Externalizing behavioral problems refer to the extreme way in which an individual may express his or her emotions, often due to a lack of skills to control feelings. To avoid robust problematic...Show moreExternalizing behavioral problems refer to the extreme way in which an individual may express his or her emotions, often due to a lack of skills to control feelings. To avoid robust problematic behavior patterns in later life that are difficult to correct, it is important to be able to detect externalizing behavioral problems in primary school-aged children. However, the perception of what constitutes problematic behavior may differ depending on the type of observer. In particular, parents may view their child’s behavior differently from teachers. The purpose of this research was to examine potential differences between teachers and parents in the judgement of externalizing behavioral problems of primary school-aged children. Also, it was investigated whether differences in judgment depended on a child’s gender or social-cognitive skills. Participants were primary school children from Amsterdam between 5 and 12 years old who exhibited high levels of externalizing behavior at school and at home, and who were siblings of delinquents and/or failed to attend school on a regular basis (N = 178; 73.6% boys). Teachers and parents provided judgments of externalizing problem behaviors using the Child Behavior Checklist and the Teacher Report Form; the Social Cognitive Skills Test was used to measure social-cognitive skills. Results showed that there was a significant difference between parents and teachers: teachers more often concluded a child exhibited externalizing problem behavior. In addition, no gender differences in teacher-parent judgement of externalizing behavioral problems were found. Lastly, social-cognitive skills did not predict externalizing problem behaviors according to parents and teachers, and gender did not influence this association. It can be concluded differences between parents and teachers with regards to judging the degree of externalizing problems are already present in young children, regardless of their gender or social-cognitive skills.Show less
According to the social cognitive theory, children go trough a six-step plan when faced with a social situation. After the interaction, the steps taken and the outcome of the social situation are...Show moreAccording to the social cognitive theory, children go trough a six-step plan when faced with a social situation. After the interaction, the steps taken and the outcome of the social situation are evaluated. This evaluation now becomes part of the child’s so called social schemas, which can be used when facing a novel social situation in the future. However, children with externalizing problem behaviour inadequately use this six-step plan, resulting in the use of unfavourable schemas, leading to a wrong reaction in a social situation. For example, they misread the intentions of the other as hostile and react with an aggressive reaction. The aim of this study is to investigate which social cognitive skills children with externalizing behavioural problems use, how age plays a role in this, and whether social cognitive skills are predictive of behavioural problems. In total, 174 children with externalizing behavioural problems were included in this study; 84 children aged 6-10 years and 90 children aged 10-12 years. Results showed that older children have better control of social cognition than younger children (p<.001). Social cognition however, was not a significant predictor for externalizing behaviour problems in either the younger (p = .920) or older children (p = .778). In conclusion, our results were not in line with the social cognitive theory. However, in order to reduce the risks for adverse outcome in children with externalizing problem behaviour, such as the risk of criminal behaviour, it is important to investigate whether young children with externalizing behaviour problems lag behind on children without these problems. In addition, it is important to investigate which mechanisms underlie externalizing problem behaviour in order to optimally adapt early interventions to the needs of children.Show less
Background: Both social cognitive skills and achievement motivation are important for a successful (school)career and a successful social life. Little is known about the exact role of parents in...Show moreBackground: Both social cognitive skills and achievement motivation are important for a successful (school)career and a successful social life. Little is known about the exact role of parents in the development of social cognitive skills and achievement motivation. However, as part of the social learning environment, parents can potentially exert great influence on such skills. Aim: To stimulate the development of social cognitive skills and achievement motivation of children by a parental education program. Method: 62 children (age 9 to 11 years), enrolled in Freinet elementary school, were tested on social cognition with the short version of Social Cognitive Skills Test and achievement motivation with the questionnaire Achievement Motivation Test for Children. Both test were assessed at the beginning (September/October 2012) and end (June/July 2013) of the school year. The parental education program, focused on information about brain development, was implemented around mid-term and required the 27 enrolled parents to do homework assignments with their children. The parents were randomly assigned to the education program (N = 27) or the control group (N = 35). The development of social cognition and achievement motivation was analyzed with a Repeated Measures ANOVA. Results: The social cognitive skills increased significantly in both groups. The training group showed significantly more growth than the control group. There was no difference between the achievement motivation at the pretest and the posttest for both groups. Conclusion: Children can benefit from the parental education program. Parental participation was associated with significant more growth in social cognitive skills. However, for achievement motivation, the parental education program did not sufficiently influence the children during the school year.Show less
This study researches the differences in social cognitive skills and cognitive distortions between boys with Disturbed Behavior Disorders (DBD) and boys without DBD. Subsequently the correlation...Show moreThis study researches the differences in social cognitive skills and cognitive distortions between boys with Disturbed Behavior Disorders (DBD) and boys without DBD. Subsequently the correlation between eight social cognitive skills, four self-serving cognitive distortions and reactive and proactive aggression was researched. 24 boys with DBD and 24 boys in the control group were tested with the SCST (social cognitive skills) and the How I Think-questionnaire (cognitive distortions). Parents of these children completed the IRPA-questionnaire (reactive and proactive aggression). Boys with DBD scored significantly higher on the subscale of the SCST ‘Comparing Perspectives’. Boys with DBD appear to be better in naming differences and similarities between different perspectives than boys in the control group. Proactive aggression was partially predicted by the subscale of the SCST ‘Understandig Perspectives’, in which boys with better capabilities demonstrate more proactive aggression. Both results are possibly explained by the lack of empathy. No indications were found that cognitive distortions correlate with reactive and proactive aggression.Show less
