A Twin-Singleton Comparison of Developmental Trajectories of Externalizing and Internalizing Problems in 6- to 12-Year-Old Children

Robbers, Sylvana; Bartels, Meike; Oort, Floor V. A. van; Beijsterveldt, Catharina E. M. van; Ende, J. van der; Verhulst, Frank C.; Boomsma, Dorret I.; Huizink, Anja C.

doi:10.1375/twin.13.1.79

Cited by 46 publications

(60 citation statements)

References 41 publications

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“…A diminuição encontrada tem amplo respaldo na literatura (Bolsoni-Silva et al, 2010;Miner & Clarke-Stewart, 2008;Robbers et al, 2010) e corresponde a uma tendência de desenvolvimento, relacionada ao aumento da auto-regulação (Bee, 2003;Skinner & Zimmer-Gembeck, 2007). O resultado se repetiu no grupo dos meninos, especifi camente entre o 3º e o 5º ano.…”

Section: Discussionunclassified

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Trajetórias de habilidades sociais e problemas de comportamento no ensino fundamental: influência da educação infantil

Pizato¹,

Marturano²,

Fontaine³

2014

Psicol. Reflex. Crit.

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ResumoA educação infantil -EI pode estar associada ao desenvolvimento psicossocial favorável de crianças durante o ensino fundamental -EF. Os objetivos deste estudo longitudinal foram: (a) investigar a estabilidade das habilidades sociais e dos comportamentos externalizantes e internalizantes das crianças na escola, do 3º ao 5º ano do EF; (b) investigar o curso das habilidades sociais e dos comportamentos problemáticos, em função da exposição à EI. Participaram 294 alunos do EF em cinco escolas públicas. As professoras responderam ao Social Skills Rating System no 3º, no 4º e no 5º ano. Controlado o nível socioeconômico, observou-se trajetória descendente de comportamentos problemáticos. A EI foi associada a menos problemas internalizantes e, entre as meninas, a melhores habilidades sociais. Palavras-chave: Habilidades sociais, problemas de comportamento, educação infantil, ensino fundamental. AbstractEarly Childhood Education (ECE) may be associated with children's positive psychosocial development during Elementary School (ES). This longitudinal study has two aims: (a) to investigate the stability of children's social skills as well as externalizing and internalizing behaviors at school from 3 rd to 5 th year of ES; (b) to investigate the course of social skills and problem behaviors regarding the exposure to ECE. Participants were 294 ES students from fi ve public schools. The teachers responded to the Social Skills Rating System in the 3 rd , 4 th and 5 th year. When socioeconomic status was controlled, behavior problems showed a descending trajectory. ECE was associated with fewer internalizing problems, and, among girls, with better social skills.

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Section: Discussionunclassified

“…Estudos longitudinais com foco em trajetórias de desenvolvimento demonstram redução dos comportamentos externalizantes no EF (Bolsoni-Silva et al, 2010;Miner & Clarke-Stewart, 2008;Robbers et al, 2010). Para comportamentos internalizantes, a evidência disponível é mais restrita.…”

Section: Trajetórias De Desenvolvimento Psicossocial Nos Anos Do Ensiunclassified

Trajetórias de habilidades sociais e problemas de comportamento no ensino fundamental: influência da educação infantil

Pizato¹,

Marturano²,

Fontaine³

2014

Psicol. Reflex. Crit.

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“…Consequently, birth weight may have somewhat different meaning in twins than in singletons, and thus replication in an adoptive sample may provide similar genetically-informative findings without the limited generalizability. On a positive note, although physical growth in twin samples shows large deviation from singleton norms, a recent investigation found that the trajectories of externalizing symptoms across twins and singletons during middle and late childhood were very similar (Robbers et al, 2010). These findings suggest that research on the development of externalizing psychopathology in twins may be generalizable to nontwin populations.…”

Section: Discussionmentioning

confidence: 99%

Does low birth weight share common genetic or environmental risk with childhood disruptive disorders?

