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Maria Melchior - One of the best experts on this subject based on the ideXlab platform.
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early childcare type predicts children s emotional and behavioural trajectories into middle childhood data from the eden mother child cohort study
Journal of Epidemiology and Community Health, 2018Co-Authors: Ramchandar Gomajee, Laura Pryor, Fabienne Elkhoury, Sylvana M Cote, Maria MelchiorAbstract:Background The scientific literature on the impact of early childcare on children’s behavioural and emotional difficulties shows contrasting results. We studied this association in France, where childcare is of high quality and children enter preschool at the age of 3. Methods 1428 children from the EDEN (Etude des Determinants du developpement et de la sante de l’ENfant) mother–child cohort set up in France (Nancy and Poitiers) were followed up since pregnancy to the age of 8 years. Group-based trajectory modelling was used to model their trajectories of behavioural and emotional symptoms (emotional symptoms, Peer Relationship problems, hyperactivity/inattention, conduct problems, prosocial behaviours) ascertained by three measures (3, 5.5 and 8 years) of the Strengths and Difficulties Questionnaire. Using propensity scores and inverse probability weights (IPWs) to account for selection and confounding factors, we compared children in a childminder’s care or in centre-based childcare (from birth to age 3) with those in informal childcare. Results Compared with children in informal childcare, those who attended centre-based childcare had a lower likelihood of having high levels of emotional symptoms (ORIPW-adjusted=0.35, 95% CI 0.17 to 0.71), Peer Relationship problems (ORIPW-adjusted=0.31, 95% CI 0.15 to 0.67) and low prosocial behaviours (ORIPW-adjusted=0.50, 95% CI 0.28 to 0.90). Those who were looked after by a childminder had a higher likelihood of following a high trajectory of conduct problems (ORIPW-adjusted=1.72, 95% CI 1.05 to 2.81). Attendance of centre-based childcare for more than 1 year was especially protective of high levels of emotional, Peer-related difficulties and low prosocial behaviours. Girls and children from a favourable socioeconomic background reaped more benefits of childcare than boys and those from a less favourable background. Conclusion High-quality centre-based childcare may be linked to lower levels of emotional symptoms.
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Early childcare type predicts children’s emotional and behavioural trajectories into middle childhood. Data from the EDEN mother–child cohort study
Journal of Epidemiology and Community Health, 2018Co-Authors: Ramchandar Gomajee, Fabienne El-khoury, Laura Pryor, Sylvana M Cote, Maria MelchiorAbstract:Background The scientific literature on the impact of early childcare on children’s behavioural and emotional difficulties shows contrasting results. We studied this association in France, where childcare is of high quality and children enter preschool at the age of 3. Methods 1428 children from the EDEN (Etude des Determinants du developpement et de la sante de l’ENfant) mother–child cohort set up in France (Nancy and Poitiers) were followed up since pregnancy to the age of 8 years. Group-based trajectory modelling was used to model their trajectories of behavioural and emotional symptoms (emotional symptoms, Peer Relationship problems, hyperactivity/inattention, conduct problems, prosocial behaviours) ascertained by three measures (3, 5.5 and 8 years) of the Strengths and Difficulties Questionnaire. Using propensity scores and inverse probability weights (IPWs) to account for selection and confounding factors, we compared children in a childminder’s care or in centre-based childcare (from birth to age 3) with those in informal childcare. Results Compared with children in informal childcare, those who attended centre-based childcare had a lower likelihood of having high levels of emotional symptoms (ORIPW-adjusted=0.35, 95% CI 0.17 to 0.71), Peer Relationship problems (ORIPW-adjusted=0.31, 95% CI 0.15 to 0.67) and low prosocial behaviours (ORIPW-adjusted=0.50, 95% CI 0.28 to 0.90). Those who were looked after by a childminder had a higher likelihood of following a high trajectory of conduct problems (ORIPW-adjusted=1.72, 95% CI 1.05 to 2.81). Attendance of centre-based childcare for more than 1 year was especially protective of high levels of emotional, Peer-related difficulties and low prosocial behaviours. Girls and children from a favourable socioeconomic background reaped more benefits of childcare than boys and those from a less favourable background. Conclusion High-quality centre-based childcare may be linked to lower levels of emotional symptoms.
