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ERIC Number: EJ1088129
Record Type: Journal
Publication Date: 2016-Feb
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0021-9630
Parenting Style Influences Bullying: A Longitudinal Study Comparing Children with and without Behavioral Problems
Rajendran, Khushmand; Kruszewski, Edyta; Halperin, Jeffrey M.
Journal of Child Psychology and Psychiatry, v57 n2 p188-195 Feb 2016
Background: More optimal parenting has been linked with lower rates of bullying. However, it is not clear whether parenting can alter the trajectories of bullying among children diagnosed with ADHD or ODD as well as those who are not so diagnosed. This study examined whether parenting at age 4-5 years was associated with changes in bullying over the next 4 years among children with Attention-deficit/Hyperactivity Disorder (ADHD) with and without comorbid Oppositional Defiant Disorder (ODD) relative to children without these disorders. Method: Children from the New York metropolitan area (n = 162) were prospectively studied over six annual assessment points between preschool and 9 years of age. Parenting was assessed by laboratory observations of the parent and child; teachers rated child bullying, and parents reported on children's diagnostic status (Neither ADHD nor ODD, ADHD but not ODD, both ADHD and ODD). Results: Children with comorbid ADHD and ODD were more likely to bully than the other two groups. Hierarchical linear modeling revealed a fall in bullying over five years. Diagnostic status was significantly associated with initial levels of bullying. Irrespective of diagnostic group, children receiving more parent support for child autonomy at age 4 to 5 years showed a significantly greater decline in bullying than those provided with little support for autonomy. There was no longitudinal link between parent negative affect, emotionally supportive parenting and quality of parent-child interactions with bullying. Conclusions: Greater parent support for child autonomy at age 4-5 years is related to reduced bullying. Interventions that encourage parent support for child autonomy at the time of entry into school may reduce bullying during early school years.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: National Institute of Mental Health (DHHS/NIH)
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: R01MH068286