Aggressive behaviour is one of the most common behavioural issues in children and adolescents. Given its negative effects on social, emotional and academic development, early intervention is deemed...Show moreAggressive behaviour is one of the most common behavioural issues in children and adolescents. Given its negative effects on social, emotional and academic development, early intervention is deemed necessary. This study investigated the predictive role of emotion regulation and executive functioning, along with the mediating role of emotion regulation in the relationship between executive functioning and aggression problems. This current correlational study is part of the TRIXY project. The sample consisted of 47 children between the ages of three and seven year old. Aggression was measured using the Child Behaviour Checklist, emotion regulation was measured using the Child Behaviour Questionnaire – Very short form and the executive functions inhibition, planning ability, working memory and cognitive flexibility were measured using the Behavior Rating Inventory of Executive Functions (BRIEF) and the BRIEF-P. The findings indicated that children who experienced more difficulties in executive functioning exhibited heightened levels of aggressive behaviour. Additionally, research showed that emotion regulation is a mediating factor in the relation between executive functioning and aggression. However, the relation between these three constructs differ when splitting the sample in a group consisting of children aged three to four years of age and a group consisting of children who are five to seven years of age, indicating that the relation between these three constructs changes during development. Furthermore, research showed that inhibition, working memory, and cognitive flexibility were predictors of emotion regulation problems and aggression, with inhibition being the most significant predictor of aggression in all ages. Results showed no relation between planning ability, emotion regulation and aggression. This research contributes to the development of effective interventions and the understanding of the development of aggression.Show less
Children with Klinefelter may face difficulties in their later life when it comes to social emotional development and behavior problems (Bruining et al., 2009). This could lead to behavior- and...Show moreChildren with Klinefelter may face difficulties in their later life when it comes to social emotional development and behavior problems (Bruining et al., 2009). This could lead to behavior- and emotion regulation problems including anxiety. During a stressful life event it is crucial to be able to control/use cognitive emotion regulation strategies (Thompson, 1994). If this fails, it can lead to behavior- or social development problems. Although separate results from previous studies suggest a link between anxiety, regulation problems and stressful life events, this possible coherence has not been studied yet for Klinefelter children. Method: To investigate this, 95 children in the age of 1-7 years (of which 51 children with Klinefelter) and their parents participated in a series of questionnaires (Child Behavior Checklist, Children’s Behavior-/Early Childhood Behavior-/VMG Life Events Questionnaire). Results: Children with Klinefelter were found to be more anxious and showed a less expressive internal regulation state compared to the control group, according to their parents. According to the CBQ/ECBQ Reactivity/Soothability subscale results, children with Klinefelter showed less expressive (blunted) emotions when they were in pain, upset or experienced an exciting activity/event. In addition, stressful life events turned out to be a predictor for anxious depressed behavior in children with Klinefelter. There was also no interaction found for the degree of stressful life events and anxious/depressed or reactivity/soothability behavior within the Klinefelter- or control group. Conclusion: Children with Klinefelter experience more anxiety/depressed behavior and less expressive internal regulation state than children without Klinefelter. An association between stressful life events and anxiety/depressed behavior is found within children with Klinefelter, but there is no evidence found for a coherence between stressful life events and regulation problems. Furthermore, no interaction was found between the degree of stressful life events and anxious/depressed or reactivity/soothability behavior within the Klinefelter- or control group.Show less
Children with sex chromosome trisomy’s (SCT) are more vulnerable to developing behavioral, neurocognitive and social-emotional functioning problems and have an increased risk of psychopathology....Show moreChildren with sex chromosome trisomy’s (SCT) are more vulnerable to developing behavioral, neurocognitive and social-emotional functioning problems and have an increased risk of psychopathology. This study investigates through group comparisons to what extent the timing of diagnosis (prenatal/postnatal) influences the type and degree of problem behavior of children aged 1-7 years. In total, 93 children (71 prenatal and 22 postnatal) with an extra X or Y chromosome and 102 non-clinical controls and their parents participated in the study. Types of problem behavior were assessed using the Child Behavior Checklist (CBCL) and a medical history questionnaire. The results indicate that children with SCT generally show more total and internalizing problem behavior than typically developing children, but not significantly more externalizing problem behavior. When it comes to specific problem behaviors, SCT children generally have a shorter attention span, are more easily distracted, tend to be more withdrawn and isolated, worry and experience anxieties and are more sensitive to stimuli and moodiness. The results show that no differences are found in total, internalizing and externalizing problem behavior between children with a prenatal and postnatal diagnosis. However, children with a postnatal diagnosis generally worry more excessively, experience anxiety and are often more irritable compared to children with a prenatal diagnosis of SCT. Finally, the results show that temper tantrums/oppositional behavior, short span of attention/distractibility and excessive worry and fear within the clinical group increases with age. In conclusion, this suggests that it is important to bring the possible consequences of SCT to the attention of medical care providers and parents, so that these children do not worry excessively, experience anxiety and are more irritable (anymore). This proves that there is a need for early interventions in children with SCT, to ensure the quality of life and to reduce the risk of mental health problems.Show less
In the Netherlands, 15% of boys and 10% of girls in elementary school show behaviour problems. The current study investigated executive functioning as a risk factor for externalizing behaviour...Show moreIn the Netherlands, 15% of boys and 10% of girls in elementary school show behaviour problems. The current study investigated executive functioning as a risk factor for externalizing behaviour problems. School-age children who are at risk of developing delinquent behaviour are compared to regular developing children in the relation between executive functioning and externalizing behaviour problems. Three components of executive functioning, inhibition, working memory and cognitive flexibility were investigated. The total sample consisted of 131 boys and 34 girls (N = 165), aged eight to twelve years old (M = 10). 76.4% of the sample were high-risk children; the other 33.6% consisted of the control group. The Teacher’s Report Form was filled in by teachers to measure behaviour problems. Three neurological tasks were used to measure inhibition problems, working memory and cognitive flexibility. To obtain the results, a multiple regression analysis, independent t-tests and a moderation analysis were conducted. Inhibition problems and cognitive flexibility appeared to be significant predictors for externalizing problems. Furthermore, high-risk children showed more inhibition problems and a less developed working memory and cognitive flexibility. There was no difference in the relation between any form of executive functioning and externalizing behaviour, when the high-risk and control group were compared. The proven relationship of inhibition problems and externalizing behaviour problems may ultimately be used for the implementation of interventions. Interventions could (partly) focus on improving inhibition control to decrease externalizing behaviour problems.Show less
