Parent-child relationships, peer functioning, and preschool hyperactivity

Show simple item record Keown, Louise June en 2006-11-30T01:19:36Z en 2006-11-30T01:19:36Z en 2001 en
dc.identifier.citation Thesis (PhD--Psychology)--University of Auckland, 2000. en
dc.identifier.uri en
dc.description Subscription resource available via Digital Dissertations only. en
dc.description.abstract The aim of this thesis was to examine the parent-child relationships and peer functioning of community-identified, 4-year-old boys with hyperactive behaviour problems. The sample consisted of 33 pervasively hyperactive boys and 34 control children. Parenting and child behaviours, and family life factors were assessed at home using a range of measures including the Parental Account of Children's Symptoms Interview (PACS), the Parenting Scale, the General Health Questionnaire (GHQ), and the Life Events Questionnaire. In addition, maternal directiveness and synchrony were coded from videotaped parent-child interaction during free play. Children's peer relations were assessed with teacher ratings on the Child Behavior Scale (CBS) and observer ratings of peer interactions at kindergarten. Results showed that parents of hyperactive boys used less effective parenting skills in disciplinary situations and in coping with child behaviour problems, and spent less time in positive parent-child interaction than comparison group parents. Mothers of hyperactive boys also engaged in fewer synchronous play interactions with their sons and gave more negative ratings on indices of life stress. Poor parent coping, father-child communication, maternal synchrony, negative disciplinary practices, and life stress were significantly associated with hyperactivity after adjusting for the effects of conduct problems. The best parenting predictor of hyperactivity was maternal coping. Compared with control children, the hyperactive boys received significantly higher ratings on exclusion by peers, aggressive, noncompliant, and non-social behaviours, as well as significantly lower ratings of prosocial behaviour and peer acceptance. These between-group differences in social functioning remained significant after statistical control for the effects of conduct problems. Further analysis suggested that the associations between hyperactivity and child social behaviours were partly or wholly explained by group differences in exposure to parenting behaviours that are important for children's social development. These findings highlight the need to examine more closely the role of parenting behaviours in shaping the course, prognosis and treatment outcomes in relation to the behavioural and social adjustment of preschool hyperactive children. The implications of these findings for early childhood intervention in hyperactive behaviour problems are discussed. en
dc.language.iso en en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof PhD Thesis - University of Auckland en
dc.relation.isreferencedby UoA957339 en
dc.rights Subscription resource available via Digital Dissertations only. Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. en
dc.rights.uri en
dc.source.uri en
dc.subject.other PSYCHOLOGY, DEVELOPMENTAL (0620) en
dc.subject.other PSYCHOLOGY, CLINICAL (0622) en
dc.title Parent-child relationships, peer functioning, and preschool hyperactivity en
dc.type Thesis en Psychology en The University of Auckland en Doctoral en PhD en
dc.rights.holder Copyright: The author en
pubs.local.anzsrc 17 - Psychology and Cognitive Sciences en Faculty of Science en
dc.identifier.wikidata Q111963977

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