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1.
Young children engage in a significant amount of rutualitic, repetitive, and compulsive-like activity that appears to be part of their Normal behavioral repertoire. Empirically, little is known about the onset, prevalence, and developmental trajectory of these phenomena. A parent-report questionnaire, the Childhood Routines Inventory (CRI), was developed to assess compulsive-like behavior in young children, and was administered to 1,492 parents with children between the ages of 8 and 72 months. The CRI has strong overall internal consistency and a distinct two-factor structure. The frequency of compulsive-like behaviors changes with age: Two-, 3- and 4-year-olds engaged in more compulsive behavior than children younger than 1 year of age and older than 4 years of age. Results are discussed from a development psychopathology framework and for their implications for future research in this area.  相似文献   

2.
This study tested prefrontal and hippocampal functions in a sample of 28 school-aged (M = 14.7 years, SD = 2.7) individuals with Down syndrome (DS) compared with 28 (M = 4.9 years, SD = .75) typically developing children individually matched on mental age (MA). Both neuropsychological domains were tested with multiple behavioral measures. Benchmark measures of verbal and spatial function demonstrated that this DS sample was similar to others in the literature. The main finding was a significant Group x Domain interaction effect indicating differential hippocampal dysfunction in the group with DS. However, there was a moderate partial correlation (r = .54, controlling for chronological age) between hippocampal and prefrontal composite scores in the DS group, and both composites contributed unique variance to the prediction of MA and adaptive behavior in that group. In sum, these results indicate a particular weakness in hippocampal functions in DS in the context of overall cognitive dysfunction. It is interesting that these results are similar to what has been found in a mouse model of DS. Such a model will make it easier to understand the neurobiological mechanisms that lead to the development of hippocampal dysfunction in DS.  相似文献   

3.
OBJECTIVE: Baseline data are reported on the demographics, psychological adjustment, victimization, and perpetration histories of 127 6- to 12-year-old children who have engaged in developmentally unexpected sexual behaviors. Information regarding the children's caregivers, and their extended families, is also presented. Data were collected during intake of the families into a longitudinal treatment outcome study. METHOD: A comprehensive battery of psychometric devices and a structured interview were completed with 127 children with sexual behavior problems and their primary caregivers at intake to a treatment outcome study. RESULTS: More than half of the children engaging in developmentally unexpected sexual behaviors had been abused both sexually and physically by more than two different perpetrators. One-third of the people who had maltreated these children were less than 18 years old. These children had acted out against an average of two other children. High levels of distress in the children and their caregivers were evident across a number of psychometric and historical variables. CONCLUSION: Children with sexual behavior problems exhibited a number of functional impairments commonly associated with maltreatment, including learning and psychiatric disorders. Their caregivers and families manifested several characteristics that deter children's recovery from maltreatment, including an impaired attachment between parent and child. The scope of the children's problems requires that treatment extend beyond the therapist's office to include schools and other agencies or individuals with whom the child and families have regular contact.  相似文献   

4.
This study examined the relationship between adaptive and maladaptive perfectionism and obsessive‐compulsive behaviors. One hundred and forty‐four undergraduate psychology students completed a measure of multidimensional perfectionism and two measures of obsessive‐compulsive behaviors. The authors found that maladaptive perfectionists engaged in more doubting and slowness behaviors than did adaptive perfectionists. Adaptive perfectionists had significantly lower scores on the Slowness subscale than either maladaptive perfectionists or nonperfectionists. Implications for college counselors are discussed.  相似文献   

5.
Exploratory behaviors of Down Syndrome (DS) and Nondelayed (ND) young children between the mental ages of 16 and 32 months were examined in 4 situations involving finding things seen in a large standing mirror: free play, marked face, finding the reflected mother, and finding a reflected toy. Behaviors coded from videotape included observing the self making faces, kissing the mirror, patting the mirror, comparing a person or object with the mirror image, looking behind the mirror, touching own body, and staring at another's image. Both ND and DS children used these behaviors and were able to adapt their choice of behaviors to demands of particular tasks. However, DS and ND children differed in number, type, and frequency of exploratory behaviors. DS children used a greater variety of behaviors and used them more frequently than ND children. DS children used a less focused selection of behaviors, and behaviors involving switching attention were performed only by ND children. For most behavior examined, mental and chronological age were not related to amount of exploration. Results are interpreted in terms of the role of different behaviors in exploration of the mirror.  相似文献   

