Biological, behavioral, and relational levels of resilience in the context of risk for early childhood behavior problems / Susan D. CALKINS in Development and Psychopathology, 19-3 (Summer 2007)  

Public ISBD [article]  inDevelopment and Psychopathology > 19-3 (Summer 2007) . - p.675-700 Titre : Biological, behavioral, and relational levels of resilience in the context of risk for early childhood behavior problems Type de document : Texte imprimé et/ou numérique Auteurs : Susan D. CALKINS, Auteur ; Alysia Y. BLANDON, Auteur ; Amanda P. WILLIFORD, Auteur ; Susan P. KEANE, Auteur Année de publication : 2007 Article en page(s) : p.675-700 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Longitudinal growth patterns of internalizing and externalizing behavior problems were examined in a community sample of 441 children across the ages of 2 to 5 using hierarchical linear modeling. Contextual risk was measured using five indicators (socioeconomic status, marital status, number of siblings, parent stress, parent psychopathology), and three levels of child resilience (biological, behavioral, and relational) were also assessed. Results indicate that a general pattern of decline in both types of behavior problems was observed for the entire sample across time, although considerable individual variability in this pattern was observed. Children's externalizing and internalizing behavior at age 5 was predicted by the level of risk at age 2. All three child resilience factors were also predictive of externalizing and internalizing behaviors at age 5. In the prediction of the slope of problem behavior over time, risk status interacted with both temperamental fearlessness and a mutually responsive orientation with the mother to predict the decline in externalizing and internalizing problem behavior. Results underscore the complex interactions of risk and multiple levels of resilience that are implicated in the maintenance of problem behavior over time. They highlight the importance of considering whether expected resilience factors operate similarly across different levels of risk. En ligne : http://dx.doi.org/10.1017/s095457940700034x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] Biological, behavioral, and relational levels of resilience in the context of risk for early childhood behavior problems [Texte imprimé et/ou numérique] / Susan D. CALKINS, Auteur ; Alysia Y. BLANDON, Auteur ; Amanda P. WILLIFORD, Auteur ; Susan P. KEANE, Auteur . - 2007 . - p.675-700. Langues : Anglais (eng) in Development and Psychopathology > 19-3 (Summer 2007) . - p.675-700 Index. décimale : PER Périodiques Résumé : Longitudinal growth patterns of internalizing and externalizing behavior problems were examined in a community sample of 441 children across the ages of 2 to 5 using hierarchical linear modeling. Contextual risk was measured using five indicators (socioeconomic status, marital status, number of siblings, parent stress, parent psychopathology), and three levels of child resilience (biological, behavioral, and relational) were also assessed. Results indicate that a general pattern of decline in both types of behavior problems was observed for the entire sample across time, although considerable individual variability in this pattern was observed. Children's externalizing and internalizing behavior at age 5 was predicted by the level of risk at age 2. All three child resilience factors were also predictive of externalizing and internalizing behaviors at age 5. In the prediction of the slope of problem behavior over time, risk status interacted with both temperamental fearlessness and a mutually responsive orientation with the mother to predict the decline in externalizing and internalizing problem behavior. Results underscore the complex interactions of risk and multiple levels of resilience that are implicated in the maintenance of problem behavior over time. They highlight the importance of considering whether expected resilience factors operate similarly across different levels of risk. En ligne : http://dx.doi.org/10.1017/s095457940700034x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

Predicting emotional and social competence during early childhood from toddler risk and maternal behavior / Alysia Y. BLANDON in Development and Psychopathology, 22-1 (January 2010)  