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Early childcare type predicts children’s emotional and behavioural trajectories into middle childhood. Data from the EDEN mother–child cohort study
Journal of Epidemiology and Community Health, 2018Co-Authors: Ramchandar Gomajee, Fabienne El-khoury, Laura Pryor, Sylvana Côté, Judith Van Der Waerden, Maria MelchiorAbstract:BACKGROUND: The scientific literature on the impact of early childcare on children's behavioural and emotional difficulties shows contrasting results. We studied this association in France, where childcare is of high quality and children enter preschool at the age of 3. METHODS: 1428 children from the EDEN (Etude des Déterminants du développement et de la santé de l'ENfant) mother-child cohort set up in France (Nancy and Poitiers) were followed up since pregnancy to the age of 8 years. Group-based trajectory modelling was used to model their trajectories of behavioural and emotional symptoms (emotional symptoms, Peer Relationship problems, hyperactivity/inattention, conduct problems, prosocial behaviours) ascertained by three measures (3, 5.5 and 8 years) of the Strengths and Difficulties Questionnaire. Using propensity scores and inverse probability weights (IPWs) to account for selection and confounding factors, we compared children in a childminder's care or in centre-based childcare (from birth to age 3) with those in informal childcare. RESULTS: Compared with children in informal childcare, those who attended centre-based childcare had a lower likelihood of having high levels of emotional symptoms (ORIPW-adjusted=0.35, 95% CI 0.17 to 0.71), Peer Relationship problems (ORIPW-adjusted=0.31, 95% CI 0.15 to 0.67) and low prosocial behaviours (ORIPW-adjusted=0.50, 95% CI 0.28 to 0.90). Those who were looked after by a childminder had a higher likelihood of following a high trajectory of conduct problems (ORIPW-adjusted=1.72, 95% CI 1.05 to 2.81). Attendance of centre-based childcare for more than 1 year was especially protective of high levels of emotional, Peer-related difficulties and low prosocial behaviours. Girls and children from a favourable socioeconomic background reaped more benefits of childcare than boys and those from a less favourable background. CONCLUSION: High-quality centre-based childcare may be linked to lower levels of emotional symptoms
Matthew J Miller - One of the best experts on this subject based on the ideXlab platform.
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social justice interdependence among students in counseling psychology training programs group actor partner interdependence model of social justice attitudes training program norms advocacy intentions and Peer Relationships
Journal of Counseling Psychology, 2020Co-Authors: Brian Taehyuk Keum, Matthew J MillerAbstract:Counseling psychologists have voiced the importance of nurturing social justice principles in the training of psychologists to better meet diverse people's psychological and social needs. Much of the research on training, however, has been focused on individual factors (e.g., self-efficacy, spirituality). Little empirical evidence exists on the mutual support among students and the role of shared social justice principles in counseling psychology training programs. Thus, we used the group actor-partner interdependence model (GAPIM) to test whether the advocacy intentions of a given student in the program (actor) would be related to the actor's and partner's (other students' aggregate scores in the program) social justice attitudes and perceptions of social justice norms in the training program (social justice norms among students and faculty). Peer Relationship was also tested as a moderator of the associations. Structural equation modeling was used to test a series of GAPIMs with data from 178 doctoral students across 19 American Psychological Association accredited counseling psychology Ph.D. programs. Other students' collective attitudes and perceptions of the training program were stronger positive indicators of an individual student's advocacy intentions than actor variables (individual-level attitudes and perceptions). At the individual level, only actor social justice attitudes were significantly related to intentions with very small effect. Peer Relationship was a significant moderator such that students in programs with closer Peer Relationships, who collectively perceived higher social justice norms, reported greater advocacy intentions. Implications for research and training are discussed. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
Alison L. Miller - One of the best experts on this subject based on the ideXlab platform.
