Accelerating the development of emotion competence in Head Start children: Effects on adaptive and maladaptive behavior / Carroll E. IZARD in Development and Psychopathology, 20-1 (Winter 2008)  

Public ISBD [article]  inDevelopment and Psychopathology > 20-1 (Winter 2008) . - p.369-397 Titre : Accelerating the development of emotion competence in Head Start children: Effects on adaptive and maladaptive behavior Type de document : texte imprimé Auteurs : Carroll E. IZARD, Auteur ; Kristen A. KING, Auteur ; Christopher J. TRENTACOSTA, Auteur ; Judith K. MORGAN, Auteur ; Jean-Philippe LAURENCEAU, Auteur ; E. Stephanie KRAUTHAMER-EWING, Auteur Année de publication : 2008 Article en page(s) : p.369-397 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Separate studies of rural and urban Head Start systems tested the hypothesis that an emotion-based prevention program (EBP) would accelerate the development of emotion and social competence and decrease agonistic behavior and potential precursors of psychopathology. In both studies, Head Start centers were randomly assigned to treatment and control/comparison group conditions. In Study 1 (rural community), results of hierarchical linear modeling analyses showed that compared to the control condition (Head Start as usual), EBP produced greater increases in emotion knowledge and emotion regulation and greater decreases in children's negative emotion expressions, aggression, anxious/depressed behavior, and negative peer and adult interactions. In Study 2 (inner city), compared to the established prevention program I Can Problem Solve, EBP led to greater increases in emotion knowledge, emotion regulation, positive emotion expression, and social competence. In Study 2, emotion knowledge mediated the effects of EBP on emotion regulation, and emotion competence (an aggregate of emotion knowledge and emotion regulation) mediated the effects of EBP on social competence. En ligne : http://dx.doi.org/10.1017/s0954579408000175 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333 [article] Accelerating the development of emotion competence in Head Start children: Effects on adaptive and maladaptive behavior [texte imprimé] / Carroll E. IZARD, Auteur ; Kristen A. KING, Auteur ; Christopher J. TRENTACOSTA, Auteur ; Judith K. MORGAN, Auteur ; Jean-Philippe LAURENCEAU, Auteur ; E. Stephanie KRAUTHAMER-EWING, Auteur . - 2008 . - p.369-397. Langues : Anglais (eng) in Development and Psychopathology > 20-1 (Winter 2008) . - p.369-397 Index. décimale : PER Périodiques Résumé : Separate studies of rural and urban Head Start systems tested the hypothesis that an emotion-based prevention program (EBP) would accelerate the development of emotion and social competence and decrease agonistic behavior and potential precursors of psychopathology. In both studies, Head Start centers were randomly assigned to treatment and control/comparison group conditions. In Study 1 (rural community), results of hierarchical linear modeling analyses showed that compared to the control condition (Head Start as usual), EBP produced greater increases in emotion knowledge and emotion regulation and greater decreases in children's negative emotion expressions, aggression, anxious/depressed behavior, and negative peer and adult interactions. In Study 2 (inner city), compared to the established prevention program I Can Problem Solve, EBP led to greater increases in emotion knowledge, emotion regulation, positive emotion expression, and social competence. In Study 2, emotion knowledge mediated the effects of EBP on emotion regulation, and emotion competence (an aggregate of emotion knowledge and emotion regulation) mediated the effects of EBP on social competence. En ligne : http://dx.doi.org/10.1017/s0954579408000175 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333

