Changes in externalizing and internalizing behaviours over a school-year: differences between 6-year-old boys and girls

Hammarberg, Annie; Hageküll, Berit

doi:10.1002/icd.444

Cited by 16 publications

(6 citation statements)

References 33 publications

(52 reference statements)

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“…This is probably the reason why the results of the present study are relatively modest and the analyses between affective support scale and children's competencies were not significant, contrary to other studies (Gadeyne et al, 2004;Smith et al, 2001). In accordance with previous research (Gardinal & Marturano, 2007;Hammarberg & Hagekull, 2006;LaFreniere & Dumas, 1996), our results indicate that girls present more social competencies and less external behavior problems than boys. Nevertheless, the hypothesis that family background would exert a greater influence on boys' socioaffective competencies was not confirmed, since any interaction effect between child's gender and family functioning was significant.…”

Section: Discussionsupporting

confidence: 77%

“…Researches indicate that girls demonstrate more social competencies in the classroom than boys (Ladd & Burgess, 1999;LaFreniere & Dumas, 1996). The research also indicates that the incidence of aggressive behavior is more frequent in boys (Gardinal & Marturano, 2007;Hammarberg & Hagekull, 2006). Additionally, boys seem to be more affected by unfavorable conditions of their environment than girls (Entwisle, Alexander, & Olson, 2007; Ministère de l'Éducation, du Loisir et du Sport, 2005).…”

Section: Family Functioning and Socioaffective Competenciesmentioning

confidence: 99%

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Family Functioning and Socioaffective Competencies of Children in the Beginning of Schooling

2012

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The aim of this short term longitudinal study, based on the system theory, was to test the association between different aspects of family functioning of preschoolers and their socioaffective competencies at the end of the first grade. The total sample included 278 children (137 boys and 141 girls) and their families. The analysis of variance results regarding the aspects of family cohesion and harmony showed that preschoolers from more cohesive families display more social skills, while those from more conflicting families display more externalizing behavior problems (aggression and irritability). With respect to the family's ability to resolve problems, it was observed that, especially for middle and upper class families, this aspect is associated with better social skills and fewer internalized behavior problems. Overall, results of the present study suggest that the family functioning at early stage might influence children's abilities to regulate their emotions and to establish/maintain important relationships with peers and teachers in their early school years.

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Section: Discussionsupporting

confidence: 77%

Section: Family Functioning and Socioaffective Competenciesmentioning

confidence: 99%

Family Functioning and Socioaffective Competencies of Children in the Beginning of Schooling

2012

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“…Studies on the quality of mother–infant interaction suggest that mothers with depressive symptoms communicate less with their sons than with their daughters (Murray, Kempton, Woolgar, & Hooper, 1993). Finally, boys are found to show more externalizing symptoms such as aggression both in early childhood (Hammarberg & Hagekull, 2006; Winsler & Wallace, 2002) and adolescence (Card, Stucky, Sawalani, & Little, 2008). From early adolescence on, girls typically show more internalizing symptoms of depression and anxiety (Crawford, Cohen, Midlarsky, & Brook, 2001; Kistner, 2009).…”

Section: The Role Of Child’s Gendermentioning

confidence: 99%

Maternal pre- and postnatal mental health trajectories and child mental health and development

