Caregiver adverse childhood experiences and preschool externalizing problems: The role of factors that contribute to caregiver resilience
Preschool children with externalizing problems are at risk for short- and long-term difficulties and preschool externalizing problems (PEP) are influenced by several caregiver factors. One such factor is caregiver adverse childhood experiences (ACEs). Researchers have investigated how caregiver ACEs...
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| Published in: | Child abuse & neglect Vol. 147; p. 106526 |
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| Format: | Journal Article |
| Language: | English |
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01-01-2024
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| Abstract | Preschool children with externalizing problems are at risk for short- and long-term difficulties and preschool externalizing problems (PEP) are influenced by several caregiver factors. One such factor is caregiver adverse childhood experiences (ACEs). Researchers have investigated how caregiver ACEs are related to PEP by identifying risk factors to account for this association. However, research on caregiver factors associated with fewer PEP is limited. Particularly, factors that contribute to caregiver resilience may be adaptive caregiver characteristics that negatively relate to PEP, even when adjusting for caregiver ACEs.
The present study sought to address a gap in the literature by examining the impact of different types of factors that contribute to caregiver resilience (e.g., caregiver social-ecological factors or caregiver positive childhood experiences) as promotive factors of lower PEP.
Participants included 125 caregiver-child dyads recruited from the community.
Participating caregivers completed measures of their own and their child's demographic information, caregiver ACEs, caregiver social-ecological factors, caregiver positive childhood experiences, and PEP.
Overall, positive caregiver childhood experiences (r = -0.25, p < .01), and not caregiver social-ecological factors (r = -0.13, p = .15), demonstrated a significant negative association with PEP. However, this relation became statistically non-significant when adjusting for caregiver ACEs (β = -0.12, p = .20).
Given the association between caregiver ACEs and PEP, this study highlights the importance of assessing a caregiver's ACEs, specifically when working with caregivers seeking parent training for disruptive child behaviors. There should be a continued focus on ecological and family strengths and differential impacts as they relate to PEP. |
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| AbstractList | BACKGROUNDPreschool children with externalizing problems are at risk for short- and long-term difficulties and preschool externalizing problems (PEP) are influenced by several caregiver factors. One such factor is caregiver adverse childhood experiences (ACEs). Researchers have investigated how caregiver ACEs are related to PEP by identifying risk factors to account for this association. However, research on caregiver factors associated with fewer PEP is limited. Particularly, factors that contribute to caregiver resilience may be adaptive caregiver characteristics that negatively relate to PEP, even when adjusting for caregiver ACEs.OBJECTIVEThe present study sought to address a gap in the literature by examining the impact of different types of factors that contribute to caregiver resilience (e.g., caregiver social-ecological factors or caregiver positive childhood experiences) as promotive factors of lower PEP.PARTICIPANTS AND SETTINGParticipants included 125 caregiver-child dyads recruited from the community.METHODParticipating caregivers completed measures of their own and their child's demographic information, caregiver ACEs, caregiver social-ecological factors, caregiver positive childhood experiences, and PEP.RESULTSOverall, positive caregiver childhood experiences (r = -0.25, p < .01), and not caregiver social-ecological factors (r = -0.13, p = .15), demonstrated a significant negative association with PEP. However, this relation became statistically non-significant when adjusting for caregiver ACEs (β = -0.12, p = .20).CONCLUSIONSGiven the association between caregiver ACEs and PEP, this study highlights the importance of assessing a caregiver's ACEs, specifically when working with caregivers seeking parent training for disruptive child behaviors. There should be a continued focus on ecological and family strengths and differential impacts as they relate to PEP. Preschool children with externalizing problems are at risk for short- and long-term difficulties and preschool externalizing problems (PEP) are influenced by several caregiver factors. One such factor is caregiver adverse childhood experiences (ACEs). Researchers have investigated how caregiver ACEs are related to PEP by identifying risk factors to account for this association. However, research on caregiver factors associated with fewer PEP is limited. Particularly, factors that contribute to caregiver resilience may be adaptive caregiver characteristics that negatively relate to PEP, even when adjusting for caregiver ACEs. The present study sought to address a gap in the literature by examining the impact of different types of factors that contribute to caregiver resilience (e.g., caregiver social-ecological factors or caregiver positive childhood experiences) as promotive factors of lower PEP. Participants included 125 caregiver-child dyads recruited from the community. Participating caregivers completed measures of their own and their child's demographic information, caregiver ACEs, caregiver social-ecological factors, caregiver positive childhood experiences, and PEP. Overall, positive caregiver childhood experiences (r = -0.25, p < .01), and not caregiver social-ecological factors (r = -0.13, p = .15), demonstrated a significant negative association with PEP. However, this relation became statistically non-significant when adjusting for caregiver ACEs (β = -0.12, p = .20). Given the association between caregiver ACEs and PEP, this study highlights the importance of assessing a caregiver's ACEs, specifically when working with caregivers seeking parent training for disruptive child behaviors. There should be a continued focus on ecological and family strengths and differential impacts as they relate to PEP. |
| ArticleNumber | 106526 |
| Author | Schmidt, Adam T Kim, Shinye Morrow, Amber J Victor, Sarah E Borrego, Jr, Joaquín Gissandaner, Tre D Littlefield, Andrew K |
| Author_xml | – sequence: 1 givenname: Tre D surname: Gissandaner fullname: Gissandaner, Tre D email: tre.gissandaner@nyspi.columbia.edu organization: Division of Child and Adolescent Psychiatry, Columbia University Irving Medical Center, 1051 Riverside Dr, New York, NY 10032, United States of America. Electronic address: tre.gissandaner@nyspi.columbia.edu – sequence: 2 givenname: Andrew K surname: Littlefield fullname: Littlefield, Andrew K organization: Department of Psychological Sciences, Texas Tech University, Box 42051, Lubbock, TX 79409, United States of America – sequence: 3 givenname: Adam T surname: Schmidt fullname: Schmidt, Adam T organization: Department of Psychological Sciences, Texas Tech University, Box 42051, Lubbock, TX 79409, United States of America – sequence: 4 givenname: Sarah E surname: Victor fullname: Victor, Sarah E organization: Department of Psychological Sciences, Texas Tech University, Box 42051, Lubbock, TX 79409, United States of America – sequence: 5 givenname: Shinye surname: Kim fullname: Kim, Shinye organization: Department of Counseling Psychology, University of Wisconsin-Madison, 1000 Bascom Mall, Madison, WI 53706, United States of America – sequence: 6 givenname: Amber J surname: Morrow fullname: Morrow, Amber J organization: Department of Psychological Sciences, Texas Tech University, Box 42051, Lubbock, TX 79409, United States of America – sequence: 7 givenname: Joaquín surname: Borrego, Jr fullname: Borrego, Jr, Joaquín organization: School of Graduate Psychology, Pacific University, Oregon, 190 SE 8th Ave, Hillsboro, OR 97123, United States of America |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/37952291$$D View this record in MEDLINE/PubMed |
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| Keywords | Promotive factors Preschool externalizing problems Caregiver ACEs Caregiver resilience |
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