Biopsychosocial Regulatory Processes in the Development of Childhood Behavioral Problems


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Individual chapters highlight the importance of developing research paradigms that synthesize biological, behavioral, and social-ecological influences, and of viewing self-regulation as a complex system that reorganizes across development. The regulatory foundations of a diverse range of childhood behavior problems are examined, including anxiety, social withdrawal, depression, conduct problems, inattention and impulsivity, and sleep problems.

NEONATAL CHARACTERISTICS AND TEMPERAMENT PREDICT BEHAVIOR PROBLEMS IN CHILDREN BORN PRETERM

An Integrative Approach to the Neurophysiology. Regulatory Competence and Early Disruptive Behavior. Behavior Regulation as a Product of Temperament. Predicting developmental changes in internalizing symptoms: examining the interplay between parenting and neuroendocrine stress reactivity. Developmental Psychobiology. Effortful control moderates bidirectional effects between children's externalizing behavior and their mothers' depressive symptoms.

Child Development. Effects of early maternal distress and parenting on the development of children's self-regulation and externalizing behavior.

Developmental precursors of young school-age children's hostile attribution bias. Developmental Psychology. The interplay of externalizing problems and physical and inductive discipline during childhood. Relations between temperament and theory of mind development in the United States and China: biological and behavioral correlates of preschoolers' false-belief understanding. The effects of parental depressive symptoms, appraisals, and physical punishment on later child externalizing behavior. Dyadic flexibility and positive affect in parent-child coregulation and the development of child behavior problems.

Inhibitory control and harsh discipline as predictors of externalizing problems in young children: a comparative study of U. Observant, nonaggressive temperament predicts theory of mind development. Individual differences in the development of early peer aggression: integrating contributions of self-regulation, theory of mind, and parenting. Child effortful control as a mediator of parenting practices on externalizing behavior: evidence for a sex-differentiated pathway across the transition from preschool to school.

Theory of mind and emotion understanding predict moral development in early childhood. The British Journal of Developmental Psychology.


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Assessment of cheating behavior in young school-age children: distinguishing normative behaviors from risk markers of externalizing psychopathology. Interactions between maternal parenting and children's early disruptive behavior: bidirectional associations across the transition from preschool to school entry. Individual differences in cortisol responses to fear and frustration during middle childhood.

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Biopsychosocial regulatory processes in the development of childhood behavioral problems Biopsychosocial Regulatory Processes in the Development of Childhood Behavioral Problems.

Original Research ARTICLE

In contrast to macro ratings, however, micro ratings capture the specific sequential relations that characterize interaction patterns Hawes et al. Micro ratings that capture behaviors as they occur in real time could therefore give a more detailed understanding of dyadic parent-child dynamics Dishion et al. Consistent with this view, moment-to-moment interaction patterns are thought to reflect the proximal engines of child development Snyder and Stoolmiller Hence, children are assumed to develop and maintain externalizing behavior problems through their day-to-day, moment-to-moment interactions with others.

Likewise, real-time interchanges are used by clinicians to improve family dynamics Lunkenheimer et al. By applying a Dynamic Systems DS approach Granic and Patterson , we were able to identify mother-child interactions based on their affective content, but also by their structural, dyadic pattern. Since mothers continue to fulfill the role of primary caregiver in current Western societies Yeung et al.

In , Maccoby and Martin already pointed out the relevance of studying affective behavior during interactions. Although instances of negative affect during mother-child interactions are common in the preschool years Keenan and Wakschlag , high levels of maternal negativity towards her child are related to externalizing behavior problems in young children Cole et al. Rueger et al. While these previous findings are important, research still requires moment-to-moment assessments to specifically capture parental affect during parent-child interactions to obtain a more detailed understanding of their role in child development Teti and Cole As argued by Hoffman , for example, maternal negative affect is likely to produce affective overarousal in young children, which poses difficulties for using and developing higher-order cognitive processes such as inhibitory control.

In addition to a diminished ability to learn, children might be less motivated to learn from interactions with mothers showing high levels of negative affect Eisenberg et al. In addition to the content of mother-child interactions, interaction patterns can be identified by their dyadic structure.

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According to the DS theory, a mother and child can be seen as a dyadic system during interactions. Therefore, a mother-child dyad tends to stabilize in only a subset of all behavioral patterns it can attain. The structure of an interaction is often specified in terms of flexibility vs. Thus, affectively flexible dyads show a larger range in affect states, switch more among different states, and display more evenly distributed patterns compared to dyads that are low in affective flexibility i.

Those advocating a DS approach argue that the expression of all affect states, including negative ones, are adaptive Granic et al. It is the ability of a dyad to flexibly switch among a large range of different patterns that is crucial, as this dyad would also accommodate to contextual demands more easily Thelen and Smith Affective dyadic flexibility during mother-child interactions is linked to fewer adjustment problems and specifically to fewer externalizing behavior problems e.

