The addition of socio-demographic variables in the regression model produced a small increase in the regression coefficient from. Thus, specifically, poor paternal attachment and lower levels of paternal education offered unique contributions to the model and, combined, explained 7.
On the other hand, when we entered only the explanatory variables into the model, only parental rejection [ F 1. In fact, parental rejection explained 2. Thus the final predictive model was the one that grouped unique contributions of parental rejection, maternal age, paternal age and paternal educational level and together these variables explained 5.
This study was based on the assumption that both the infant attachment system and the parenting practices system contribute uniquely to exacerbate or minimize the signs of behavior problems in childhood, due to its negative or positive quality. At the same time, it was assumed that such contributions would continue to exist, even if the effects of socio-demographic variables that have been shown to be important in explaining each of the behavioral problems in the study were controlled for.
Therefore, a series of correlational hypotheses were tested preliminarily, which were partially confirmed, and the results are discussed below. Children who, reported they are sure that their mothers are available, responsive and supportive had also low scores in aggression, delinquency, social withdrawal and had a strong tendency to be less anxious and depressed.
These findings are in accordance with in the international literature which indicates a negative relationship between secure maternal attachment and externalizing problems Fearon et al. In contrast to the findings of Booth-Laforce et al. In the present study, as it has been reported in the literature Nishikawa, Sundbom, et al. This may be due to the fact that the studies that found an association between negative parenting practices like rejection and internalizing problems used a global score of internalizing problems Nishikawa, Sundbom, et al.
That is, little affection does not seem to be, necessarily, a characteristic of parents of children socially inhibited. In fact, for these authors, it is the characteristic of being over solicitous parents who are controlling, very affectionate, but, paradoxically, little responsive to the real needs of children which may put children at risk of becoming socially withdrawn.
At this point, it is necessary to consider the meaning that psychological control would have on our culture. Thus, unlike the negative impact that forms of psychological control appear to have on Euro-American children For a review see Barber, , Brazilian children can be resilient to the effects of maternal emotional manipulation strategies when it is perceived as a way of correcting their behavior. For the externalizing problems investigated, at least one variable in each parental system, specifically, a fragile maternal attachment and high levels of parental rejection, offered unique contributions to explain both delinquency and aggression although, in this case, the regression coefficient of the variable maternal attachment was only marginally significant.
These variables remain as significant predictors, even when controlling sociodemographic variables specifically, the child's age, maternal and paternal ages and educational levels. Thus, the perceived poor attachment to the father, along with low paternal education level explained the increase levels of social withdrawal in childhood and preadolescence.
Therefore, unlike the findings of Doyle and Markiewicz , the hypothesis that both groups of variables attachment and parenting practices could provide independent contributions in predicting internalizing problems was not confirmed in this present study.
This indicates the need of more specific studies examining cultural values that may explain these variations. Individual characteristics of parents, such as age and educational level, seemed also to have effects on the child's psychological well-being. Finally, the decline of paternal education level, as well as in social withdrawal, seems to be also associated with increased levels of anxiety and depression in children.
This result is consistent with studies showing that low parental education is associated with adverse developmental outcomes of their children, since they affect the way as parents exercise their parenting Klebanov et al.
Furthermore, the suggestion that parental rejection was the best predictor and correlate of anxiety depression finds strong support in the revision work of Rohner and Britner Finally, it seems appropriate a comment the contribution of variables exclusively related to father in the prediction of internalizing problems and, on the other hand, the variables exclusively related to mothers in the prediction of externalizing problems.
Regarding the aggressive behaviors associated with maternal variables, they can be revealing behaviors that Rohner called "defensive independence" and that Dozier, Stovall, and Albus called strategy of "minimizing the need for bonding".
That means that these findings indicate a need of more studies focused in the specificities and the impact of paternal and maternal practices on children's developmental behavioral trajectory.
In general, the results obtained with children in Southern of Brazil reinforce the international literature on the relationship between parenting and behavior problems.
Specifically, the results confirmed the relevance of parental rejection, behavioral control and poor maternal attachment in the occurrence of externalizing problems. The findings related to internalizing problems are less clear and are not in complete agreement with the literature. Such problems often are unnoticed by parents, since they include internal emotional states with difficulty expression or not clearly perceived. Furthermore, the role of psychological control, associated with internalizing problems in studies another countries, have not showed the same influence among the Brazilian children in the present sample.
