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Titolo:
Applications of the expressed emotion construct to young children with externalizing behavior: Stability and prediction over time
Autore:
Peris, TS; Baker, BL;
Indirizzi:
Univ Calif Los Angeles, Dept Psychol, Los Angeles, CA 90095 USA Univ CalifLos Angeles Los Angeles CA USA 90095 Los Angeles, CA 90095 USA
Titolo Testata:
JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES
fascicolo: 4, volume: 41, anno: 2000,
pagine: 457 - 462
SICI:
0021-9630(200005)41:4<457:AOTEEC>2.0.ZU;2-E
Fonte:
ISI
Lingua:
ENG
Soggetto:
PSYCHIATRIC-PATIENTS; FAMILIES; SCHIZOPHRENIA; RELATIVES; DISORDER; PSYCHOPATHOLOGY; ASSOCIATIONS; INHIBITION; RISK;
Keywords:
ADHD; expressed emotion; externalizing disorder; parent-child relationships; preschool children; school children;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
33
Recensione:
Indirizzi per estratti:
Indirizzo: Baker, BL Univ Calif Los Angeles, Dept Psychol, Los Angeles, CA 90095 USA Univ Calif Los Angeles Los Angeles CA USA 90095 s, CA 90095 USA
Citazione:
T.S. Peris e B.L. Baker, "Applications of the expressed emotion construct to young children with externalizing behavior: Stability and prediction over time", J CHILD PSY, 41(4), 2000, pp. 457-462

Abstract

We explored the utility of the Expressed Emotion (EE) construct with a community sample of young children (N = 91), studying the stability of EE scores over a 2-year period and the extent to which EE was associated with simultaneous and subsequent disruptive behavior. As part of a longitudinal study, families were assessed when the child was in preschool, 1st grade, and 3rd grade. Maternal EE was measured at preschool and 1st grade using the Five Minute Speech Sample and behavior ratings were obtained using the Child Behavior Cheeklist, At 3rd grade, the Diagnostic Interview Schedule for Children was used to determine DSM-IV diagnoses. The stability of the EE ratingover the 2-year period from preschool to 1st grade was statistically significant although modest. At 1st grade, EE ratings were significantly relatedto the extent of externalizing behavior problems. Regression analyses thatcontrolled for maternal stress levels determined that preschool EE ratingspredicted classification of ADHD over 4 years later, at 3rd grade. The relationships between EE and child problem behavior were almost exclusively determined by the EE criticism dimension; the emotional overinvolvement dimension was not related to child behavior. The implications of these findings are discussed.

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Documento generato il 18/01/20 alle ore 01:48:02