Temperament, Family Environment and Anxiety in Preschool Children

Hudson, Jennifer L.; Dodd, Helen F.; Bovopoulos, Nataly

doi:10.1007/s10802-011-9502-x

Cited by 80 publications

(61 citation statements)

References 46 publications

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“…In our previous research with this sample, we found a significant cross-sectional relationship between negativity and both BI and child anxiety. 20 Taken together these findings suggest that maternal negativity may increase in response to BI and anxiety rather than playing a causal role.…”

Section: 16mentioning

confidence: 90%

“…20 Of these participants, 87 BI (85%) and 91 BUI (91%) children took part in the two-year follow-up. Mean time between baseline assessment and follow-up was 2 years (sd = 2 months).…”

Section: Methodsmentioning

confidence: 99%

“…Further details are provided in our earlier paper. 20 After converting the data from these measures to z-scores, means were calculated to construct a single overinvolvement variable and a single negativity variable.…”

Section: Overinvolvement and Negativitymentioning

confidence: 99%

See 2 more Smart Citations

Temperament and Family Environment in the Development of Anxiety Disorder: Two-Year Follow-up

Hudson¹,

Dodd²,

Lyneham³

et al. 2011

Journal of the American Academy of Child & Adolescent Psych

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Section: 16mentioning

confidence: 90%

“…20 Of these participants, 87 BI (85%) and 91 BUI (91%) children took part in the two-year follow-up. Mean time between baseline assessment and follow-up was 2 years (sd = 2 months).…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Temperament and Family Environment in the Development of Anxiety Disorder: Two-Year Follow-up

Hudson¹,

Dodd²,

Lyneham³

et al. 2011

Journal of the American Academy of Child & Adolescent Psych

Self Cite

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“…Puliafico, Comer & Albano 28 Child directed interaction 29 Describe situation 30 Approach situation 31 Give direct command for child to join situation 32 …”

mentioning

confidence: 99%

The Efficacy of Coaching Approach Behavior and Leading by Modeling on Separation Anxiety Disorder among Preschool Children

Mohammadpour

2017

Shefaye Khatam

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“…There is a strong literature base suggesting that parenting practices play a role in the level of AW children display at home and at school (Coplan, Arbeau, & Armer, 2008;Hudson, Dodd & Bovopoulos, 2011;Rubin, Bugess, & Hastings, 2002;Rubin, Cheah, & Fox, 2001). Traditionally, less supportive parenting practices characterized by harsher, more directive approaches are related to higher levels of internalizing behaviors and school maladjustment (Coplan et al, 2008;Rubin et al, 2001;Rudasill et al, 2014).…”

Section: Such As the Early Intervention Program For Infants And Toddlmentioning

confidence: 99%

The Role of Caregiver Support in the Development of Adaptive Approaches to Learning for Preschoolers Who Exhibit Anxious-Withdrawal

Rosenthal¹

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Jason Downer, PhDOne goal of preschool is to provide children with early learning experiences that develop school readiness skills that lay the groundwork for future academic success.Aside from pre-academic skills, such as numeracy and phonemic awareness, one readiness skill, approaches to learning (ATL), captures the way in which children go about the learning process. Adaptive ATL skills such as task persistence, creativity, curiosity, and independence are crucial for academic achievement as they undergird the learning process and enable children to competently engage with classroom tasks.However, preschoolers who display high levels of anxious withdrawal (AW) in the preschool classroom often require more support than peers to develop adaptive ATL.They tend to require additional time to acclimate before engaging, display hypervigilance, and be wary of interacting with others for fear of judgment. While past research suggests a negative relationship between AW and ATL, less is understood about how AW may predict changes in ATL during preschool years, especially in the context of parents and teacher support environments. Further, little is known about the factors that help some children who display higher levels of AW to develop more adaptive ATL than others with similar dispositions. Hence, this study examined the contribution of teacher and parent support, defined as the combined level of demandingness and responsiveness, to changes in ATL over the school year by children exhibiting higher levels of AW.A sample of 749 children who participated in the FACES 2009 study were followed in their first and second preschool year. ATL was evaluated in two contexts: the classroom, as reported by the teacher, and during a 1:1 testing situation, as rated by an assessor. Incoming levels of ATL were included as a predictor in order to measure SUPPORTING ATL DEVELOPMENT IN AW PRESCHOOLERS residual change in ATL over the school year. AW was rated by the teacher. One moderating variable, parent support, was self-report, whereas the other moderator, teacher support, was directly observed within preschool classrooms. In order to examine how the relationship between AW, teacher support, and parent support predicts changes in ATL, and how it may look different between the first second preschool year, two sets of regression models were run for each research question, one for each preschool year.Further, for each year, one model was run with the teacher-rated (TR)-ATL as the outcome and the other with assessor-rated (AR)-ATL as the outcome.Results from correlational analyses indicated that as hypothesized AW tended to be negatively related to ATL. Multilevel regression analyses suggested that change in ATL exhibited by children displaying high levels of AW was dependent upon complex relationships among parent and teacher support, which were inconsistent with differential susceptibility theory. Limitations of the study included a positively skewed AW variable and negatively skewed parent support variable, which may have impe...

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Temperament, Family Environment and Anxiety in Preschool Children

Cited by 80 publications

References 46 publications

Temperament and Family Environment in the Development of Anxiety Disorder: Two-Year Follow-up

Temperament and Family Environment in the Development of Anxiety Disorder: Two-Year Follow-up

The Efficacy of Coaching Approach Behavior and Leading by Modeling on Separation Anxiety Disorder among Preschool Children

The Role of Caregiver Support in the Development of Adaptive Approaches to Learning for Preschoolers Who Exhibit Anxious-Withdrawal

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