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Children differ considerably in the social-information-processing (SIP) patterns underlying their aggressive behavior. To clarify these individual differences, we propose a dual-mode SIP model that predicts which processing steps children will take, which children will take them, and under which circumstances, and how this may lead to aggression. This dual-mode SIP model distinguishes between an automatic and reflective processing mode. The automatic mode is characterized by fast automatic processing and impulsive behavioral responses, whereas the reflective mode is characterized by deliberate processing and controlled behavioral responses. Whether children use the automatic or reflective processing mode is moderated by their level of arousal, which depends on an interplay between child-specific factors (i.e., emotional dispositions, motivational dispositions, and executive functioning) and dynamic factors (i.e., internal state and type of situation). The dual-mode SIP model provides new insights into children’s unique SIP styles and provides possibilities to tailor treatment to children’s individual needs.

Given the at-risk status of children of incarcerated mothers for behavior problems and later delinquency, and the key role of their mothers’ parenting behaviors, the need for parent training in this population seems obvious. Although short-term effects of parent training for this population seem promising, sustained intervention effects are unknown. Therefore, we examined follow-up effects of Incredible Years Parent Training enhanced with home visits, on parenting behavior (positive parenting and inconsistent discipline), parenting stress, and disruptive child behavior, in families with mothers being released from incarceration. Mothers of 133 two- to ten-year-old children (M = 6.4 years; 51.1% girls) were partially randomly assigned to the intervention group—receiving group sessions and individual home visits—or a no-intervention control group. Mothers participated in eight assessments, including a follow-up assessment 8 months after intervention. Intention-to-treat latent growth analyses showed that inconsistent discipline increased and remained higher at follow-up in the control group, whereas inconsistent discipline among intervention mothers did not increase. In addition, the intervention reduced both parenting stress and children’s disruptive behavior, but these effects were not maintained at follow-up. In sum, the intervention had sustained effects on inconsistent discipline, however, direct benefits of the intervention on child behavior were no longer visible at 8-month follow-up. Maintenance of treatment gains seems difficult for previously incarcerated mothers, and therefore ongoing family support is needed for these mothers. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Children's aggressive behaviour is partly determined by how they process social information (e.g., making hostile interpretations or aiming to seek revenge). Such aggressive social information processing (SIP) may be most evident if children are emotionally engaged in actual social interactions. Current methods to assess aggressive SIP, however, often ask children to reflect on hypothetical vignettes. This pilot study therefore examined a new method that actually involves children in emotionally engaging social interactions: interactive virtual reality (VR). We developed a virtual classroom where children could play games with virtual peers. A sample of boys (N = 32; ages 8–13) from regular and special education reported on their SIP in distinct VR contexts (i.e., neutral, instrumental gain and provocation). They also completed a standard vignette‐based assessment of SIP. Results demonstrated good convergent validity of interactive VR assessment of SIP, as indicated by significant moderate to large correlations of VR‐assessed SIP with vignette‐assessed SIP for all SIP variables except anger. Interactive VR showed improved measurement sensitivity (i.e., larger variances in SIP compared to vignettes) for aggressive responding, but not for other SIP variables. Discriminant validity (i.e., distinct SIP patterns across contexts) of interactive VR was supported for provocation contexts, but not for instrumental gain contexts. Last, children were more enthusiastic about the VR assessment compared to the vignette‐based assessment. These findings suggest that interactive VR may be a promising tool, allowing for the assessment of children's aggressive SIP in standardized yet emotionally engaging social interactions.

The present study investigated (1) how social relationships with teachers and peers and self-esteem of students with social–emotional and behavioral difficulties (SEBD) in inclusive regular education (regular schools) and students with SEBD in exclusive special education (special schools) develop over time in comparison with each other and in comparison with their typically developing peers and (2) whether factors—present before students with SEBD received special education services—predicted social–emotional development in either educational setting. Thirty-six students with SEBD in regular schools, 15 students with SEBD in special schools, and 1,270 typically developing peers participated. We collected data when students with SEBD resided in regular education without additional support, and we followed the development of students with SEBD for 1.5 years with three additional measurements in either school setting. Data of typically developing peers were collected when they resided in a classroom of a participating student with SEBD. Using Bayesian statistics, we found that students with SEBD in special schools had more conflictual relationships with their teachers than typically developing peers, but these relationships improved over time. Students with SEBD in regular schools were less accepted among peers than typically developing students and peer acceptance was stable over time for all three groups. Self-esteem and development in self-esteem over time did not differ between groups. The current study shows that students with SEBD show different developmental trajectories in regular or special schools and that it is difficult to predict their social–emotional development by factors present before students with SEBD received special education services.

