Entwicklung und Prävention früher Probleme des Sozialverhaltens: Die Erlangen-Nürnberger Studie

Lösel, Friedrich; Beelmann, Andreas; Jaursch, Stefanie; Koglin, Ute; Stemmler, Mark

doi:10.13109/9783666462092.206

Cited by 9 publications

(5 citation statements)

References 60 publications

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“…At Time 1 the children's behavior problems in kindergarten were assessed by our German adaptation of the preschool version of the Social Behavior Questionnaire (SBQ) from Tremblay et al ( 1987 ; see also Tremblay et al, 1992 ) that had shown good reliability (Lösel et al, 2006 ). The preschool version (PSBQ) as well as the school version (SBQ) is available for various informants.…”

Section: Methodsmentioning

confidence: 99%

Adrenocortical Activity and Aggressive Behavior in Children: A Longitudinal Study on Risk and Protective Effects

Bender

Lösel

2021

Front. Psychol.

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Most research on aggression and delinquency concentrates on risk factors. There has been less attention for protective factors and mechanisms, in particular with regard to biosocial influences. Based on theories of autonomous arousal and stress reactance the present study addresses the influence of adrenocortical activity as a risk and/or protective factor in the development of antisocial behavior in children. We also investigated relations to anxiousness and family stressors. In a prospective longitudinal study of 150 German boys, the first measurement took place at preschool age and contained an assessment of cortisol after waking up and 30 min later. Aggressiveness and anxiousness of the children were assessed by the kindergarten teachers with the Social Behavior Questionnaire. After 6 years, the children's behavior was rated by the teachers in middle school. Variable-oriented data analyses revealed a significant correlation between the total amount of cortisol after waking up and 30 min later (AUCG) and anxiousness both cross-sectionally and longitudinally, but not with aggressiveness. A family stress index correlated positively with aggressiveness but neither with cortisol nor with anxiousness. There were significant correlations between aggressiveness and anxiousness at kindergarten age and the respective behavior problems 6 years later. In a linear regression analysis on aggression only family stress had a significant effect but anxiousness not. Moderator analyses on aggressiveness with anxiousness and AUCG or on AUCG with anxiousness and aggressiveness did not show any significant interactions. Longitudinally, only aggression significantly predicted aggression 6 years later in a linear regression. In addition to variable-oriented analyses, we also applied a person-oriented approach to investigate specific patterns of behavior. Children who were high in both aggressiveness and anxiousness had the highest cortisol level and those with low anxiousness and high aggressiveness the lowest. The groups with different patterns of externalizing and internalizing problems at preschool age showed significant differences in aggression 6 years later. Our results underline the need for complex pattern analyses on cortisol, aggression, and anxiousness in children and for a differentiated consideration of emotional reactive aggression and unemotional instrumental aggression.

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Section: Methodsmentioning

confidence: 99%

Adrenocortical Activity and Aggressive Behavior in Children: A Longitudinal Study on Risk and Protective Effects

Bender

Lösel

2021

Front. Psychol.

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“…We then chose the instrument for which conceptual equivalence was more likely to be achieved. For example, preference was given to instruments that had already been translated and tested in several languages, such as the Alabama Parenting Questionnaire (in English, Catalan, Dutch and German; see Alonso et al 2004;Lösel et al 2005;van Lier and Crijnen 2005;Shelton et al 1996). Also, instruments were rejected if they were inadequate for cross-cultural use according to criteria developed by Brislin (1986).…”

Section: Questionnaire Developmentmentioning

confidence: 99%

Conducting a Criminological Survey in a Culturally Diverse Context

Eisner

Ribeaud

2007

European Journal of Criminology

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West European societies have become increasingly culturally diverse. In this article we discuss two issues that arise when conducting criminological research in diverse contexts, namely threats to study validity as a result of (a) ethnic differences in participation rates and (b) lack of cross-cultural equivalence of questionnaires in multi-language contexts. We demonstrate how these problems were handled in the z-proso study, a prospective longitudinal criminological study involving 1240 families in Zurich, Switzerland. Results suggest that recruitment efforts can significantly increase participation rates, particularly among minority members. As expected, higher participation rates are associated with a qualitative improvement in the sample: parents who needed to be personally motivated to participate tend to have children with higher rates of problem behaviour than do parents who participated spontaneously. Highest rates of problem behaviour were found for those children whose parents did not participate. Finally, the multi-method analysis reveals significant discrepancies in parent rating of child problem behaviour among migrant parents compared with teacher and interviewer rating. Closer scrutiny indicates that such differences are likely to be a result of socially desirable response behaviour among low-education parents.

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“…B. Lösel, Beelmann, Jaursch, Koglin, Stemmler, 2005), jedoch sind die Ergebnisse und Schlussfolgerungen insofern nur mit Einschränkungen zu verallgemeinern.…”

Section: Veränderung Der Erziehungskompetenz Der Väterunclassified

Förderung der Elternkompetenz durch Triple P-Elterntrainings

Naumann

Kuschel²,

Bertram³

et al. 2007

Praxis der Kinderpsychologie und Kinderpsychiatrie

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Summary Promotion of parental competence with Triple PParental competencies have great impact on child development. The concept of parental competency is a comprehensive construct, that involves functional and dysfunctional rearing behavior as well as evaluation of parental coping with challenging rearing situations and self-efficacy of rearing. Enhancing parental education is an important challenge on the background of high prevalence rates of child behavior problems. In the present randomised controlled study the effects of a Triple P parent training on parental competence was examined. 280 families were randomly assigned to a training or a control group. After pre-assessment, the training group participated in a Triple P parent training. 6 and 12 month after pre-assessment, post-and follow-up-1-year-assessments were conducted. Mothers in the training group showed significantly increased parental competencies compared to the control group. Especially overt functional and dysfunctional rearing behavior changed positively. Fathers showed no such change, but did often also not participate in the training. The study illustrates that parental competence can be promoted through Triple P.Prax. Kinderpsychol. Kinderpsychiat. 56/2007, 676-690

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Entwicklung und Prävention früher Probleme des Sozialverhaltens: Die Erlangen-Nürnberger Studie

Cited by 9 publications

References 60 publications

Adrenocortical Activity and Aggressive Behavior in Children: A Longitudinal Study on Risk and Protective Effects

Adrenocortical Activity and Aggressive Behavior in Children: A Longitudinal Study on Risk and Protective Effects

Conducting a Criminological Survey in a Culturally Diverse Context

Förderung der Elternkompetenz durch Triple P-Elterntrainings

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