Rosario Montirosso

International comparisons of behavioral and emotional problems in preschool children: Parents' reports from 24 societies

International comparisons were conducted of preschool childrens behavioral and emotional problems as reported on the Child Behavior Checklist for Ages 1½–5 by parents in 24 societies (N = 19,850). Item ratings were aggregated into scores on syndromes; Diagnostic and Statistical Manual of Mental Disorders–oriented scales; a Stress Problems scale; and Internalizing, Externalizing, and Total Problems scales. Effect sizes for scale score differences among the 24 societies ranged from small to medium (3–12%). Although societies differed greatly in language, culture, and other characteristics, Total Problems scores for 18 of the 24 societies were within 7.1 points of the omnicultural mean of 33.3 (on a scale of 0–198). Gender and age differences, as well as gender and age interactions with society, were all very small (effect sizes < 1%). Across all pairs of societies, correlations between mean item ratings averaged .78, and correlations between internal consistency alphas for the scales averaged .92, indicating that the rank orders of mean item ratings and internal consistencies of scales were very similar across diverse societies.

Cross-Cultural Analysis of Social Competence and Behavior Problems in Preschoolers.

A multi-national study using the Social Competence and Behavior Evaluation Inventory (SCBE-30) was conducted to investigate preschool childrens social and emotional development across cultures. A total of 4,640 children from eight participating countries, including Austria, Brazil, Canada, China, Italy, Japan, Russia, and the United States were evaluated by their preschool teachers. The main objective of the study was to validate the SCBE-30 in each country and build a cross-cultural data set for the investigation of universals, as well as cultural differences, in the development of preschool childrens social competence and the frequency and type of their behavioral problems. Results provide a clear case for the structural equivalence of the SCBE-30 across all samples, for universals in the structure of early social behavior, and possibly some differences that may be attributed to culture. The pattern of gender differences found in North American samples was found to generalize across cultural contexts as preschool boys were universally reported to be significantly more aggressive and viewed as less socially competent than girls. Age differences were also found in all eight samples reflecting increasing competence in older children, however age trends in the prevalence of behavior problems were culture specific.

Behavioral/Emotional Problems of Preschoolers: Caregiver/Teacher Reports From 15 Societies

This study tested societal effects on caregiver/teacher ratings of behavioral/emotional problems for 10,521 preschoolers from 15 societies. Many societies had problem scale scores within a relatively narrow range, despite differences in language, culture, and other characteristics. The small age and gender effects were quite similar across societies. The rank orders of mean item ratings were similar across diverse societies. For 7,380 children from 13 societies, ratings were also obtained from a parent. In all 13 societies, mean Total Problems scores derived from parent ratings were significantly higher than mean Total Problems scores derived from caregiver/teacher ratings, although the size of the difference varied somewhat across societies. Mean cross-informant agreement for problem scale scores varied across societies. Societies were very similar with respect to which problem items, on average, received high versus low ratings from parents and caregivers/teachers. Within every society, cross-informant agreement for item ratings varied widely across children. In most respects, results were quite similar across 15 very diverse societies.

Implications of Epigenetics in Developmental Care of Preterm Infants in the NICU: Preterm Behavioral Epigenetics

Introduction: Epigenetics is an emerging field of research at the interface between biological and environmental sciences, and it is suggesting that early adversities might be embedded into infants’ developing biology through DNA functional processes (e.g., DNA methylation). Recent studies revealed an association between pain-related stress and epigenetic variations which can affect stress reactivity during early infancy. On the other hand, behavioral epigenetic studies on human subjects are suggesting that DNA methylation might be modified “for good” through caring interventions and protective environments.

Modalità interattive nella relazione precoce tra madre e bambino affetto da labio-palato-schisi. Studio osservativo su un campione italiano

I bambini affetti da labio-palato-schisi (LPS) possono presentare difficolta nell’interazione socio-emozionale con la madre. L’obiettivo dello studio e analizzare la qualita degli scambi affettivi in una fase precoce dello sviluppo. Hanno preso parte alla ricerca due gruppi (clinico e di controllo) composti entrambi da 16 diadi madre-bambino. Un’interazione di cinque minuti viso-a-viso e stata vi- deo-registrata quando il bambino aveva 2 mesi di vita. I comportamenti e lo stile interattivo della madre e del bambino sono stati codificati mediante il sistema GRS - Global Rating Scales [29]. E stato inoltre somministrato il questionario BDI - Beck Depression Inventory - compilato dalle madri per valutare la sintomatologia depressiva. I risultati evidenziano che rispetto ai bambini del gruppo di controllo i bambini con LPS manifestano una ridotta partecipazione allo scambio relazionale con la madre. Le madri del gruppo clinico appaiono meno sensibili rispetto alle madri del gruppo di controllo. Tra i due gruppi di madri non emergono differenze ai punteggi ottenuti al questionario sulla sintomatologia depressiva. Tuttavia, nel corso dell’interazione con il loro bambino le madri del gruppo clinico manifestavano segni di natura depressiva. Globalmente le interazioni madrebambino affetto da LPS risultano meno fluide e con un minor numero di scambi comunicativi positivi. In conclusione, la presenza di LPS nel bambino interferisce in modo rilevante sulla qualita dell’interazione precoce madre-bambino. Questi risultati suggeriscono l’importanza di pianificare interventi precoci indirizzati a facilitare la relazione tra la madre e il bambino affetto da LPS.