International Comparisons of Emotionally Reactive Problems in Preschoolers: CBCL/1½–5 Findings from 21 Societies

Rescorla, Leslie; Genaro, Breana G.; Ivanova, Masha Y.

doi:10.1080/15374416.2019.1650366

Cited by 8 publications

(5 citation statements)

References 36 publications

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“…Thus, despite the fact that it was intended to be a key focus of our investigation, we were obliged to omit internalizing behavior from analysis. The version of the CBCL for very young children has been shown to be psychometrically sound in many studies (Achenbach et al, 1987;Neo et al, 2021), including some LMICs (Dang et al, 2017;Rescorla et al, 2020) but this was not the case in our cohort. There are a number of reasons that may underlie this difficulty: (1) Internalizing behavior tends to develop, or at least be reported, at a later age than externalizing behavior.…”

Section: Limitations: Variables Not Examined Due To Statistical Consi...contrasting

confidence: 69%

Externalizing behavior in preschool children in a South African birth cohort: Predictive pathways in a high-risk context

Malcolm‐Smith

Lake²,

Krwece³

et al. 2022

Dev Psychopathol

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Mental health problems often begin in early childhood. However, the associations of various individual and contextual risk factors with mental health in the preschool period are incompletely understood, particularly in low- to middle-income countries (LMICs) where multiple risk factors co-exist. To address this gap, we prospectively followed 981 children in a South African birth cohort, the Drakenstein Child Health Study, assessing pre-and postnatal exposures and risk factors. The predictive value of these factors for child mental health (assessed by the Child Behavior Checklist) was modeled using structural equation modeling. We identified two key pathways to greater externalizing behavior: (1) prenatal exposure to substances (alcohol and smoking) directly predicted increased externalizing behavior (β = 0.24, p < 0.001); this relationship was partially mediated by an aspect of infant temperament (negative emotionality; β = 0.05, p = 0.016); (2) lower socioeconomic status and associated maternal prenatal depression predicted more coercive parenting, which in turn predicted increased externalizing behavior (β = 0.18, p = 0.001). Findings in this high-risk LMIC cohort cohere with research from higher income contexts, and indicate the need to introduce integrated screening and intervention strategies for maternal prenatal substance use and depression, and promoting positive parenting across the preschool period.

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Section: Limitations: Variables Not Examined Due To Statistical Consi...contrasting

confidence: 69%

Externalizing behavior in preschool children in a South African birth cohort: Predictive pathways in a high-risk context

Malcolm‐Smith

Lake²,

Krwece³

et al. 2022

Dev Psychopathol

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“…La correlación más alta entre los factores de Banda estrecha se dio entre el Reactividad Emocional y el Conducta Agresiva. Esta elevación es consistente con estudios recientes que examinaron la correlación entre Reactividad Emocional y el perfil de desregulación del CBCL 1.5/5 (una combinación de comportamiento impulsivo-agresivo, ansiedad/depresión y problemas cognitivos; Althoff et al, 2010) en 21 sociedades (Rescorla et al, 2020). Las altas correlaciones entre las escalas Reactividad Emocional, Conducta Agresiva y Ansiedad/Depresión (r > .60) resaltan el papel de la regulación emocional como una dimensión transdiagnóstica para los niños en edad preescolar (Rescorla et al, 2020).…”

Section: Discussionunclassified

Examining the Factorial Validity of the Child Behavior Checklist 1.5-5 in Mexican Mothers of Preschool Children

Gil-Rodríguez

Eguiarte²

2023

KASP

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The aim of the study was to examine the factorial structure of the CBCL/1.5-5 (Achenbach & Rescorla, 2000) in a sample of mothers of preschool children aged 3 to 5 years from Mexico. 491 mothers completed the questionnaire in an online survey conducted from February 23rd to April 15th of 2022. A confirmatory factor analyzes was carried out. The seven-factor model was reproduced almost entirety, with the exception of the Somatic Complaints factor. The second-order bifactorial model showed an adequate fit, integrating the children problems into two Broadband scales, Internalized and Externalized problems. The results provide preliminary evidence of the construct validity of the CBCL/1.5-5 that support its uses as a screening tool for emotional and behavioral problems in Mexican preschool children.

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“…From a trait perspective, emotional reactivity is how one responds physiologically and behaviorally to the environment (see Goldsmith et al, 1987). These responses vary in both valence and intensity, with some people having intense, labile arousal in the presence of change in the environment while others have more muted responses (Rescorla et al, 2019). This variability in reactivity appears to have a biological foundation and is believed to be associated with inborn, temperamental differences (Barbosa et al, 2018; Haley & Stansbury, 2003).…”

Section: Bioecological Theory Of Child Developmentmentioning

confidence: 99%

“…From a competency perspective, emotional reactivity has been shown to be influenced by social factors that emphasize its manifestation and emphasis on controlling or regulating emotions. For example, though individuals across collectivist and individualistic cultures show similar patterns of physiological reactivity in response to changes in the environment, collectivist cultures, however, tend to emphasize the importance of regulating reactivity, whereas individualistic cultures may place more value on expression of negative emotions (Rescorla et al, 2019). Regardless of culture, intense emotional reactivity has been associated with a host of negative developmental outcomes for children, including poorer academic achievement (Raver et al, 2007), challenges with social functioning and peer relationships (Fry & Gatzke-Kopp, 2021), and increased aggression and externalizing behaviors (Ungvary et al, 2018).…”

Section: Bioecological Theory Of Child Developmentmentioning

confidence: 99%

Silencing screaming with screens: The longitudinal relationship between media emotion regulation processes and children's emotional reactivity, emotional knowledge, and empathy.

Coyne¹,

Reschke²,

Stockdale³

et al. 2023

Emotion

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Many parents use screens to regulate their young children's emotions. We know very little, however, about how this parenting practice is related to the development of emotional competencies (i.e., emotional reactivity, emotion knowledge, and empathy) over time. The current longitudinal study examined bidirectional associations between media emotion regulation and various emotional competencies across a 1-year period during early childhood (between ages 3.5 and 4.5 on average). Participants included 269 child/parent dyads who completed a number of in-home tasks and questionnaires. Results revealed that higher levels of media emotion regulation were associated with worse emotional knowledge and empathy and higher emotional reactivity at the cross-sectional level. However, early media emotion regulation was associated with higher levels of child empathy 1 year later. We discuss these results in the context of general parenting practices and encourage future research on the topic with a focus on how these processes develop over time.

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International Comparisons of Emotionally Reactive Problems in Preschoolers: CBCL/1½–5 Findings from 21 Societies

Cited by 8 publications

References 36 publications

Externalizing behavior in preschool children in a South African birth cohort: Predictive pathways in a high-risk context

Externalizing behavior in preschool children in a South African birth cohort: Predictive pathways in a high-risk context

Examining the Factorial Validity of the Child Behavior Checklist 1.5-5 in Mexican Mothers of Preschool Children

Silencing screaming with screens: The longitudinal relationship between media emotion regulation processes and children's emotional reactivity, emotional knowledge, and empathy.

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