The interplay among socioeconomic status, household chaos, and parenting in the prediction of child conduct problems and callous–unemotional behaviors

Abstract

Child conduct problems (CP) reflect a heterogeneous collection of oppositional, aggressive, norm-violating, and sometimes violent behaviors, whereas child callous-unemotional (CU) behaviors reflect interpersonal styles of interactions reflecting a lack of guilt and empathy as well as uncaring and shallow emotional responses to others. Taken together, high levels of child CP and CU behaviors are thought to identify a relatively homogenous group of children at elevated risk for persistent and more severe problem behaviors across childhood and into adulthood. Although a large body of research has examined the developmental etiology of CP behaviors, only recently has a developmental psychopathology approach been applied to early CU behaviors. The current study examines multiple levels of contextual influences during the first years of life, including family socioeconomic status, household chaos, and parenting behaviors, on CP and CU behaviors assessed during the first-grade year. Whereas previous studies found associations between parenting behaviors and child problem behaviors moderated by household chaos, the current study found no evidence of moderation. However, path analyses suggest that the associations between child CP and CU behaviors and the contextual variables of socioeconomic status (family income and parental education) and household chaos (disorganization and instability) were mediated by maternal sensitive and harsh-intrusive parenting behavior. Analyses are presented, interpreted, and discussed with respect to both bioecological and family stress models of development.

Neurobiology of infant attachment: attachment despite adversity and parental programming of emotionality

“…intrusiveness, unpredictability, neglect) [23,24]. We draw further evidence from studies showing that stressful conditions within the home place parents at risk for becoming less sensitive caregivers [25,26], which mediates many adverse child outcomes related to emotion regulation and behavioral problems [27–29]. These enduring outcomes are associated with altered HPA-axis activity [30,31], vagal withdrawal [32], and connectivity of brain areas important for emotion and emotion regulation [33–35].…”

Drivers of human development: How relationships and context shape learning and development1

“…In this way, experiences of stress can have effects on the development of foundational competencies such as self-regulation (Blair & Raver, 2016;Lee, Siegle, Dahl, Hooley, & Silk, 2015). Particularly in chaotic or stressful environments, children can adapt to harsh or inconsistent parenting in ways that contribute to antisocial behavior (e.g., Mills-Koonce, Willoughby, Garrett-Peters, Wagner, & Vernon-Feagans, 2016;Patterson & Hastings, 2007). Poverty can get "under the skin" through the response to stress and, affecting social, emotional, cognitive, and physical development (e.g., Blair & Raver, 2016).…”

The Role of Mindfulness in Reducing the Adverse Effects of Childhood Stress and Trauma

“…Low socioeconomic status (SES) is associated with reduced access to educational support, or parental involvement in education [16]. Similarly, household chaos is associated with sensitive and harsh parenting, both of which predict childhood misconduct [17]. Low SES also seems to be associated with developmental delay (specifically, a delay in cognitive development of executive functioning including working memory, inhibitory control, and cognitive flexibility), poor conduct, and callous behaviors [17,18,19].…”

“…Similarly, household chaos is associated with sensitive and harsh parenting, both of which predict childhood misconduct [17]. Low SES also seems to be associated with developmental delay (specifically, a delay in cognitive development of executive functioning including working memory, inhibitory control, and cognitive flexibility), poor conduct, and callous behaviors [17,18,19]. These lead to consequences of transition to adulthood such that lower SES and early life stress influence both cognitive and associated neurobiological development, which are also associated with poor health outcomes in adulthood and comorbid metabolic and cardiovascular dysfunction [20,21].…”