Socio‐emotional development: From infancy to young adulthood

Abstract

). Socio-emotional development: From infancy to young adulthood. Scandinavian Journal of Psychology, 50, 592-601.Results from the Uppsala Longitudinal Study (ULS), which started in 1985, are reported in two sections. The first section gives a summary of longitudinal data from infancy to middle childhood (age 9 years; n = 96) concerning predictions of social functioning aspects from the theoretical perspectives of temperament, attachment, and health psychology (social factors). The second section presents the first results emanating from a follow-up when participants were 21 years old (n = 85). The developmental roots of social anxiety symptoms were studied from the same perspectives as above, although with a special focus on the predictive power of the temperament trait of shyness/inhibition. Results for middle childhood outcomes showed that temperament characteristics were relevant for most outcomes, whereas the contribution of attachment was most convincingly shown in relation to social competence and personality. Social factors were found to have moderating functions, but direct effects were also shown, the most interesting perhaps being positive effects of non-parental day care. Results from the 21-year data confirmed the expected predictive relation from shyness/inhibition to symptoms of social anxiety and further showed this relation to be specific; the relation to symptoms of depression did not survive control for social anxiety, although the opposite was true. The broad analysis of predictor associations with social anxiety, showing the relevance of other temperament factors as well as interactive effects, again attested to the need for multi-faceted models to analyze developmental trajectories.

Trajetórias de habilidades sociais e problemas de comportamento no ensino fundamental: influência da educação infantil

“…Em concordância com a literatura, melhor condição socioeconômica foi associada a mais HS (Bandeira et al, 2006;M. R. Reynolds et al, 2010), assim como a menos comportamentos externalizantes e internalizantes (Bohlin & Hagekull, 2009;Dearing et al, 2006). A infl uência do NSE está relacionada à escolaridade dos pais e poderia ser explicada por uma diversidade de processos familiares, com destaque para práticas educativas e sensibilidade materna, afetando tanto as HS como os problemas de comportamento (Brownell et al, 2008;Côté, Vaillancourt, Barker, Nagin, & Tremblay, 2007).…”

“…A infl uência do NSE está relacionada à escolaridade dos pais e poderia ser explicada por uma diversidade de processos familiares, com destaque para práticas educativas e sensibilidade materna, afetando tanto as HS como os problemas de comportamento (Brownell et al, 2008;Côté, Vaillancourt, Barker, Nagin, & Tremblay, 2007). Esse resultado tem implicações para políticas públicas voltadas à infância; sabe-se, por exemplo, que cuidados alternativos de qualidade têm efeito protetor contra problemas externalizantes em crianças de NSE baixo (Bohlin & Hagekull, 2009). …”

“…R. Reynolds et al, 2010). Assim como nas HS, diferenças de gênero e origem social têm sido relatadas, principalmente para os comportamentos externalizantes, com maior risco para meninos (Miner & Clarke-Stewart, 2008;Morgan, Farkas, & Wu, 2009;Silver, Measelle, Armstrong, & Essex, 2010) e crianças de menor NSE (Bohlin & Hagekull, 2009;Dearing, McCartney, & Taylor, 2006).…”

A cluster randomised controlled trial and process evaluation of the early years DELTA parenting programme

“…The direction of these associations remains relatively unclear however and the specific role of parental selfefficacy as an antecedent, consequence or transactional variable has still to be established (Jones & Prinz, 2005). Parental self-efficacy can also positively impact on child behaviour (Bohlin & Hagekull, 2009;Day, Factor & Szkibaday, 1994;Bogenschneider, Small & Tsay, 1997;Coleman & Karraker, 2003), social-emotional functioning (Murry & Brody, 1999) and school achievement (Bogenschneider et al, 1997;Ardelt & Eccles, 2001) -both directly and indirectly through parenting behaviour, parental adjustment and parental involvement. Of course, self-efficacy isn't the only correlate of parenting competency; other maternal factors are also involved, including: personality, stress and depression, knowledge of child development, attitudes and beliefs about parenting, desires and expectations (Coleman & Karraker, 1998).…”

Wechsler profiles in referred children with intellectual giftedness: Associations with trait-anxiety, emotional dysregulation, and heterogeneity of Piaget-like reasoning processes

“…31 Though it is mainly linked to the internalizing range of emotional-behavioural problems, it is also considered as a broad marker of childhood psychopathology. 32,33 We used here Reynolds' model of childhood trait-anxiety, as operationalized in the Revised-Children's Manifest Anxiety Scale (R-CMAS). 28 …”