In a few studies that have been conducted the findings seem inconclusive. On the one hand, Lunkenheimer et al. On the other hand, in contrast to the DS theory, two studies report more externalizing problem behavior in preschoolers when mother-child dyads are highly flexible in affect Lunkenheimer et al. These latter findings are in line with suggestions from research with mothers and their infants, who tend to show more negativity during the still-face paradigm when preceded by interactions with high levels of dyadic flexibility Sravish et al.

The inconsistency between studies may exist because Lunkenheimer et al.

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Hence, the limited evidence available actually seems to indicate that, in contrast to DS theory expectations, higher levels of affective dyadic flexibility during mother-child interactions could be detrimental for preschoolers in terms of the development of externalizing behavior problems.

Identifying mechanisms through which affective dyadic flexibility is related to externalizing problem behaviors in preschoolers could help to understand this relation more thoroughly. Conceptual representation of proposed model. H1, H2, and H3 correspond with our first, second, and third hypotheses in text, respectively. The sample is part of a larger, longitudinal project Bunte et al.

Typically developing children, who were recruited at elementary schools and daycare centers, were excluded when they scored at or above the 90th percentile of either of these scales. Another 26 referred children, not initially diagnosed, but scoring above the 90th percentile on either the Attention problems scale or Aggression scale Achenbach and Rescorla , as well as 38 typically developing children were also part of the study in order to increase the variability in outcome measures.

Prior to the study none of the children received medication for their behavioral problems. After the first assessment, 58 children Also, 97 families Executive functioning tasks were administered on a computer. The assessment also included a mother-child observation i.

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Parents and teachers were asked to fill in questionnaires. The intellectual assessment was only administered during the first session. Written informed consent was obtained from parents before participating in the study.

rueceltaiticru.gq Parents received a nominal financial compensation for their participation and children received two small gifts. Observations of the mother-child interactions recorded at the first assessment were used to measure affective dyadic flexibility. The DB-DOS is a min structured laboratory observation, divided into three interactional settings: One parent context followed by two examiner contexts.

Our focus was on the first part of the observation in which the mother and child interacted during tasks that were designed for active parent engagement. During the interaction, attractive toys were available at the table behind the mother and child. Mothers were instructed that their children were not allowed to touch or play with the toys, creating a possible stressor.

Mothers also had to instruct children what task to do and when to switch tasks i. This way we could capture the characteristics of mother-child interaction over a range of different situations. It may also resemble fear, sound like whining or appear as sadness e. Also, compliments in combination with a physical orientation towards the other person and a display of positive affect.

Both the affect state of the mother and that of the child were coded by the first author and a trained graduate student. They showed a good inter-rater reliability, with an agreement rate of All possible affect states a system can attain were represented by a 6-by-6 state space grid SSG; Hollenstein , using the software program GridWare 1.

A SSG allows for the visualization and modelling of dyadic interaction patterns as they unfold on a moment-to-moment timescale. As a result, the trajectory made up of sequential dyadic states i. Each number represents a different affect state.

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The number of events in which mother displayed any type of negative affect was summed, divided by the total number of coded events, and then multiplied by This resulted in a percentage of negative affect displayed by the mother in each mother-child dyad. In the computerized Shape School-Inhibit task, children were asked to name the color of cartoon figures with happy faces, but suppress this color naming when a cartoon with a frustrated or sad face appeared.

The number of correct answers was divided by the total number of 18 trials. The Modified Snack Delay, is a relatively newly developed task that incorporates the motivational aspect from the original Snack Delay paradigm Kochanska et al. While being videotaped, children were told to stand still like a snowman while placing both hands on a mat, without talking or moving. A bell and a glass with a treat underneath was placed in front of the child. The examiner told the child that they could move again and eat the treat when the examiner rang the bell.

In the computerized Go-No-Go task children had to press a button when a fish appeared on their screen i. Incorrect No-Go trials were subtracted from the number of correct Go-trials, thus, a higher score indicates a better performance on the task.

Biopsychosocial Regulatory Processes in the Development of Childhood Behavioral Problems Biopsychosocial Regulatory Processes in the Development of Childhood Behavioral Problems
Biopsychosocial Regulatory Processes in the Development of Childhood Behavioral Problems Biopsychosocial Regulatory Processes in the Development of Childhood Behavioral Problems
Biopsychosocial Regulatory Processes in the Development of Childhood Behavioral Problems Biopsychosocial Regulatory Processes in the Development of Childhood Behavioral Problems
Biopsychosocial Regulatory Processes in the Development of Childhood Behavioral Problems Biopsychosocial Regulatory Processes in the Development of Childhood Behavioral Problems
Biopsychosocial Regulatory Processes in the Development of Childhood Behavioral Problems Biopsychosocial Regulatory Processes in the Development of Childhood Behavioral Problems
Biopsychosocial Regulatory Processes in the Development of Childhood Behavioral Problems Biopsychosocial Regulatory Processes in the Development of Childhood Behavioral Problems
Biopsychosocial Regulatory Processes in the Development of Childhood Behavioral Problems Biopsychosocial Regulatory Processes in the Development of Childhood Behavioral Problems

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