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Developmental Differences in the Association of Peer Relationships with Traumatic Stress Symptoms
Prevention Science, 2020Co-Authors: Rebeccah L. Sokol, Marc A. Zimmerman, Brian E. Perron, Katherine L. Rosenblum, Maria Muzik, Alison L. MillerAbstract:Although childhood trauma exposure has a high incidence, traumatic stress often goes untreated in children and youth. We investigated Peer Relationship quality as a prevention strategy for reducing traumatic stress across different developmental periods. We analyzed longitudinal data from the National Survey of Child and Adolescent Wellbeing (NSCAW I) using a time-varying effect model (TVEM) to investigate the association between Peer Relationship quality and traumatic stress symptoms across ages 8–17 years. We controlled for a robust set of confounders identified through a Directed Acyclic Graph (DAG). The unique association between Peer Relationship quality and traumatic stress symptoms was negative and significant from ages 8 to 8.5 years, and again from ages 9.4 to 10.9 years and at age 16.4 to 16.8 years, with maximum associations of − 1.45 T score points at age 8.5 years (95% CI = [− 2.87, − 0.40]), − 1.57 at age 9.4 years (95% CI = [− 3.13,− 0.01]), and − 1.89 at 16.7 years (95% CI = [− 3.70, − 0.09]). Peer Relationship quality protected against traumatic stress during specific times during adolescent development. Our results suggest that helping youth establish and maintain positive Peer Relationships may be a useful prevention approach for helping them cope with trauma experiences.
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Developmental Differences in the Association of Peer Relationships with Traumatic Stress Symptoms
Prevention science : the official journal of the Society for Prevention Research, 2020Co-Authors: Rebeccah L. Sokol, Marc A. Zimmerman, Brian E. Perron, Katherine L. Rosenblum, Maria Muzik, Alison L. MillerAbstract:Although childhood trauma exposure has a high incidence, traumatic stress often goes untreated in children and youth. We investigated Peer Relationship quality as a prevention strategy for reducing traumatic stress across different developmental periods. We analyzed longitudinal data from the National Survey of Child and Adolescent Wellbeing (NSCAW I) using a time-varying effect model (TVEM) to investigate the association between Peer Relationship quality and traumatic stress symptoms across ages 8–17 years. We controlled for a robust set of confounders identified through a Directed Acyclic Graph (DAG). The unique association between Peer Relationship quality and traumatic stress symptoms was negative and significant from ages 8 to 8.5 years, and again from ages 9.4 to 10.9 years and at age 16.4 to 16.8 years, with maximum associations of − 1.45 T score points at age 8.5 years (95% CI = [− 2.87, − 0.40]), − 1.57 at age 9.4 years (95% CI = [− 3.13,− 0.01]), and − 1.89 at 16.7 years (95% CI = [− 3.70, − 0.09]). Peer Relationship quality protected against traumatic stress during specific times during adolescent development. Our results suggest that helping youth establish and maintain positive Peer Relationships may be a useful prevention approach for helping them cope with trauma experiences.
Susan Branje - One of the best experts on this subject based on the ideXlab platform.