Public ISBD [article]  inDevelopment and Psychopathology > 22-1 (January 2010) . - p.119-132 Titre : Predicting emotional and social competence during early childhood from toddler risk and maternal behavior Type de document : Texte imprimé et/ou numérique Auteurs : Alysia Y. BLANDON, Auteur ; Susan D. CALKINS, Auteur ; Susan P. KEANE, Auteur Année de publication : 2010 Article en page(s) : p.119-132 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The longitudinal associations between maternal parenting behavior and toddler risk with children's emotional and social competence were examined during the transition to kindergarten, in a sample of 253 children. Toddler risk was characterized by early externalizing behavior and poor emotion regulation skills. Given that we were interested in the multiple pathways that may result in emotional and social competence, we examined the interactions among maternal parenting behavior and toddler risk. There were some significant interactions, although the pattern of results was not consistent across all competence outcomes. Maternal parenting behavior was not directly associated with children's emotional and social competence. In some instances, maternal control has differential implications for children's emotional and social competence dependent upon the child's level of early risk and maternal positive parenting. Specifically, maternal control tended to be more detrimental for children's emotional competence during the transition to kindergarten, when children exhibit higher levels of risk. Overall, it appears that there are multiple developmental pathways, depending on child and maternal characteristics that lead to early emotional and social competence. En ligne : http://dx.doi.org/10.1017/s0954579409990307 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=970 [article] Predicting emotional and social competence during early childhood from toddler risk and maternal behavior [Texte imprimé et/ou numérique] / Alysia Y. BLANDON, Auteur ; Susan D. CALKINS, Auteur ; Susan P. KEANE, Auteur . - 2010 . - p.119-132. Langues : Anglais (eng) in Development and Psychopathology > 22-1 (January 2010) . - p.119-132 Index. décimale : PER Périodiques Résumé : The longitudinal associations between maternal parenting behavior and toddler risk with children's emotional and social competence were examined during the transition to kindergarten, in a sample of 253 children. Toddler risk was characterized by early externalizing behavior and poor emotion regulation skills. Given that we were interested in the multiple pathways that may result in emotional and social competence, we examined the interactions among maternal parenting behavior and toddler risk. There were some significant interactions, although the pattern of results was not consistent across all competence outcomes. Maternal parenting behavior was not directly associated with children's emotional and social competence. In some instances, maternal control has differential implications for children's emotional and social competence dependent upon the child's level of early risk and maternal positive parenting. Specifically, maternal control tended to be more detrimental for children's emotional competence during the transition to kindergarten, when children exhibit higher levels of risk. Overall, it appears that there are multiple developmental pathways, depending on child and maternal characteristics that lead to early emotional and social competence. En ligne : http://dx.doi.org/10.1017/s0954579409990307 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=970

Testing a developmental cascade model of emotional and social competence and early peer acceptance / Alysia Y. BLANDON in Development and Psychopathology, 22-4 (November 2010)  

Public ISBD [article]  inDevelopment and Psychopathology > 22-4 (November 2010) . - p.737-748 Titre : Testing a developmental cascade model of emotional and social competence and early peer acceptance Type de document : Texte imprimé et/ou numérique Auteurs : Alysia Y. BLANDON, Auteur ; Susan D. CALKINS, Auteur ; Susan P. KEANE, Auteur ; Kevin J. GRIMM, Auteur ; Marion O'BRIEN, Auteur Année de publication : 2010 Article en page(s) : p.737-748 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A developmental cascade model of early emotional and social competence predicting later peer acceptance was examined in a community sample of 440 children across the ages of 2 to 7. Children's externalizing behavior, emotion regulation, social skills within the classroom and peer acceptance were examined utilizing a multitrait–multimethod approach. A series of longitudinal cross-lag models that controlled for shared rater variance were fit using structural equation modeling. Results indicated there was considerable stability in children's externalizing behavior problems and classroom social skills over time. Contrary to expectations, there were no reciprocal influences between externalizing behavior problems and emotion regulation, although higher levels of emotion regulation were associated with decreases in subsequent levels of externalizing behaviors. Finally, children's early social skills also predicted later peer acceptance. Results underscore the complex associations among emotional and social functioning across early childhood. En ligne : http://dx.doi.org/10.1017/s0954579410000428 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110 [article] Testing a developmental cascade model of emotional and social competence and early peer acceptance [Texte imprimé et/ou numérique] / Alysia Y. BLANDON, Auteur ; Susan D. CALKINS, Auteur ; Susan P. KEANE, Auteur ; Kevin J. GRIMM, Auteur ; Marion O'BRIEN, Auteur . - 2010 . - p.737-748. Langues : Anglais (eng) in Development and Psychopathology > 22-4 (November 2010) . - p.737-748 Index. décimale : PER Périodiques Résumé : A developmental cascade model of early emotional and social competence predicting later peer acceptance was examined in a community sample of 440 children across the ages of 2 to 7. Children's externalizing behavior, emotion regulation, social skills within the classroom and peer acceptance were examined utilizing a multitrait–multimethod approach. A series of longitudinal cross-lag models that controlled for shared rater variance were fit using structural equation modeling. Results indicated there was considerable stability in children's externalizing behavior problems and classroom social skills over time. Contrary to expectations, there were no reciprocal influences between externalizing behavior problems and emotion regulation, although higher levels of emotion regulation were associated with decreases in subsequent levels of externalizing behaviors. Finally, children's early social skills also predicted later peer acceptance. Results underscore the complex associations among emotional and social functioning across early childhood. En ligne : http://dx.doi.org/10.1017/s0954579410000428 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110

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