Annual Research Review: Early conduct problems – precursors, outcomes, and etiology / Luke W. HYDE in Journal of Child Psychology and Psychiatry, 67-4 (April 2026)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 67-4 (April 2026) . - p.524-545 Titre : Annual Research Review: Early conduct problems – precursors, outcomes, and etiology Type de document : texte imprimé Auteurs : Luke W. HYDE, Auteur ; Christopher J. TRENTACOSTA, Auteur ; Jessica L. BEZEK, Auteur Année de publication : 2026 Article en page(s) : p.524-545 Langues : Anglais (eng) Mots-clés : Conduct problems  parenting  coercive cycles  developmental psychopathology  genetics  neuroscience Index. décimale : PER Périodiques Résumé : During the toddler and preschool period, nearly all children engage in some level of aggression, defiance, stealing, and temper tantrums. While the frequency and intensity of these behaviors tends to decrease across early childhood, a subset of children engage in these conduct problem behaviors at a higher intensity early in life and/or do not desist from these behaviors. Instead, these behaviors escalate across childhood and adolescence into serious forms of antisocial behavior (e.g., aggression, rule breaking). Given the negative impacts of these behaviors on children engaging in them, victims, and society, childhood conduct problems are a major public health concern. Here, we provide an updated review of the research identifying the trajectory of conduct problems; risk factors for their emergence, persistence, and escalation; and mechanisms through which risk impacts behavior, using a biopsychosocial and ecological lens. We describe how child and parent attributes contribute to a coercive dyadic cycle that leads to escalating problem behaviors, and how the broader context undermines these proximal relationships to increase risk for conduct problems. Next, we consider the role that genetics plays in these processes and describe how gene?environment interplay shapes early conduct problems. Further, we describe the ways in which these environmental and genetic risk processes impact brain development to increase risk for conduct problems. Finally, we discuss recent approaches to prevent and treat conduct problems and discuss research needs to better support our understanding of the development, prevention, and treatment of early conduct problems. En ligne : https://doi.org/10.1111/jcpp.70031 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] Annual Research Review: Early conduct problems – precursors, outcomes, and etiology [texte imprimé] / Luke W. HYDE, Auteur ; Christopher J. TRENTACOSTA, Auteur ; Jessica L. BEZEK, Auteur . - 2026 . - p.524-545. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 67-4 (April 2026) . - p.524-545 Mots-clés : Conduct problems  parenting  coercive cycles  developmental psychopathology  genetics  neuroscience Index. décimale : PER Périodiques Résumé : During the toddler and preschool period, nearly all children engage in some level of aggression, defiance, stealing, and temper tantrums. While the frequency and intensity of these behaviors tends to decrease across early childhood, a subset of children engage in these conduct problem behaviors at a higher intensity early in life and/or do not desist from these behaviors. Instead, these behaviors escalate across childhood and adolescence into serious forms of antisocial behavior (e.g., aggression, rule breaking). Given the negative impacts of these behaviors on children engaging in them, victims, and society, childhood conduct problems are a major public health concern. Here, we provide an updated review of the research identifying the trajectory of conduct problems; risk factors for their emergence, persistence, and escalation; and mechanisms through which risk impacts behavior, using a biopsychosocial and ecological lens. We describe how child and parent attributes contribute to a coercive dyadic cycle that leads to escalating problem behaviors, and how the broader context undermines these proximal relationships to increase risk for conduct problems. Next, we consider the role that genetics plays in these processes and describe how gene?environment interplay shapes early conduct problems. Further, we describe the ways in which these environmental and genetic risk processes impact brain development to increase risk for conduct problems. Finally, we discuss recent approaches to prevent and treat conduct problems and discuss research needs to better support our understanding of the development, prevention, and treatment of early conduct problems. En ligne : https://doi.org/10.1111/jcpp.70031 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

The relations among cumulative risk, parenting, and behavior problems during early childhood / Christopher J. TRENTACOSTA in Journal of Child Psychology and Psychiatry, 49-11 (November 2008)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 49-11 (November 2008) . - p.1211-1219 Titre : The relations among cumulative risk, parenting, and behavior problems during early childhood Type de document : texte imprimé Auteurs : Christopher J. TRENTACOSTA, Auteur ; Daniel S. SHAW, Auteur ; Luke W. HYDE, Auteur ; Thomas J. DISHION, Auteur ; Melvin N. WILSON, Auteur ; Frances E.M. GARDNER, Auteur Année de publication : 2008 Article en page(s) : p.1211-1219 Langues : Anglais (eng) Mots-clés : Cumulative-risk parenting externalizing-problems internalizing-problems behavior-problems risk-factors family-functioning longitudinal-studies prevention Index. décimale : PER Périodiques Résumé : Background: This study examined relations among cumulative risk, nurturant and involved parenting, and behavior problems across early childhood. Methods: Cumulative risk, parenting, and behavior problems were measured in a sample of low-income toddlers participating in a family-centered program to prevent conduct problems. Results: Path analysis was utilized to examine longitudinal relations among these constructs, with results supporting an indirect effect of cumulative risk on externalizing and internalizing problems through nurturant and involved parenting. Conclusion: Results highlight the importance of cumulative risk during early childhood, and particularly the effect that the level of contextual risk can have on the parenting context during this developmental period. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01941.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=633 [article] The relations among cumulative risk, parenting, and behavior problems during early childhood [texte imprimé] / Christopher J. TRENTACOSTA, Auteur ; Daniel S. SHAW, Auteur ; Luke W. HYDE, Auteur ; Thomas J. DISHION, Auteur ; Melvin N. WILSON, Auteur ; Frances E.M. GARDNER, Auteur . - 2008 . - p.1211-1219. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 49-11 (November 2008) . - p.1211-1219 Mots-clés : Cumulative-risk parenting externalizing-problems internalizing-problems behavior-problems risk-factors family-functioning longitudinal-studies prevention Index. décimale : PER Périodiques Résumé : Background: This study examined relations among cumulative risk, nurturant and involved parenting, and behavior problems across early childhood. Methods: Cumulative risk, parenting, and behavior problems were measured in a sample of low-income toddlers participating in a family-centered program to prevent conduct problems. Results: Path analysis was utilized to examine longitudinal relations among these constructs, with results supporting an indirect effect of cumulative risk on externalizing and internalizing problems through nurturant and involved parenting. Conclusion: Results highlight the importance of cumulative risk during early childhood, and particularly the effect that the level of contextual risk can have on the parenting context during this developmental period. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01941.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=633

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