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Linking Parent–Child and Peer Relationship Quality to Empathy in Adolescence: A Multilevel Meta-Analysis
Journal of Youth and Adolescence, 2019Co-Authors: Savannah Boele, Jolien Graaff, Inge E. Valk, Elisabetta Crocetti, Minet Wied, Susan BranjeAbstract:Empathy, which is the ability to feel concern for and to understand others’ feelings, is thought to develop in high quality Relationships with parent and Peers, but also to facilitate the quality of these Relationships. While a wide literature has addressed this aspect, the heterogeneity of primary studies, in which different indicators of Relationship quality (e.g., support, conflict) and empathy (i.e., affective and cognitive) have been examined, makes it difficult to draw conclusive answers. Therefore, it remained ambiguous how parent–child and Peer Relationship quality are associated with adolescents’ empathy. In order to increase the understanding of these associations, a multilevel meta-analysis was performed, which allowed for including multiple effect sizes from each study. By a systematic literate search, 70 eligible studies were found that provided 390 effect sizes from 75 independent samples. The results showed a small positive correlation between parent–child Relationship quality and empathy, and a small-to-moderate positive correlation between Peer Relationship quality and empathy, which was significantly stronger than the correlation with parent–child Relationship quality. Hence, the meta-analytic results indicate that adolescents with higher quality Relationships, especially with Peers, indeed tend to show more concern for and understanding of others’ emotions than adolescents with lower quality Relationships. Moreover, the moderation analyses showed stronger correlations for the positive dimension of Relationship quality than for the negative dimension, and stronger correlations for composite scores of affective and cognitive empathy than for separate scores of the empathy dimensions. However, no differences in correlations were found between the affective and cognitive empathy dimension, and no moderation effects were found for gender and age. Thus, this meta-analysis demonstrates robust positive associations between parent–child and Peer Relationship quality and empathy in adolescence, implying that good empathic abilities may be a protective factor for experiencing poor Relationships.
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linking parent child and Peer Relationship quality to empathy in adolescence a multilevel meta analysis
Journal of Youth and Adolescence, 2019Co-Authors: Savannah Boele, Elisabetta Crocetti, Minet Wied, Jolien Van Der Graaff, Inge Van Der Valk, Susan BranjeAbstract:Empathy, which is the ability to feel concern for and to understand others’ feelings, is thought to develop in high quality Relationships with parent and Peers, but also to facilitate the quality of these Relationships. While a wide literature has addressed this aspect, the heterogeneity of primary studies, in which different indicators of Relationship quality (e.g., support, conflict) and empathy (i.e., affective and cognitive) have been examined, makes it difficult to draw conclusive answers. Therefore, it remained ambiguous how parent–child and Peer Relationship quality are associated with adolescents’ empathy. In order to increase the understanding of these associations, a multilevel meta-analysis was performed, which allowed for including multiple effect sizes from each study. By a systematic literate search, 70 eligible studies were found that provided 390 effect sizes from 75 independent samples. The results showed a small positive correlation between parent–child Relationship quality and empathy, and a small-to-moderate positive correlation between Peer Relationship quality and empathy, which was significantly stronger than the correlation with parent–child Relationship quality. Hence, the meta-analytic results indicate that adolescents with higher quality Relationships, especially with Peers, indeed tend to show more concern for and understanding of others’ emotions than adolescents with lower quality Relationships. Moreover, the moderation analyses showed stronger correlations for the positive dimension of Relationship quality than for the negative dimension, and stronger correlations for composite scores of affective and cognitive empathy than for separate scores of the empathy dimensions. However, no differences in correlations were found between the affective and cognitive empathy dimension, and no moderation effects were found for gender and age. Thus, this meta-analysis demonstrates robust positive associations between parent–child and Peer Relationship quality and empathy in adolescence, implying that good empathic abilities may be a protective factor for experiencing poor Relationships.
Lianne J. Woodward - One of the best experts on this subject based on the ideXlab platform.
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Peer Relationship outcomes of school age children born very preterm
The Journal of Pediatrics, 2018Co-Authors: Kirsten Ritchie, Lianne J. Woodward, Samudragupta BoraAbstract:Objectives To characterize the friendship networks, Peer Relationships, and bullying experiences of 12-year-old children born extremely preterm (EPT; 23-27 weeks of gestation), very preterm (VPT; 28-32 weeks of gestation), and full term (FT; 38-41 weeks of gestation), and to identify child characteristics placing children at risk of Peer problems. Study design A regional cohort of 44 EPT, 60 VPT, and 109 FT born children were followed prospectively to 12 years of age. The nature of children's close friendships, Peer relations, and bullying experiences were assessed using a multimethod approach, including parent, teacher, and child report. Results Across all measures, children born EPT had more Peer social difficulties than children born VPT and FT. They were more likely to report no close friendships (5%-14% EPT vs 0%-3% VPT/FT), dissatisfaction with their Peer network (16% vs 1%-2%), and less time interacting face-to-face with friends (16%-23% vs 5%-8%). They were also 3 times more likely to be rated by their parents and teachers as experiencing problems relating to Peers (P ≤ .001). In contrast, rates of chronic bullying (≥2 times/week) were similar for EPT and VPT children (12%-14% vs 4% FT). Emotional problems, inattention/hyperactivity, and motor deficits were associated with an increased risk of Peer Relationship problems, whereas higher body mass index, delayed pubertal development, vision problems, and inattention/hyperactivity problems were associated with frequent bullying. Conclusions With the exception of bullying, risks of Peer social difficulties were greatest among children born EPT. Peer social Relationships should be monitored as part of longer term developmental surveillance and support.