The reasons for this difference in results may be due to cultural differences, in Brazil like other Latin cultures, where the acceptance of parental practices which inadvertently employ strategies involving a emotional manipulation of the children induction of guilt, threats of punishment are seen as socially acceptable ways to discipline them.
This argument, however, needs further investigation. It is recommended that futures studies examine in a more comprehensive way the impact of social and cultural specificities associated with the role of psychological control in our culture using different and validated instruments. Furthermore, it is important to notice that the values of the regression coefficients in the adjustment of the proposed models were quite low, indicating that the explanatory variables investigated contributed modestly to explain the variability of the internalizing and externalizing behavior problems.
Thus, new variables should be included in future predictive studies, to give explicit account of the multifaceted nature of these behavior problems. Beside the contributions of this study, there are also some limitations.
First, the measures on parenting practices were applied to any caregivers mother or father or any other person responsible for raising the child , making it impossible to carry out comparative analyses between maternal and paternal practices. This study reflects the general vision of the mothers, who were the majority of caregivers Furthermore, parenting practices were assessed from the parents' perspectives, and would be important to obtain the children perceptions about these practices as well.
Assuming the possibility of finding divergent views, information obtained from both parents and from children could bring more accurate information to understanding the development of internalizing and externalizing problems.
In studying development, it is also necessary to conduct research including longitudinal data that can be helpful to understanding of the trajectory and consequences of internalizing and externalizing problems in childhood. Finally, in future studies, it is suggested to include information on the quality of other social relationships that children establish eg, friendship in the peer group, a sphere of social relationships that, at this stage of development, plays a fundamental role in children's socialization processes.
Achenbach, T. Manual for the Child Behavior Checklist and Profile. The classification of child psychopathology: A review and analysis of empirical efforts. Psychological Bulletin, 85 , National survey of problems and competencies among four- to sixteen-year-olds: Parents' reports for normative and clinical samples. Monographs of the Society for Research in Child Development, 56 , Aunola, K. The role of parenting styles in children's problem behavior.
Child Development, 76 6 , Bandeira, M. O cuidado parental e o papel do pai no contexto familiar [The parental care and the role of the father in the family context].
Plus, you can contact them on a more regular basis, which can be a great comfort during the tough times when you need to speak with a trusted professional. Consider the following reviews of BetterHelp therapists below from people experiencing similar issues.
We got right to the kernel of what was coming up for me internally, identifying patterns of my own and others that may contribute to my experience. I walked away with a much deeper understanding and greater perspective on my life.
Robin listened closely and became a trusted confidante with the psychological expertise to guide me that I needed. I felt safe to share anything with her, and she became a friend. I highly recommend Robin as a counselor. She made my first impression of BetterHelp excellent. She has been so helpful! I have started my journey into mindfulness with her and have gained a variety of CBT tools with her help.
I am now better able to regulate my emotions of anxiety and stress, cope with my past traumas, and start to live my life with peace.
I feel like she helped me get back not only to my old self but help me start to grow into the best version of myself. She is there for you with tools if you need them or listens if you tell her that's what you need. In these times of chaos, it's wonderful to feel like you have someone in your corner and on your side. If you suffer from anxiety, trauma, or self-esteem issues, I highly recommend her! What Are Internalizing Behaviors?
Source: unsplash. Struggling with Self-Regulation Many children, teens, and adults struggle with self-regulation. Internalizing Behaviors: The Difference Some of these actions, such as those mentioned above, are externalizing behaviors, meaning they are directed toward an individual's environment. Common examples of externalizing behavior include: Verbal aggression Physical aggression Destruction of property Stealing Although "negative emotions" such as anger are normal stress responses, the outward reaction suggests a person has difficulty with self-regulation.
Internalizing Behaviors and Symptoms May Include: Feeling sad, lonely, afraid, unwanted, or unloved Being withdrawn and not wanting to socialize Becoming irritable or nervous, especially when stressed or emotional Not wanting to talk or communicate with anyone Having difficulty concentrating or focusing on important tasks Sleeping a lot more or less than usual Eating a lot more or less than usual Negative self-talk Substance use Suicidal thoughts, attempts, or ideation Source: pexels.
