Developmental pathways of behavior problems in the young child: factors associated with continuity and change

Borge, Anne I. H.

doi:10.1111/j.1467-9450.1996.tb00651.x

Cited by 8 publications

(7 citation statements)

References 19 publications

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“…Nevertheless, several caveats are necessary. There is good evidence that females are more likely than males to discuss emotional matters (Maccoby, 1998) and this applies to mothers' discussions with friends and colleagues about their children as much as it does to other aspects of emotional interchange (Borge, 1996). Accordingly, it is likely that, in general, mothers will know more than fathers do about their children's intimate thoughts and feelings.…”

Section: Discussionmentioning

confidence: 99%

Observer variance within families: confluence among maternal, paternal and child ratings

Borge

Samuelsen

Rutter³

2001

Int J Methods Psych Res

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This paper examines patterns of agreement among different informants within the same family in order to determine the effects of maternal distress on the ratings of mothers and fathers. Mothers, fathers and children from a community cohort of 216 families with 13 to 15 years olds reported children's difficulties and strengths measured by the Rutter Revised Scale. The absolute scores on the children's ratings were higher than those of the fathers and mothers. The odds ratios for agreements between fathers and children ranged between 1.70 and 4.01 and for mother‐child agreement between 0.83 and 3.40. There were no significant differences between the mothers and fathers in the extent of their agreement with their children. When mothers were emotionally distressed, there was a significantly higher level of emotional disturbance in the children according to the ratings of both mothers and fathers, but not according to children's ratings. There is value in obtaining paternal, as well as maternal and child, ratings of children's behaviour. Maternal distress affects the ratings of both parents, but not those of the children; the reasons for these effects require further study but they cannot be assumed to reflect rating bias. Copyright © 2001 Whurr Publishers Ltd.

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Section: Discussionmentioning

confidence: 99%

Observer variance within families: confluence among maternal, paternal and child ratings

Borge

Samuelsen

Rutter³

2001

Int J Methods Psych Res

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“…Contact with schools may also encourage some parents to become involved in educational programmes themselves (Briggs 1997). In the case of mother of young children, a Norwegian researcher suggests that maternal involvement in education may play a secondary prevention role in relation to childhood problems (Borge 1996). Schools may also serve as a conduit through which hardpressed parents can access group and other support relevant to their demanding circumstances (Greif 1994;Briggs 1997).…”

Section: School As a Resource To Parents And Communitiesmentioning

confidence: 99%

“…# 1998 Blackwell Science Ltd `promotion of other prosocial attitudes and behaviours, and the inculcation of a positive self image' (Mortimore 1995, p. 357). According to a Norwegian study of in¯uences on children's development, organized leisure opportunities ± to which school may frequently oer access ± may assist in preventing behaviour problems in children (Borge 1996). A study of children from non-harmonious homes has found that positive recognition for hobbies or activities is protective for such children (Jenkins & Smith 1990, p. 67).…”

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confidence: 99%

The importance of schools and teachers in child welfare

Gilligan

1998

Child & Family Social Work

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The article begins by challenging what is considered to be the relative neglect by child and family social work of the importance for children of school and teachers. Key roles of school in children's lives are conceptualized. School is argued to have potential as an ally for children, a guarantor of basic protection, a capacity builder, a secure base from which to explore the self and the world, an integrator into community and culture, a gateway to adult opportunities and a resource for parents and communities. It is suggested that school can have a special supportive value for children experiencing adversity, including those in state care or under supervision, those whose parents have divorced, and those recovering from abuse or neglect. The implications of the central importance of schools and teachers for child and family social work are discussed with reference to the child as client, work with teachers, work with the wider school and community, and policies in social work agencies and in education and training programmes for social workers and teachers.

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“…Research has found that spare time activities can help to develop a young person's social skills, social network, enhance self‐esteem and self‐efficacy and promote good mental health (Quinn 1995; Borge 1996; Gilligan 1999). Gilligan (1999, p. 187) states that ‘the progress and resilience of young people in public care can be greatly enhanced by attention to the value of cultural, sporting and other activities in their lives’.…”

Section: Introductionmentioning

confidence: 99%

Participation in social, leisure and informal learning activities among care leavers in England: positive outcomes for educational participation

Hollingworth

2011

Child & Family Social Work

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Against a background of research and national statistics that consistently show that educational participation and achievement of young people in and leaving care is significantly lower than is the case for the non‐care population, previous research has shown the positive impact that social, leisure and informal learning activities can have on the educational participation and achievements of young people, and particularly those from disadvantaged backgrounds. The UK: Care Matters Green Paper stated that involvement in leisure and social activities can have a positive impact on the self‐esteem of young people in and leaving care and upon their educational attainment and later success in the labour market. This paper reports on the English results of a cross‐national study of young people from a public care background and their pathways to education in Europe. Using case study examples it explores the impact that social, leisure and informal learning activities can have on educational participation and educational pathways of young people in and leaving care. The paper argues that, in view of these findings, encouraging and supporting young people in and leaving care into these types of activities should be a priority for social care professionals, carers and teachers.

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Developmental pathways of behavior problems in the young child: factors associated with continuity and change

Cited by 8 publications

References 19 publications

Observer variance within families: confluence among maternal, paternal and child ratings

Observer variance within families: confluence among maternal, paternal and child ratings

The importance of schools and teachers in child welfare

Participation in social, leisure and informal learning activities among care leavers in England: positive outcomes for educational participation

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