The ecology of young children’s behaviour and social competence: child characteristics, socio-economic factors and parenting

Hartas, Dimitra

doi:10.1080/03054985.2011.636226

Cited by 18 publications

(14 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Esto abre la necesidad de indagar acerca de cómo las características de los contextos familiares y escolares favorecen la presencia de dificultades en las habilidades sociales en los niños para afrontar la agresión de los pares (Hartas, 2011;Nation, Vieno, Perkins y Santinello, 2008;Taub y Pearrow, 2013).…”

Section: Discussionunclassified

Propiedades psicométricas de una escala para medir dificultades en habilidades sociales relacionadas con la victimización

2016

View full text Add to dashboard Cite

ResumenObjetivo. Establecer las propiedades psicométricas de una escala para medir dificultades en habilidades sociales para afrontar la agresión por pares. Conclusión. La escala posee propiedades psicométricas que permiten su utilización en la medición de dificultades en habilidades sociales para afrontar la agresión por pares.Palabras clave. Habilidades sociales, validez de la prueba, acoso escolar.

show abstract

Section: Discussionunclassified

Propiedades psicométricas de una escala para medir dificultades en habilidades sociales relacionadas con la victimización

2016

View full text Add to dashboard Cite

show abstract

“…Having poorer communication skills may act as a barrier to making friends and building relationships with adults (Girard et al, 2017). Parenting practices and parental wellbeing are found to operate as important protective factors in enhancing children's socio-emotional adjustment during this period (Hartas, 2011).…”

Section: International Researchmentioning

confidence: 99%

The transition to primary education: insights from the Growing Up in Ireland Study

Smyth¹

2018

View full text Add to dashboard Cite

“…The key predictor of interest was parental report of stuttering and the outcome was performance on the SDQ. The other variables that were included in the analyses were chosen to enable, as far as possible, a comparison with another prospective community-based study, that Reilly et al (2013), and had been shown in other studies to be associated with SDQ outcomes: sex (Searle, Sawyer, Miller-Lewis & Baghurst, 2014), maternal education (Hartas, 2011), economic circumstances (Pastor, Reuben &Duran, 2012), verbal ability (Clegg, Law, Rush, Peters andRoulstone, 2015) and non-verbal ability (Adams, Snowling, Hennessy & Kind, 1999). Further details of the variables are as follows:…”

Section: Variablesmentioning

confidence: 99%

Behavioural, emotional and social development of children who stutter

McAllister

2016

Journal of Fluency Disorders

View full text Add to dashboard Cite

Purpose: Developmental stuttering may be associated with diminished psychological wellbeing which has been documented from late childhood onwards. It is important to establish the point at which behavioural, emotional and social problems emerge in children who stutter. Methods:The study used data from the Millennium Cohort Study, whose initial cohort comprised 18,818 children. Analysis involved data collected when the cohort members were 3, 5 and 11 years old. The association between parent-reported stuttering and performance on the Strengths and Difficulties Questionnaire was determined in regression analyses which controlled for cohort members' sex, verbal and non-verbal abilities, maternal education, and family economic status. Results:Compared with typically-developing children, those who stuttered had significantly higher Total Difficulties scores at all three ages; in addition, scores on all of the sub-scales for 5-year-olds who stuttered indicated poorer development than their peers, and 11-year-olds who stuttered had poorer development than peers in all areas except prosocial skills. At ages 5 and 11, those who stuttered were more likely than peers to have scores indicating cause for clinical concern in almost all areas. Conclusion:Children who stutter may begin to show impaired behavioural, emotional and social development as early as age 3, and these difficulties are well established in older children who stutter. Parents and practitioners need to be aware of the possibility of these difficulties and intervention needs to be provided in a timely fashion to such difficulties in childhood and to prevent the potential development of serious mental health difficulties later in life.

show abstract

The ecology of young children’s behaviour and social competence: child characteristics, socio-economic factors and parenting

Cited by 18 publications

References 30 publications

Propiedades psicométricas de una escala para medir dificultades en habilidades sociales relacionadas con la victimización

Propiedades psicométricas de una escala para medir dificultades en habilidades sociales relacionadas con la victimización

The transition to primary education: insights from the Growing Up in Ireland Study

Behavioural, emotional and social development of children who stutter

Contact Info

Product

Resources

About