Internalizing Disorders and Presentation Internalizing disorders usually present themselves in these four primary ways: Depression Anxiety Social Withdrawal Somatic Physical Symptom Disorder Depression A common yet extremely serious mood disorder, depression is also known as major depressive disorder or clinical depression. Depressed mood Less interest in all, or almost all, activities Significant weight loss or gain A slowing down of thought along with a reduction of physical movement Fatigue or extreme loss of energy Feelings of worthlessness or inappropriate guilt Diminished ability to think or concentrate Recurrent thoughts of death, suicidal ideation with or without a specific plan, or a suicide attempt Anxiety Because they occur together so frequently, many people think that depression and anxiety are the same illness when they are different.
DSM-5 lists the symptoms of Generalized Anxiety Disorder as: Excessive anxiety Difficult to control worry Restlessness Feeling on edge Becoming easily fatigued Difficulty concentrating Irritability Muscle tension Sleep disturbance For a person living with an anxiety disorder, internalizing behaviors can be a serious issue. Social Withdrawal Social withdrawal can be a symptom of numerous mental health issues, including anxiety and depression. It is also one of the main signs of Avoidant Personality Disorder, which is characterized by the following: Extreme social inhibition Feelings of inadequacy Sensitivity to negative criticism as well as rejection Social withdrawal is worth mentioning separately because it is a common coping mechanism for those experiencing strong emotions and stress through internalizing behavior.
Moreover, she was responsible for proofreading the manuscript. GA gave extensive feedback during both the conduction of the experiment and writing the manuscript. She extensively discussed the findings and wrote parts of the manuscript. Moreover, GA was involved in the proof reading process and the final feedback for the manuscript. Overall, all authors extensively contributed to the present submission and were involved in the writing and feedbacking process at any time.
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. The reviewer AP and the handling Editor declared their shared affiliation, and the handling Editor states that the process nevertheless met the standards of a fair and objective review.
We thank Christoph Kowalski for his help with data collection and all parents and children who participated in this study. We also thank Bettina Janke for helpful comments regarding the testing procedure and coding of the German version of the Test of Emotion Comprehension. Achenbach, T. Burlington, VT: University of Vermont.
Google Scholar. Albanese, O. Emotion comprehension: the impact of nonverbal intelligence. Pons, D. Marie-France, L. Lafortune, P. Doudin, and O. Albanese Aalborg: Aalborg University Press , 39— Beck, L. Relationship between language competence and emotional competence in middle childhood.
Emotion 12, — Belacchi, C. Bell, D. Child Adolesc. Bender, P. Emotion understanding in clinically anxious children: a preliminary investigation. Brown, J. Talk with your mother or your sibling? Developmental changes in early family conversations about feelings. Child Dev. Bullock, M. Further evidence on preschoolers interpretation of facial expressions. Colle, L.
Patterns of attachment and emotional competence in middle childhood. Crick, N. Cutting, A. Theory of mind, emotion understanding, language, and family background: individual differences and interrelations.
Daleiden, E. An information-processing perspective on childhood anxiety. Denham, S. Preschool understanding of emotions: contributions to classroom anger and aggression.
Child Psychol. Psychiatry 43, — Dodge, K. Peer rejection and social information—processing factors in the development of aggressive behavior problems in children. Child Dev 74, — CrossRef Full Text. Kinder Jugendpsychiatr. Fine, S. First grade emotion knowledge as a predictor of fifth grade self-reported internalizing behaviors in children from economically disadvantaged families.
Gavazzi, I. Emotional state talk and emotion understanding: a training study with preschool children. Child Lang. Goetz, P. The effects of bilingualism on theory of mind development. Grob, A. Intelligence and Development Scales. Bern: Hans Huber. Grossmann, K. Harris, P. Lewis, F. Havilang-Jones, and M. Gesundheitsschutz 50, — Ihle, W. Izard, C. Emotional intelligence or adaptive emotions? Emotion 1, — Janke, B. Emotionswissen und Sozialkompetenz von Kindern im Alter von drei bis zehn Jahren.
Lagattuta, K. Differences in early parent-child conversations about negative versus positive emotions: implications for the development of psychological understanding.
Lansford, J. A year prospective study of patterns of social information processing problems and externalizing behaviors. Luebbe, A.
Social information processing in children: specific relations to anxiety, depression, and affect. Meerum Terwogt, M. Meins, E. Linguistic acquisitional style and mentalising development: the role of maternal mind-mindedness.
Sign In. Advanced Search. Search Menu. Article Navigation. Close mobile search navigation Article Navigation. Volume Stein , Judith A. Stein 2. University of California. Oxford Academic. Google Scholar. Michael D.
0コメント