Longitudinal pathways of engagement, social interaction skills, hyperactivity and conduct problems in preschool children.
Preschool children
conduct problems
engagement
hyperactivity
risk indicators
Journal
Scandinavian journal of psychology
ISSN: 1467-9450
Titre abrégé: Scand J Psychol
Pays: England
ID NLM: 0404510
Informations de publication
Date de publication:
Apr 2021
Apr 2021
Historique:
received:
08
05
2020
accepted:
26
10
2020
pubmed:
15
12
2020
medline:
2
7
2021
entrez:
14
12
2020
Statut:
ppublish
Résumé
Preschool children's engagement/social interaction skills can be seen as aspects of positive functioning, and also act as protective aspects of functioning. On the other hand, hyperactivity/conduct problems are risk aspects that negatively affect children's everyday functioning. Few studies have investigated such orchestrated effects on mental health in young children over time. The aims of the study are first, to identify homogeneous groups of children having similar pathways in mental health between three time points. Second, to examine how children move between time points in relation to risk and protective factors. Alongitudinal study over 3 years, including 197 Swedish preschool children was used. Questionnaire data collected from preschool teachers. Statistical analysis using person-oriented methods with repeated cluster analyses. Children high in engagement/social skills and low in conduct problems continue to function well. Children with low engagement/social skills exhibiting both hyperactivity and conduct problems continue to have problems. Children with mixed patterns of protective factors and risk factors showed mixed outcomes. The stability of children's pathways was quite high if they exhibited many positive protective factors but also if they exhibited many risk factors. Children exhibiting a mixed pattern of protective and risk factors moved between clusters in a less predictable way. That stability in mental health was related to the simultaneous occurrence of either many protective factors or many risk factors supports the notion of orchestrated effects. The results indicate that early interventions need to have a dual focus, including both interventions aimed at enhancing child engagement and interventions focused on decreasing behavior problems.
Identifiants
pubmed: 33314170
doi: 10.1111/sjop.12700
pmc: PMC8048902
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
170-184Subventions
Organisme : Forskningsrådet i Sydöstra Sverige
ID : FORSS-653271
Organisme : Stiftelsen Sunnerdahls Handikappfond
Organisme : Academy for health and care Region Jönköping County
Organisme : Forskningsrådet om Hälsa, Arbetsliv och Välfärd
Informations de copyright
© 2020 The Authors. Scandinavian Journal of Psychology published by Scandinavian Psychological Associations and John Wiley & Sons Ltd.
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