Disruptive Behavior in Young Children: What Does It Mean?

Thomas, Jean M.; Guskin, Karen

doi:10.1097/00004583-200101000-00015

Cited by 83 publications

(73 citation statements)

References 20 publications

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“…The study population presented similar characteristics to those observed in previous similar studies using a similar therapeutic approach [13,42], in particular a large proportion of sleep disturbances (the most frequent symptom in the present population) and the existence of co-morbidity (presence of behavioral disturbances, functional disturbances and/or emotional difficulties), which was observed in the present study for nearly two-thirds of the children [25,33,39,46]. There was also a large proportion of anxious and, to a lesser extent, depressive symptoms among the mothers [8,22], as well as an association between the mental state of the mother and difficulties experienced by the child (in particular prior to the start of the therapy, and in case of behavioral disorders in the child).…”

Section: Discussionsupporting

confidence: 86%

“…Sleep disorders are often persistent, and associated with behavioral disorders and separation difficulties [25,33,50]. In a population of children aged 18-47 months seen in consultation, Thomas and Guskin [46] observed a combination of externalized and internalized symptoms in 45% of cases. Most studies have shown a significant association between these early disorders in infants and toddlers and the presence of depressive symptoms in the mother [11,22,34,47].…”

Section: Introductionmentioning

confidence: 99%

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Predictors of outcome in infant and toddlers functional or behavioral disorders after a brief parent–infant psychotherapy

Hervé

Paradis

Rattaz

et al. 2009

Eur Child Adolesc Psychiatry

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The efficacy of parent-child psychotherapies is widely recognized today. There are, however, less data on predictive factors for outcome in infants and toddlers and their parents. The aim of this study was to highlight predictive factors for outcome after a brief psychotherapy in a population of 49 infants and toddlers aged 3-30 months presenting functional or behavioral disorders. Two assessments were performed, the first before treatment and the second a month after the end of the therapy. These assessments included an evaluation of the child's symptoms, and of depressive or anxiety symptoms in the parents. The assessments after therapy show complete or partial improvement in the child's symptoms for nearly three quarters, and a decrease in the number of anxious and depressive mothers, and also in the number of depressive fathers. Three independent factors appear as predictive of unfavorable outcome for the child: frequency and intensity of behavioral problems and fears, and the absence of the father at more than two-thirds of consultations. The outcome for the mother is associated solely with her anxiety score at the start of the therapy. This study underlines the particular difficulties involved in the treatment of infants and toddlers presenting behavioral disturbances and emotional difficulties, and the value of involving the father in treatment.

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Section: Discussionsupporting

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Predictors of outcome in infant and toddlers functional or behavioral disorders after a brief parent–infant psychotherapy

Hervé

Paradis

Rattaz

et al. 2009

Eur Child Adolesc Psychiatry

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“…and b) internalizing problems, such as inhibition, shyness, fear, anxiety, isolation, etc. (Thomas & Guskin, 2001). Indeed, among the factors associated with the occurrence and prevalence of behavior problems are the gender and age of children.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Divorce on School Performance and Behavior in Preschool Children in Greece: An Empirical Study of Teachers’ Views

Babalis¹,

Tsoli²,

Nikolopoulos³

et al. 2014

PSYCH

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According to the National Statistical Service of Greece, single-parent families, which emerged after divorce, in 2011 occupied an important place among other family types, endangering a large number of children to display behavioral problems and poor school performance. The purpose of the present study was to investigate the effects of divorce on preschool children. Specifically, we studied the behavior problems and academic performance of children from single-parent families compared with children from nuclear families according to teachers' views. The research sample consisted of 314 students from various urban and suburban parts of Greece, for which their 118 preschool teachers completed the "Pupil Behavior Rating Scale" (PBRS) and a questionnaire with demographic characteristics and data of themselves, their students and their students' parents. The results of the research showed statistically significant correlations between 1) the type of family and occurrence of behavioral problems and 2) the type of family and school performance of the two student groups (single parenthood-nuclear). According to the findings of the present study, it appears that the family pattern affects the emotional development and school progress of children. For this reason, bearing always in mind that each family is unique, they are of particular importance: the assurance of a structured family environment (quality relationships of the members), the regular communication with parents built upon relationships of respect and trust, and finally, the social support and assistance of competent institutions to single-parent families.

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“…Μέσα από τη διδασκαλία κατάλληλων για την κάθε ηλικία δεξιοτήτων, αφενός στοχεύουν να βοηθήσουν τα παιδιά να αναπτυχθούν 1 Για να προσδιορίσουμε μία συμπεριφορά ως προβληματική, σύμφωνα με τον Παρασκευόπουλο (1985) πρέπει να χαρακτηρίζεται ως πολύ διαφορετική από την τυπική συμπεριφορά των άλλων παιδιών, να έχει διάρκεια, ένταση και να εκδηλώνεται ταυτόχρονα με άλλα συμπτώματα. Οι Thomas & Guskin (2001), κατηγοριοποιούν τις προβληματικές συμπεριφορές σε δύο ομάδες: τα προβλήματα εξωτερίκευσης και τα προβλήματα εσωτερίκευσης. Τα προβλήματα εξωτερίκευσης εκδηλώνονται με αντικοινωνική συμπεριφορά, όπως, επιθετικότητα, θυμό ή αρνητισμό και πείσμα, ενώ τα προβλήματα εσωτερίκευσης με ανασταλτικές συμπεριφορές όπως δειλία, άγχος και φόβο (Campbell, 1995.…”

Section: η αξία των προγραμμάτων παρέμβασης στο σχολικό πλαίσιοunclassified

Επισκόπηση Προγραμμάτων Πρώιμης Παρέμβασης Για Την Καλλιέργεια Κοινωνικών Και Συναισθηματικών Δεξιοτήτων Στο Νηπιαγωγείο

Δώνη

Giotsa

2017

JRET

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Disruptive Behavior in Young Children: What Does It Mean?

Cited by 83 publications

References 20 publications

Predictors of outcome in infant and toddlers functional or behavioral disorders after a brief parent–infant psychotherapy

Predictors of outcome in infant and toddlers functional or behavioral disorders after a brief parent–infant psychotherapy

The Effect of Divorce on School Performance and Behavior in Preschool Children in Greece: An Empirical Study of Teachers’ Views

Επισκόπηση Προγραμμάτων Πρώιμης Παρέμβασης Για Την Καλλιέργεια Κοινωνικών Και Συναισθηματικών Δεξιοτήτων Στο Νηπιαγωγείο

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