Vänskä

Punamäki

Tolvanen

et al. 2011

International Journal of Behavioral Development

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Pregnancy and early motherhood involve uncertainty and change, which can evoke mental health problems. We identified maternal mental health trajectories in pre-and postnatal period, and examined their association with later child mental health and development. Finnish mothers reported psychological distress (General Health Questionnaire ) and depressive (Beck Depression Inventory ) symptoms in pregnancy (T1; N ¼ 788) and two months (T2; N ¼ 657) and 12 months (T3; N ¼ 545) postpartum. Both parents accounted their child's mental health (Behavior Assessment System for Children [BASC]) and social (Social Skills Rating System [SSRS], Child Behavior Scale [CBS]) and cognitive development (Five to Fifteen [FTF]) when the child was 7-8 years old (T4; N ¼ 485). We identified five trajectories depicting unique timing and course of maternal mental health from pregnancy into 1 year of mothering: Stable low levels of mental health symptoms (75%) and prenatal (6%), early postpartum (9%) and late postpartum (6%) mental health problems. The fifth trajectory, heterogeneous high levels of mental health problems (4%) was an unclassified post hoc class, combining mothers with chronic high or highly variable mental health profiles. Results show some trajectory-related timing effects on children's mental health and cognitive development. The trajectories of early postpartum and heterogeneous high levels of mental health problems predicted higher level of internalizing symptoms as compared to stable low-levels trajectory. The heterogeneous highlevels trajectory predicted higher levels of problems in executive functions than the stable low and late postpartum trajectories, and in memory tasks than children in other trajectories. We discuss the timing and course of maternal mental health from the viewpoint of infant and child development.

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“…Ambiguous/other ME/CFS mood and behavioural disturbances were described in 22.0% of d -la episodes (13/59). The higher frequency of ambiguous/other mood and behavioural disturbances seen in paediatric male (6/15, 40.0%) compared to paediatric female episodes (0/6) may reflect the tendency for boys to externalise behaviours more than girls [ 88 ].…”

Section: Resultsmentioning

confidence: 99%

Examining clinical similarities between myalgic encephalomyelitis/chronic fatigue syndrome and d-lactic acidosis: a systematic review

et al. 2017

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BackgroundThe pursuit for clarity in diagnostic and treatment pathways for the complex, chronic condition of myalgic encephalomyelitis/chronic fatigue syndrome (ME/CFS) continues. This systematic review raises a novel question to explore possible overlapping aetiology in two distinct conditions. Similar neurocognitive symptoms and evidence of d-lactate producing bacteria in ME/CFS raise questions about shared mechanisms with the acute condition of d-lactic acidosis (d-la).Methods d-la case reports published between 1965 and March 2016 were reviewed for episodes describing both neurological symptoms and high d-lactate levels. Fifty-nine d-la episodes were included in the qualitative synthesis comparing d-la symptoms with ME/CFS diagnostic criteria. A narrative review of d-la mechanisms and relevance for ME/CFS was provided.ResultsThe majority of neurological disturbances reported in d-la episodes overlapped with ME/CFS symptoms. Of these, the most frequently reported d-la symptoms were motor disturbances that appear more prominent during severe presentations of ME/CFS. Both patient groups shared a history of gastrointestinal abnormalities and evidence of bacterial dysbiosis, although only preliminary evidence supported the role of lactate-producing bacteria in ME/CFS.LimitationsInterpretation of results are constrained by both the breadth of symptoms included in ME/CFS diagnostic criteria and the conservative methodology used for d-la symptom classification. Several pathophysiological mechanisms in ME/CFS were not examined.ConclusionsShared symptomatology and underlying microbiota–gut–brain interactions raise the possibility of a continuum of acute (d-la) versus chronic (ME/CFS) presentations related to d-lactate absorption. Measurement of d-lactate in ME/CFS is needed to effectively evaluate whether subclinical d-lactate levels affect neurological symptoms in this clinical population.Electronic supplementary materialThe online version of this article (doi:10.1186/s12967-017-1229-1) contains supplementary material, which is available to authorized users.

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Changes in externalizing and internalizing behaviours over a school-year: differences between 6-year-old boys and girls

Cited by 16 publications

References 33 publications

Family Functioning and Socioaffective Competencies of Children in the Beginning of Schooling

Family Functioning and Socioaffective Competencies of Children in the Beginning of Schooling

Maternal pre- and postnatal mental health trajectories and child mental health and development

Examining clinical similarities between myalgic encephalomyelitis/chronic fatigue syndrome and d-lactic acidosis: a systematic review

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