Behavioral Problems in Early Childhood
Behavioral Problems in Early Childhood
Abstract
Early childhood behavioral problems is are a complex issue and there are many important aspects to consider when discussing this unique age group. The following is a broad review of the research on the subject. Included is an overview of the topic, as well as a review and discussion of risk factors, assessment methods, and intervention strategies. It is also discussed that further research must be done in order to provide better assessment techniques and treatment procedures for young children with behavioral issues.
Behavioral Problems in Early Childhood
Overview
Early childhood behavior has long been a subject of interest among psychologists as well as professionals in other fields. Famous professionals who have studied and developed theories on the subject include Sigmund Freud, Anna Freud, Erik Erikson, Jean Piaget, John Bowlby, Marie Ainsworth, Mari Main, Donald Wincott, and Daniel Stem (Weatherston, 2000). The theoretical framework provided by these theorists has provided usno first person with the building blocks in which to understand behavioral problems in early childhood.
Early childhood behavioral problems are often difficult to define, since many behavioral issues are part of the normal childhood development process. Keenan and Wakschlag explain that “Preschool-age children come to mental health clinics for services, manifest serious and sometimes harmful behavior, and demonstrate impaired functioning as a result of behavioral and emotional problems”(2002).don’t quote this--paraphrase According to the DSM-IV, young children with problem behaviors are placed in the categorychildren are not placed in a category of disruptive behavior disorders. Disruptive behavior disorders include two sub-categories, composed of including oppositional defiant disorder and conduct disorder (Keenan & Wakschlag, 2002).
A study conducted by Beernink, Swinkels and Buitelaar (2007), determined the presence of
Abstract
Early childhood behavioral problems is are a complex issue and there are many important aspects to consider when discussing this unique age group. The following is a broad review of the research on the subject. Included is an overview of the topic, as well as a review and discussion of risk factors, assessment methods, and intervention strategies. It is also discussed that further research must be done in order to provide better assessment techniques and treatment procedures for young children with behavioral issues.
Behavioral Problems in Early Childhood
Overview
Early childhood behavior has long been a subject of interest among psychologists as well as professionals in other fields. Famous professionals who have studied and developed theories on the subject include Sigmund Freud, Anna Freud, Erik Erikson, Jean Piaget, John Bowlby, Marie Ainsworth, Mari Main, Donald Wincott, and Daniel Stem (Weatherston, 2000). The theoretical framework provided by these theorists has provided usno first person with the building blocks in which to understand behavioral problems in early childhood.
Early childhood behavioral problems are often difficult to define, since many behavioral issues are part of the normal childhood development process. Keenan and Wakschlag explain that “Preschool-age children come to mental health clinics for services, manifest serious and sometimes harmful behavior, and demonstrate impaired functioning as a result of behavioral and emotional problems”(2002).don’t quote this--paraphrase According to the DSM-IV, young children with problem behaviors are placed in the categorychildren are not placed in a category of disruptive behavior disorders. Disruptive behavior disorders include two sub-categories, composed of including oppositional defiant disorder and conduct disorder (Keenan & Wakschlag, 2002).
A study conducted by Beernink, Swinkels and Buitelaar (2007), determined the presence of
References: Beernink, A., Swinkels, S., & Buitelaar, J. (2007). Problem behavior in a community sample of 14- and 19-month-old children. European Child and Adolescent Psychiatry, 16 (4), 271-280. English, D., Marshall, D., & Stewart, A. (2003). Effects of family violence on child behavior and health during early childhood. Journal of Family Violence, 18(1), 43-57. space here Dempsey, I Nelson, R. (2007). Risk factors predictive of the problem behavior of children at risk for emotional and behavioral disorder. Council for Exceptional Children, 73(3), 367-379. Ramos, M., Guerin, D., Gottfried, A., & Oliver, A. (2005). Family conflict and children’s behavior problems: The moderating role of child temperament. Structural Equation Modeling, 12(2), 278-298. Stacks, A. (2005). Using an ecological framework for understanding and treating externalizing behavior in early childhood. Early Childhood Education Journal, 32,(4) 269-278. Qi, C., & Kaiser, A.(2003). Behavioral problems of preschool children from low income families: Review of the literature. Topics in Early Childhood Special Education, 23(4), 188-216. Wakschlag, L., & Keenan, K. (2002). Can a valid diagnosis of disruptive behavior be made in preschool children? American Journal of Psychiatry, 159(3), 351-358. Wakschlag, L., & Keenan, K. (2001). Clinical significance and correlates of disruptive behavior in environmentally at-risk preschoolers. Journal for Clinical Child Psychology, 30(1), 262-275. Weatherston, D. (2001). Infant mental health: A review of relevant literature. Psychoanalytic Social Work, 8(1), 39-69. Winslow, E., & Shaw, D. (2007). Impact of neighborhood disadvantage on overt behavior problems during early childhood. Aggressive Behavior, 33, 207-219.