Ficks¹,

Lahey

Waldman

2013

Journal of Abnormal Psychology

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Although advances in neonatal care over the past century have resulted in increased rates of survival among at-risk births, including infants with low birth weight, we have much to learn about the psychological outcomes in this population. In particular, although it appears that there is growing evidence that low birth weight may be associated with an increased risk for Attention-Deficit/Hyperactive Disorder (ADHD) symptoms in childhood, few studies have examined birth weight as a risk factor for disruptive disorders that commonly co-occur with ADHD [e.g. Oppositional Defiant Disorder (ODD) or Conduct Disorder (CD)]. In addition, the etiology of the relation between birth weight and these disorders is unknown. The current investigation aimed to better understand the putative role of birth weight in disruptive behavior disorders in the context of potentially confounding genetic and environmental influences by examining phenotypic associations between birth weight and disruptive disorder symptoms across families (using generalized linear models with generalized estimating equations) as well as within families (using linear regression) in two independent twin samples (Sample 1: N = 1676 individuals; Sample 2: N = 4038 individuals). We found negative associations between birth weight and several childhood disruptive disorder symptom dimensions, including inattentive, hyperactive-impulsive, and broad externalizing symptoms in both samples. Nonetheless, the overall magnitude of these associations was very small, contributing to less than 1% of the variance in these symptom dimensions. Within-family associations between birth weight and disruptive disorder symptoms did not differ for monozygotic and dizygotic twin pairs, suggesting that nonshared environmental influences rather than common genetic influences are responsible for these associations. These consistent albeit weak associations between birth weight and disruptive disorder symptoms suggest that, at least in the general population, low birth weight does not represent a major risk factor in the development of these symptoms.

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“…Twins (n = 173) were excluded, given previous literature suggesting that the sibling relationship between twins may be distinct from that of singletons. 25,26 Outcome data were available for 3452 adolescents at 18 years. A sample with complete data across all exposure, outcome, and confounding variables (n = 2002) was used to investigate the main and adjusted association between sibling bullying and depression at 18.…”

Section: Data Sourcementioning

confidence: 99%

Sibling Bullying and Risk of Depression, Anxiety, and Self-Harm: A Prospective Cohort Study

et al. 2014

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WHAT'S KNOWN ON THIS SUBJECT: Recent reviews suggest that children bullied by siblings are at increased risk of internalizing symptoms. It is not known whether being bullied by a sibling increases risk of psychiatric disorders such as depression, anxiety, and self-harm. WHAT THIS STUDY ADDS:Using a large, community-based birth cohort, we found that being bullied by a sibling is prospectively associated with a doubling in the odds of both depression and self-harm at 18 years in young adults. abstract OBJECTIVES: Being the victim of peer bullying is associated with increased risk of psychopathology, yet it is not known whether similar experiences of bullying increase risk of psychiatric disorder when the perpetrator is a sibling. We tested whether being bullied by a sibling is prospectively associated with depression, anxiety, and self-harm in early adulthood. METHODS:We conducted a longitudinal study using data from .6900 participants of a UK community-based birth cohort (Avon Longitudinal Study of Parents and Children) who reported on sibling bullying at 12 years. Our main outcome measures were depression, anxiety, and self-harm, assessed using the Clinical Interview Schedule-Revised during clinic assessments when participants were 18. RESULTS:Children who were frequently bullied were approximately twice as likely to have depression (odds ratio [OR] = 2.16; 95% confidence interval [CI], 1.33-3.51; P , .001), self-harm (OR = 2.56; 95% CI, 1.63-4.02; P , .001), and anxiety (OR = 1.83; 95% CI, 1.19-2.81; P , .001) as children who were not bullied by siblings. The ORs were only slightly attenuated after adjustment for a range of confounding individual, family, and peer factors. The population-attributable fractions suggested that 13.0% (95% CI, 1.0%-24.7%) of depression and 19.3% (95% CI, 7.6%-29.6%) of self-harm could be explained by being the victim of sibling bullying if these were causal relationships. CONCLUSIONS:Being bullied by a sibling is a potential risk factor for depression and self-harm in early adulthood. Our results suggest that interventions designed to target sibling bullying should be devised and evaluated.

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A Twin-Singleton Comparison of Developmental Trajectories of Externalizing and Internalizing Problems in 6- to 12-Year-Old Children

Cited by 46 publications

References 41 publications

Trajetórias de habilidades sociais e problemas de comportamento no ensino fundamental: influência da educação infantil

Trajetórias de habilidades sociais e problemas de comportamento no ensino fundamental: influência da educação infantil

Does low birth weight share common genetic or environmental risk with childhood disruptive disorders?

Sibling Bullying and Risk of Depression, Anxiety, and Self-Harm: A Prospective Cohort Study

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