Das Training mit aggressiven Kindern als schulbasiertes Präventionsprogramm

Petermann, Ulrike; Krummrich, Mara Zoe; Meier, Claudia; Petermann, Franz; Nitkowski, Dennis

doi:10.2378/peu2010.art10d

Cited by 5 publications

(4 citation statements)

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“…High psychosocial stress on the other hand, as shown experimentally, results in increases of the cortisol response and the tension felt. This in turn might lead to feelings of stress/anger that are expressed in oppositional behavior as described in behavioral models on ADHD and comorbid OPB [ 65 ]. Since the emotion provocation task seems to be very useful in manipulating EE response, future studies should further explore the association of ADHD and OPB with respect to high EE.…”

Section: Discussionmentioning

confidence: 99%

Does the cortisol response to stress mediate the link between expressed emotion and oppositional behavior in Attention-Deficit/Hyperactivity-Disorder (ADHD)?

et al. 2010

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BackgroundExpressed Emotions (EE) are associated with oppositional behavior (OPB) in children with Attention Deficit/Hyperactivity Disorder (ADHD). EE has been linked to altered stress responses in some disorders, but ADHD has not been studied. We test the hypothesis that OPB in ADHD is mediated by altered stress-related cortisol reactivity to EE.MethodsTwo groups of children (with/without ADHD) and their respective parents were randomly assigned to two different conditions with/without negative emotion and participated in an emotion provocation task. Parents' EE, their ratings of their children's OPB and their children's salivary cortisol levels were measured.ResultsLow parental warmth was associated with OPB in ADHD. High levels of parental EE elicited a larger cortisol response. Stress-related cortisol reactivity mediated the EE-OPB link for all children. This highlights the general importance of parent-child interactions on externalizing behavior problems.ConclusionHigh EE is a salient stressor for ADHD children that leads to increased levels of cortisol and OPB. The development of OPB might be mediated by the stress-response to high EE.

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Section: Discussionmentioning

confidence: 99%

Does the cortisol response to stress mediate the link between expressed emotion and oppositional behavior in Attention-Deficit/Hyperactivity-Disorder (ADHD)?

et al. 2010

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“…In contrast to individual case-based, psychologically oriented support systems (Myschker & Stein, 2018;Petermann & Petermann, 2023), only a few classroom-level support procedures can be used in the school context and have proven effective. Examples of such procedures in school include the good behavior game (Flower et al, 2014), which can be conducted with the entire class, and the Daily Behavior Report Cards (Volpe & Fabiano, 2013), in which the teacher works with the child to develop behaviors or goals for specific situations.…”

Section: Conclusion and Implications For Educational Practicementioning

confidence: 99%

The longitudinal relationship between internalizing and externalizing behavioral problems with academic achievement in elementary school

Kulakow¹,

Kocaj²,

Mahlau³

2023

Preprint

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Cascade models propose that behavioral difficulties and academic achievement arereciprocally intertwined. However, empirical evidence for this assumption is inconclusive. The present study examines the relations between internalizing and externalizing behavioral difficulties and academic achievement in three achievement domains (i.e., reading, writing, mathematics) across four school years. Based on a sample of N = 461 primary school students, cross-lagged panel analyses were conducted controlling for confounders (i.e., attention, cognitive ability, gender). Contrary to our hypotheses, results point only to sporadic reciprocal effects between behavioral problems and achievement. Moderate to high stability of the variables under examination suggests that interventions beginning after school entrance might be too late to avoid adverse developmental trajectories adequately.