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childhood Peer Relationship problems and later risks of educational under achievement and unemployment
Journal of Child Psychology and Psychiatry, 2000Co-Authors: Lianne J. Woodward, David M. FergussonAbstract:This paper examines relations between the extent of children's Peer Relationship problems at age 9 and their later risks of educational under-achievement and unemployment by the age of 18 years. Results showed that children with high rates of early Peer Relationship problems were at increased risk of under-achievement and unemployment when compared with children with low rates of early Peer Relationship problems. These elevated educational and occupational risks were explained by two processes. First, associations between early Peer difficulties and later disadvantage were in part noncausal, and arose because of the personal characteristics (IQ and attentional problems) and social backgrounds (socioeconomic adversity, exposure to parental change, and punitive parent-child interaction) of children with early Peer problems. Second, problematic Peer relations during childhood appeared to place young people at increased risk of a range of adolescent interpersonal and school-related difficulties, including weaker Peer attachments, interpersonal problems with teachers, school truancy, suspension, and early school leaving. In turn, these experiences and behaviours served to reduce the educational and employment opportunities of children with early Peer problems. Results highlight the importance of childhood Peer Relationships for academic and occupational success.
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Childhood Peer Relationship Problems and Psychosocial Adjustment in Late Adolescence
Journal of abnormal child psychology, 1999Co-Authors: Lianne J. Woodward, David M. FergussonAbstract:Using prospective longitudinal data from the Christchurch Health and Development Study, this paper examined the Relationship between teacher reported Peer Relationship problems at age 9 and psychosocial adjustment in late adolescence. Results showed that, by age 18, children with high rates of early Peer Relationship problems were at increased risk of externalizing behavior problems such as criminal offending and substance abuse, but were not at increased risk of anxiety disorder or major depression. Subsequent analyses revealed that these associations were largely explained by the effects of child and family factors associated with both early Peer Relationship problems and later adjustment. The most influential variable in explaining associations between Peer Relationship problems and later adjustment was the extent of children's early conduct problems. These results suggest that reported associations between early Peer problems and later adjustment are noncausal, and appear to reflect underlying continuities in behavioral adjustment.
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Childhood Peer Relationship problems and young people's involvement with deviant Peers in adolescence.
Journal of abnormal child psychology, 1999Co-Authors: David M. Fergusson, Lianne J. Woodward, L. J. HorwoodAbstract:Using prospective longitudinal data from the Christchurch Health and Development Study, this article examined the Relationship between children's Peer Relationship problems in middle childhood and their subsequent risk of forming deviant Peer affiliations in adolescence. The analysis proceeded in three steps. First, a structural equation model demonstrated a moderate association between early Peer Relationship problems and later deviant Peer affiliations (r = .27). Second, the model was extended to include a latent variable measure of early conduct problems. This analysis revealed that when the confounding effects of concurrently measured conduct problems were taken into account, Peer Relationship problems in middle childhood were no longer significantly related to young people's choice of deviant Peers in adolescence. Third, the model was further extended to include lagged variables, permitting an examination of possible reciprocal Relationships between early conduct problems and Peer Relationship problems. Results suggested that both early Peer Relationship problems and adolescent deviant Peer involvement are symptomatic of early child behavioral adjustment. The implications of these findings for explanations of deviant Peer selection are discussed.