6.
The present study compared Argentine (N = 39) and U.S. (N = 43) children and their mothers on exploratory, symbolic, and social play and interaction when children were 20 months of age. Patterns of cultural similarity and difference emerged. In both cultures, boys engaged in more exploratory play than girls, and girls engaged in more symbolic play than boys; mothers of boys engaged in more exploratory play than mothers of girls, and mothers of girls engaged in more symbolic play than mothers of boys. Moreover, in both cultures, individual variation in children's exploratory and symbolic play was specifically associated with individual variation in mothers' exploratory and symbolic play, respectively. Between cultures, U.S. children and their mothers engaged in more exploratory play, whereas Argentine children and their mothers engaged in more symbolic play. Moreover, Argentine mothers exceeded U.S. mothers in social play and verbal praise of their children. During an early period of mental and social growth, general developmental processes in play may be pervasive, but dyadic and cultural structures are apparently specific. Overall, Argentine and U.S. dyads utilized different modes of exploration, representation, and interaction--emphasizing "other-directed" acts of pretense versus "functional" and "combinatorial" exploration, for example--and these individual and dyadic allocentric versus idiocentric stresses accord with larger cultural concerns of collectivism versus individualism in the two societies.  相似文献   

7.
OBJECTIVE: There were two main aims: first, to illuminate the difference between abused children's general popularity with classmates and success in close friendships; second, to examine the specific interactional qualities of abused children's friendships and their links to loneliness. METHOD: Thirty-five severely abused children and 43 matched, nonabused children were compared on peer-rated sociometric status, self-reported loneliness, and observed and self-reported friendship quality. RESULTS: Abused children were not rated significantly lower sociometrically, nor did they differ significantly from control children on several measures of friendship quality, such as resolving conflicts and helping each other. However, abused children were observed to be more negative and less proactive in their interactions. They also reported their friendships as being more conflictual, and as higher on betrayal and lower on caring. Only observational friendship variables predicted loneliness. CONCLUSIONS: The results challenge the assumption that abused children's peer relationships are uniformly more maladaptive than nonabused children's, and point to the possible benefits of structured interventions for "normalizing" their friendship interactions. The pattern of difficulties exhibited by abused children (e.g., conflict) provides foci for more specific interventions. Multi-method assessments are necessary and the multi-dimensional nature of children's social adjustment is important to understand.  相似文献   

8.
The use of retreat spaces by 65 children in 9 family child care homes was assessed in this study. Family child care providers used daily diaries to collect information about children's retreat frequency and associated behavior. The findings revealed that nearly half of the children used informal, readily available retreats during the research period. Playing with toys was the most frequent and stable retreat activity across age groups. Yet the number of passive and engaged behaviors varied based on child characteristics such as age, gender, and child's mood for the day. Retreat use can be viewed as a potentially adaptive environmental strategy that children apply as their needs change in a given day and from one developmental period to the next. Thus, it is recommended that child care professionals provide access to retreats and support children's varied use of retreat space.  相似文献   

9.
The effects of developmental delay on sustained attention in young children   总被引：1，自引：0，他引：1  
The development of developmentally delayed young children is similar to that of normal children in sequence and organization. The hypothesis of this research was that delayed children do differ from the norm when tasks involve discerning nuances, balancing competing stimuli, or acquiring and retaining selected information. Using a videotaped free-play situation, we examined attention deployment behaviors of 3 groups: normally developing (ND), Down syndrome (DS), and developmentally delayed with uncertain etiology (UE). Gesell DQ scores ranged from 50 to 75 in the latter 2 samples. In Study 1, infants had developmental ages of 12-24 months. The UE subjects spent less time engaged with toys than ND or DS subjects, and both delayed groups had less simultaneous appraisal of the environment, more time unoccupied in any way, and more throwing behavior than the ND group. In Study 2, at the 22-30-month developmental age range, DS and UE subjects had patterns of play that included many primitive activities such as banging and mouthing. Taken together, the results show reductions in ongoing acquisition and elaboration of information during play; these in turn may have significant developmental ramifications.  相似文献   

10.
This study examined low-income, Spanish-speaking, immigrant Latina mothers' book sharing behaviors in relation to their children's vocabulary. Participants were 47 3-year-old children and their mothers. We addressed two research questions: (a) What interactive behaviors are evident when low-income immigrant Latina mothers and their 3-year-old children look at books together? (b) For these children and their mothers, which book-sharing behaviors are related to children's expressive language? Overall, our results indicated that mothers were involved in several kinds of interactions with the books. They enhanced their children's attention to the printed text, promoted interaction or conversation with their children about what was in the books, and somewhat less often, used more complex literacy strategies. Mothers who did these things most had children with the largest vocabularies even when mothers' vocabulary was taken into account. Implications for designing interventions for similar families are discussed.  相似文献   

