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Boys' externalizing problems at elementary school age: Pathways from early behavior problems, maternal control, and family stress

Published online by Cambridge University Press:  04 March 2009

Susan B. Campbell ,
Elizabeth W. Pierce ,
Ginger Moore ,
Susan Marakovitz  and
Kristin Newby
Susan B. Campbell*
Affiliation:
University of Pittsburgh
Elizabeth W. Pierce
Affiliation:
University of Pittsburgh
Ginger Moore
Affiliation:
University of Pittsburgh
Susan Marakovitz
Affiliation:
University of Pittsburgh
Kristin Newby
Affiliation:
University of Pittsburgh
*
Clinical Psychology Program, Department of Psychology, University of Pittsburgh, 4015 O'Hara Street, Pittsburgh, PA 15260
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Abstract

Hard-to-manage preschool boys and comparison boys were studied at age 4 years and followed at ages 6 and 9 years. Externalizing problems at ages 4 and 9 were associated with concurrent family stress, but this relationship was partially mediated by negative maternal control. Cross-lagged regressions indicated that despite the high stability in children's problem ratings, observed negative maternal control at age 4 and self-reported negative discipline at age 9 predicted externalizing problems at age 9 years, controlling for earlier levels of symptoms. Hierarchical regression analyses revealed that problems were more likely to persist in the context of chronic family stress, defined as negative life events, marital dissatisfaction, and maternal depressive symptoms. When problem boys who met diagnostic criteria for Oppositional Disorder and/or Attention Deficit Disorder were compared with boys who were improved by age 9 years, family stress and earlier symptom levels, as well as maternal control differentiated between them. Teacher ratings suggested that these boys were on a clear pathway to persistent problems by age 6 years. A small sample of comparison boys with emerging problems also were living in more dysfunctional families and their mothers reported using more negative discipline at age 9 years.

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Type
Articles
Information
Development and Psychopathology , Volume 8 , Issue 4: Developmental Pathways: Diversity in Process and Outcome , Fall 1996 , pp. 701 - 719
Copyright
Copyright © Cambridge University Press 1996

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