período de dez anos. Para tanto foram consultadas as bases de dados LILACS, PsycInfo, SciElo, Eric e Pepsic. A metodologia foi de revisão de literatura, baseada no Reporting Items for Systematics Review and Meta-Analysis (PRISMA), com análise temática e de nuvem de palavras com o auxílio do software Iramuteq. Foram consultados na íntegra 34 estudos, divididos em duas categorias: Avaliação das HS de crianças com TDAH e Caracterização HS após intervenção dirigidas às crianças, pais e professores. Os resultados indicaram ausência de regularidade nas publicações; poucos estudos nacionais; predomínio de estudos empíricos, apenas alguns randomizados; tendência do uso de multi-informantes; instrumento SSRS (Social Skills Rating System) utilizado frequentemente e; déficits nas HS de asserção, autocontrole, empatia, cooperação e responsabilidade. A análise de nuvem de palavras evidenciou presença de problemas de comportamento; dificuldades acadêmicas, domésticas e com pares; promoção de repertório comportamental após intervenção; e ausência de intervenções dirigidas à professores. Tendências e limitações foram exploradas, no entanto, indica-se a inserção de outras fontes de dados.

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Educational Social Skills and Repertoire of Children Differentiated by Behavior and Sex

Cited by 7 publications

References 22 publications

Maternal Depression, Parental Practices and Child Sex: Prediction of Children’s Behavior

Maternal Depression, Parental Practices and Child Sex: Prediction of Children’s Behavior

Educational Practices and Child Behaviors: Mothers’ and Teachers’ Evaluation

Habilidades Sociais em Crianças com TDAH: uma revisão de literatura

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