11.
Preschoolers' (M(age) = 48.7 months) social breadth (the number of peer children interact with and the frequency of these interactions) and the relations between breadth and externalizing behaviors were examined using the Q-connectivity method. After considering age, sex, and classroom effects on social breadth, children's externalizing behaviors were studied in relation to levels of social breadth across variations in frequency of exposure to peers and to patterns of decline in social breadth. Externalizing preschoolers occasionally interacted with most of their classmates. However, their individual peer networks moderately to rapidly became selective, and they engaged in repeated interactions with a relatively small number of peers. Although there were no sex effects, significant age and classroom effects were obtained.  相似文献   

12.
The goal of the present study was to increase understanding of the connection between maternal beliefs and behavior during shared reading and to examine the relation of these maternal beliefs to children's reading engagement. The study included survey and observational data from an ethnically diverse sample of 50 mothers and their 5- to 6-year-old children. As predicted, mothers who believed that shared reading should involve learning showed more learning-focused behaviors. Similarly, the belief that reading should be fun predicted more positive interactions. Some relationships between beliefs and behavior were moderated by gender. For girls, higher maternal expectations for children's future reading grades were associated with better scaffolding, but this pattern was not found for boys. There was a positive relationship between mothers' belief that reading should be fun and their sons' engagement. No gender differences were found in maternal expectations and beliefs or in observed maternal learning-focused behaviors or positive support. However, girls were observed to be significantly more engaged during the reading interaction. These results point to the connections between maternal beliefs and behaviors during shared reading, as well as the need to consider child gender in understanding these connections.  相似文献   

13.
A Swedish study of 50 newly resettled refugee children from Chile describes the children's experiences of persecution in their home country and coping patterns in the receiving country. Thirty-six children had experiences directly related to persecution, and seven of these had been victims of physical assault for political reasons. Sleep disturbances and dependency were behaviors significantly associated with experiences of persecution. Resettled refugee families need to be approached by concerned professionals as symptoms of trauma in refugee children are often recognized only in the family sphere.  相似文献   

14.
OBJECTIVE: The aims of the present study were to investigate (1) whether young children with a known history of maltreatment by caregivers have more problematic peer relationships and classroom behaviors than other children, and (2) if children's behaviors with peers mediated associations between maltreatment and children's problem peer relations. METHOD: Participants included 400 young children (ages 4-8, M age=6.6), and 24 teachers in 22 schools. Six percent of children had a known history of maltreatment. Multiple methods (ratings and nominations) and reporters (children and teachers) were utilized to obtain information on peer relationships. Teachers reported children's physical/verbal aggression, and withdrawn and prosocial behaviors. RESULTS: Young children were able to nominate and rate whom they liked versus disliked in their classes, and their reports were modestly correlated with teacher reports. Regardless of the reporter, maltreated children were significantly more disliked, physically/verbally aggressive, withdrawn, and less prosocial, compared with their classmates. Among all children, physical/verbal aggression, withdrawal, and prosocial behavior were associated independently with some aspect of peer status. Maltreatment had indirect associations with peer likeability and peer rejection via maltreated children's relatively higher levels of physical/verbal aggression and, in some cases, withdrawal and relatively lower prosocial behavior. Maltreatment had an indirect association with teacher-reported peer acceptance via children's withdrawal. CONCLUSIONS: Findings indirectly associate early family experiences with problems in peer relationships, especially lower peer likeability and more rejection, via children's behaviors with peers. The finding that linkages exist even in the very earliest years of school highlights the need for very early home- or school-based efforts focused on improving behavior and relationships of maltreated children and others children with similar profiles.  相似文献   

15.
OBJECTIVES: The aims of this study were to learn about the nature, frequency, and patterns of young children's observed sexual play and behavior in pre-school settings, and staff responses to them. METHOD: Fifty eight staff in 11 pre-school settings were interviewed and data obtained about their recall of observed sexualized play and behaviors of children in their care. Responses were sought both to an open question and to 20 different hypothetical scenarios describing children's behaviors with a genital or sexual content. They were asked about the proportion of children observed and the frequency of the behaviors. They were also asked for their predicted responses to encountering each of these scenarios. RESULTS: Children's curiosity about genitalia, looking and limited touching were more commonly observed, and drawing or modeling of genitalia and simulating sexual intercourse were also reported. Children inserting anything into another child and oral-genital contact had only rarely been observed. Rare behaviors always caused concern and led to some intervention. Concern about the more common behaviors was related to additional factors such as frequency, manner and talk accompanying the behavior and to other information known about the child. CONCLUSIONS: The results confirm findings from studies in other countries about the reported prevalence of more and less commonly observed sexual and genitally orientated behaviors in young children. They lend justification for concerns about children showing rarely observed behaviors or showing preoccupation with genitalia and indicate the need for a search for an explanation of these behaviors when observed.  相似文献   

