Early-Starting Conduct Problems: Intersection of Conduct Problems and Poverty

Shaw, Daniel S.; Shelleby, Elizabeth C.

doi:10.1146/annurev-clinpsy-032813-153650

Cited by 107 publications

(107 citation statements)

References 128 publications

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“…Recently, researchers have argued that the family stress model should include direct effects of parental psychological resources on children's emerging disruptive behavior that are not fully accounted for by parenting or other family process stressors (Shaw & Shelleby, 2014), as other researchers have found that effects are not fully mediated by parenting.…”

Section: Discussionmentioning

confidence: 99%

Income and children’s behavioral functioning: A sequential mediation analysis.

Shelleby

Votruba‐Drzal

Shaw

et al. 2014

Journal of Family Psychology

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Children from low-income households tend to exhibit higher levels of conduct problems and emotional problems, yet the pathways linking economic disadvantage to children's behavioral functioning are not well understood. This study uses data from the Early Steps Multisite (ESM) project (N = 731) to investigate associations between family income in early childhood and children's conduct problems and emotional problems in middle childhood. The study explores whether the associations from income to child conduct problems and emotional problems operate through maternal depressive symptoms and 3 family risk factors in early childhood-harsh parenting, parenting hassles, and chaos in the home environment. Results of a sequential mediation model revealed significant indirect effects of family income on children's conduct problems operating through maternal depressive symptoms and parenting hassles and indirect effects of family income on children's emotional problems operating through maternal depressive symptoms, chaos in the home environment, and parenting hassles. Implications of these findings for understanding processes through which income influences child functioning are discussed.

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Section: Discussionmentioning

confidence: 99%

Income and children’s behavioral functioning: A sequential mediation analysis.

Shelleby

Votruba‐Drzal

Shaw

et al. 2014

Journal of Family Psychology

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“…The age period of 3–5 years old has emerged as a focal point for understanding the emergence of early CU behaviors, because it heralds rapid transitions in children’s physical and cognitive abilities that challenge parents’ abilities to respond to and manage corresponding child behaviors (Shaw & Shelleby, 2014). Moreover, core characteristics related to CU behavior emerge at ages 2–3 years old, including the capacity for empathic concern (Eisenberg & Fabes, 1990), sharing (Fehr, Bernhard, & Rockenbach, 2008), and conscience and rule-compliant behavior (Kochanska, 1997).…”

Section: Callous-unemotional (Cu) Behaviors In Early Childhoodmentioning

confidence: 99%

Interactions between Callous Unemotional Behaviors and Executive Function in Early Childhood Predict later Aggression and Lower Peer-liking in Late-childhood

Waller

Hyde

Baskin‐Sommers

et al. 2016

J Abnorm Child Psychol

112

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Callous unemotional (CU) behaviors are linked to aggression, behavior problems, and difficulties in peer relationships in children and adolescents. However, few studies have examined whether early childhood CU behaviors predict aggression or peer-rejection during late-childhood or potential moderation of this relationship by executive function. The current study examined whether the interaction of CU behaviors and executive function in early childhood predicted different forms of aggression in late-childhood, including proactive, reactive, and relational aggression, as well as how much children were liked by their peers. Data from cross-informant reports and multiple observational tasks were collected from a high-risk sample (N=240; female=118) at ages 3 and 10 years old. Parent reports of CU behaviors at age 3 predicted teacher reports of reactive, proactive, and relational aggression, as well as lower peer-liking at age 10. Moderation analysis showed that specifically at high levels of CU behaviors and low levels of observed executive function, children were reported by teachers as showing greater reactive and proactive aggression, and were less-liked by peers. Findings demonstrate that early childhood CU behaviors and executive function have unique main and interactive effects on both later aggression and lower peer-liking even when taking into account stability in behavior problems over time. By elucidating how CU behaviors and deficits in executive function potentiate each other during early childhood, we can better characterize the emergence of severe and persistent behavior and interpersonal difficulties across development.

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“…There are two broad threads. Thread one shows the link between poverty and child outcome, and hence, investments take the form of poverty reduction with the concomitant benefits on child outcomes (see, e.g., the link between poverty and child behaviour problems (Shaw & Shelleby, 2014)), on the one hand, and the child outcome benefits of cash transfers which are essentially small regular payments to the most impoverished (Bassani et al, 2013), on the other hand. Thread two shows the extent and range of direct investment in the array of interventions that are known to improve child development outcomes (short and long term), how these are provided for, costed and prioritized.…”

Section: Gaps In Knowledge and Questions For Further Discussionmentioning

confidence: 99%