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“…Emotional neglect, experiences of violence, threat and traumatization have severe effects on psychological development as has been demonstrated impressively by many clinical, empirical and interdisciplinary studies ( Bohleber, 2000 ; De Bellis and Thomas, 2003 ; Becker-Stoll et al, 2009 ; Leuzinger-Bohleber et al, 2017a , 2010 , 2020 ). Findings from various longitudinal studies indicate that such children have a poor prognosis, exhibiting aggressive-destructive behavior and severe psychological problems and performing below-average at school ( Green et al, 2000 ; Helmsen et al, 2012 ; Petermann and Petermann, 2012 ). In many studies it is discussed that the specific experience of a child as well as their family and social environment must be taken into account in order to understand the short and long-term consequences of early-life adversities in detail in order to respond to them in an adequate individual way.…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, early prevention efforts are particularly important for this group of children. But also children exposed to other early-life adversities have a poor prognosis, exhibiting aggressive-destructive behavior and severe psychological problems as well as performing below-average at school and thus need early additional support and help ( Green et al, 2000 ; Hanson et al, 2011 ; Bøe et al, 2012 ; Helmsen et al, 2012 ; Petermann and Petermann, 2012 ).…”

Section: Introductionmentioning

confidence: 99%

Can Psychodynamically Oriented Early Prevention for “Children-at-Risk” in Urban Areas With High Social Problem Density Strengthen Their Developmental Potential? A Cluster Randomized Trial of Two Kindergarten-Based Prevention Programs

et al. 2020

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Children who live on the margins of society are disadvantaged in achieving their developmental potential because of the lack of a necessary stable environment and nurturing care. Many early prevention programs aim at mitigating such effects, but often the evaluation of their long-term effect is missing. The aim of the study presented here was to evaluate such long-term effects in two prevention programs for children-at-risk growing up in deprived social environments focusing on child attachment representation as the primary outcome as well as on self-reflective capacities of teachers taking care of these children. The latter was a key component for promoting resilient behavior in children. Five hundred and twenty-six children aged 36 to 60 months at risk due to immigration status, low family socio-economic status and child behavior were examined in a cluster-randomized study comparing two preventions, the psychodynamic, attachment-based holistic approach EARLY STEPS (ES) with the classroom based FAUSTLOS (FA) for their efficacy. Primary outcome was the child attachment representation measured by the Manchester Child Attachment Story Task (MCAST). Secondary outcomes were derived from (a) the Caregiver-Teacher Report Form (C-TRF: problem behaviors, including anxiety/depressive symptoms, emotional-reactive and somatic problems, social withdrawal, aggressive behavior, and attention deficit), from (b) the Strength and Difficulties Questionnaire (SDQ, parent version: resilience and wellbeing) and (c) Self-Reflective Scales for teachers (SRS: self-reflective capacities of teachers). Compared to baseline, attachment and behavioral problems improved in both programs. ES led to more secure and more organized attachment representations (medium effect sizes). Aggressive behavior and externalizing problems were reduced in the FA group compared with ES, particularly in boys (medium effect sizes). Self-reflective capacities of the teachers increased only in the ES group. High correlation between children’s attachment type with the number of social risk factors and the increase of problematic social behavior strongly indicate that an increase in teachers’ self-reflective capacities helps to change children’s attachment patterns which thus strengthens the resilience of these children-at-risk [An ethical vote from LPPKJP 2009-02-25 was obtained and the trial registered; Clinical trial registration information: The trial was registered 14.02.2012 (DRKS00003500; https://www.drks.de)].

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Das Training mit aggressiven Kindern als schulbasiertes Präventionsprogramm

Cited by 5 publications

References 0 publications

Does the cortisol response to stress mediate the link between expressed emotion and oppositional behavior in Attention-Deficit/Hyperactivity-Disorder (ADHD)?

Does the cortisol response to stress mediate the link between expressed emotion and oppositional behavior in Attention-Deficit/Hyperactivity-Disorder (ADHD)?

The longitudinal relationship between internalizing and externalizing behavioral problems with academic achievement in elementary school

Can Psychodynamically Oriented Early Prevention for “Children-at-Risk” in Urban Areas With High Social Problem Density Strengthen Their Developmental Potential? A Cluster Randomized Trial of Two Kindergarten-Based Prevention Programs

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