16.
The role of parenting styles in children's problem behavior   总被引：6，自引：0，他引：6  
Aunola K  Nurmi JE 《Child development》2005,76(6):1144-1159
This study investigated the combination of mothers' and fathers' parenting styles (affection, behavioral control, and psychological control) that would be most influential in predicting their children's internal and external problem behaviors. A total of 196 children (aged 5-6 years) were followed up six times from kindergarten to the second grade to measure their problem behaviors. Mothers and fathers filled in a questionnaire measuring their parenting styles once every year. The results showed that a high level of psychological control exercised by mothers combined with high affection predicted increases in the levels of both internal and external problem behaviors among children. Behavioral control exercised by mothers decreased children's external problem behavior but only when combined with a low level of psychological control.  相似文献   

17.
Objective: The aim of the present study was to determine the extent to which mother-child interactional patterns in high-and low-risk (for child physical abuse) mothers were similar to patterns observed in physically abusive parents.Method: Ten high-risk and 10 demographically similar low-risk mother-child dyads were studied. Trained observers coded maternal-child interaction patterns in the home during five 1-hour periods using the Standardized Observation Codes system.Results: As expected, high-risk mothers made fewer neutral approaches to their children, displayed more negative behaviors toward their children, and made more indiscriminant responses to their children's prosocial behavior. Expected risk group differences were not found in the number of neutral instructions or positive responses, albeit the proportion of positive responses out of the total number of positive and negative responses was higher for low-risk mothers. After control for educational differences, risk group differences remained in the rates of neutral approaches and the number of indiscriminant behaviors made in response to children's prosocial behaviors.Conclusions: The observational data indicated that high-risk mothers display some behaviors similar to those observed in physically abusive mothers. The finding that high-risk mothers made more indiscriminate or noncontingent responses when reacting to their children's prosocial behavior is consistent with a coercive model of child physical abuse.  相似文献   

18.
This study examined teachers’ reports of early teacher–child relationships by focusing on their assessments of the severity and the causes of children's social behaviors. Eighty-one kindergarten teachers filled out questionnaires about socially inhibited, hyperactive, and average children (n = 237) selected from their own classes. Multilevel analyses indicated that teachers reported less close and more dependent relationships for the inhibited and hyperactive versus the average children, and more conflictual relationships for the hyperactive versus the average children. These differences were largely mediated by teachers’ perceptions of children's personal behavior problems. In addition, we found that the teachers’ control attributions for children's social behaviors increased the link between children's perceived (personal and social) problems and relationship closeness. Results further support the idea that teachers’ relationship reports are personal, evaluative accounts rather than objective measures of teacher–child interactions.  相似文献   

19.
This paper reports an effort to classify the parents of abused children with some existing and some new empirically/clinically consistent typologies, which are derived from the parents' psychopathological personality profiles. Such a classification scheme is informative and helpful for both treatment planning and permanency planning for abusive parents and abused children, whether or not the children have been separated from their parents. Several previously reported typologies for abusive parents are reviewed and then elaborated in light of the additional data and insights gained from an ongoing study of 50 abusive parents who were separated from their children due to severe child abuse. Such typological analyses based upon principal personality characteristics and dynamics promise to help in formulating both secondary and even primary child abuse prevention procedures and programs. The parent typologies which represent the more favorable prognoses, as determined by their therapist's estimate of their response to ongoing treatment, are those classified as rigid-compulsive, or experiencing identity/role crisis, or displaced abuse/violence. Parents whose child abusive behavior is a function of extremely maladaptive resolutions of major life issues fall into the hostile-aggressive, passive-dependent, and severe mental illness typologies, where the prognoses are considerably more guarded. The relatively high incidence of hostile-aggressive fathers coupled with passive-dependent mothers as abusive parents to children in a residential program for severely abused children also helps explain some of the children's psychopathology.  相似文献   

20.
This study examined relations between maternal control and evaluative feedback during the second year of life and children's mastery motivation and expressions of self-evaluative affect a year later. Participants were 75 toddlers (35 girls, 40 boys) and their mothers. Maternal controlling behavior and evaluative feedback were examined while mothers taught their 24-month-olds a challenging task. Children's mastery motivation and expressions of self-evaluative affect were assessed during easy and difficult achievement-like tasks when they were 36 months old. Maternal evaluative feedback and control style at 24 months predicted children's shame, persistence, and avoidance of mastery activities at 36 months. Specifically, negative maternal evaluations at age two related to children's later shame, especially when feedback was linked to children's actions or products; positive maternal feedback overall, as well as corrective feedback, related to children's later persistence; mothers who engaged in more autonomy-supporting control with their 2-year-olds had children who were less likely to avoid challenging activities at age 3. Children's pride at 36 months was not predicted by mothers' behavior at 24 months.  相似文献   

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