Evidence-based cognitive behavioral therapies (CBTs) for children with aggressive behavior problems have only modest effects. Research is needed into new methods to enhance CBT effectiveness. The aims of the present study were to (1) examine whether interactive virtual reality is a feasible treatment method for children with aggressive behavior problems; (2) investigate children’s appreciation of the method; and (3) explore whether children’s aggression decreased during the ten-session treatment. Six boys (8–12 years) participated at two clinical centers in the Netherlands. Newly developed weekly reports were collected on treatment feasibility (therapist-report), treatment appreciation (child report), and children’s aggression (child/parent report). Results supported treatment feasibility: therapists delivered on average 98% of the session content, provided more than the recommended practice time in virtual reality, experienced few technical issues, and were satisfied with their treatment delivery. Children highly appreciated the treatment. Parents reported decreases in children’s aggression over the treatment period (i.e., between week 1 and week 10), but children did not. The promising findings of this feasibility study warrant randomized controlled trials to determine whether interactive virtual reality enhances CBT effectiveness for children with aggressive behavior problems.

Contains fulltext : 285191.pdf (Publisher’s version ) (Open Access) Background: Psychological interventions targeting children with mild intellectual disability or borderline intellectual functioning (MID-BIF) are suggested to be effective in reducing their externalizing problem behavior, but less is known about the specific treatment processes that may be associated with these effects. Aims: The current study investigated whether the treatment processes of observed treatment adherence (i.e., the degree to which a therapist sticks to the protocol of a treatment and provides the treatment as intended) and observed therapist alliance-building behavior (TA-BB; i.e., behavior contributing to the affective bond between the therapist and the client) predicted treatment outcomes in a group behavioral parent training combined with group child cognitive behavior therapy targeting externalizing problem behavior in children with MID-BIF. Methods and procedures: Seventy-two children (aged 9–18; Mage = 12.1) and their parents in The Netherlands received the intervention program. They reported on children’s externalizing behavior, parenting practices and the parent-child relationship by questionnaires at pre-test and post-test, and the observed treatment processes were coded by audio tapes of therapeutic sessions. Outcomes and results: The results showed high levels of both treatment adherence (M = 2.49; SD = 0.20; range 1 - 3) and TA-BB (M = 4.11; SD = 0.32; range 1 - 5). Additionally, repeated measures analyses revealed that levels of treatment adherence significantly predicted the improvement of the parent-child relationship (F(1, 66) = 5.37; p = .024) and that levels of TA-BB significantly predicted the decrease of parent reported externalizing problem behavior (F(1, 66) = 9.89; p = .002). Conclusions and implications: The current study suggested that optimal treatment processes are important for treatment outcomes in an intervention targeting children with MID-BIF. 10 p.

Many established parenting programs for children's conduct problems are delivered in groups. Various, and at times conflicting, beliefs exist about whether families fare better in groups with parents that are more similar to them, or in groups that are more diverse. We set out to test these beliefs empirically. We integrated data from four trials of the Incredible Years parenting program in the Netherlands, including 452 families (children age 2-10 years) participating in 44 parenting groups. We used multilevel regression to test whether families benefit more (or less) when they participate in a group with parents that are more similar to them in terms of ethnic background, educational level, and children's baseline conduct problems, Attention Deficit/Hyperactivity Disorder (ADHD) symptoms, and emotional problems. In addition, we tested whether relative group position effects were stronger for some families than for others (e.g., whether especially ethnic minority families benefit from groups that are more ethnically diverse). Families with more severe conduct problems benefited more, but they did not fare better (or worse) in groups where other families were more similar to them. Regarding the other group characteristics, families' relative group position did not predict parenting program effects on children's conduct problems. Our findings held across families with different sociodemographic backgrounds and different levels of children's ADHD symptoms and emotional problems. We found no evidence that parenting group composition impacts the effectiveness of the Incredible Years parenting program for children's conduct problems. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The present study investigated (1) how social relationships with teachers and peers and self-esteem of students with social–emotional and behavioral difficulties (SEBD) in inclusive regular education (regular schools) and students with SEBD in exclusive special education (special schools) develop over time in comparison with each other and in comparison with their typically developing peers and (2) whether factors—present before students with SEBD received special education services—predicted social–emotional development in either educational setting. Thirty-six students with SEBD in regular schools, 15 students with SEBD in special schools, and 1,270 typically developing peers participated. We collected data when students with SEBD resided in regular education without additional support, and we followed the development of students with SEBD for 1.5 years with three additional measurements in either school setting. Data of typically developing peers were collected when they resided in a classroom of a participating student with SEBD. Using Bayesian statistics, we found that students with SEBD in special schools had more conflictual relationships with their teachers than typically developing peers, but these relationships improved over time. Students with SEBD in regular schools were less accepted among peers than typically developing students and peer acceptance was stable over time for all three groups. Self-esteem and development in self-esteem over time did not differ between groups. The current study shows that students with SEBD show different developmental trajectories in regular or special schools and that it is difficult to predict their social–emotional development by factors present before students with SEBD received special education services.

Externaliserend probleemgedrag bij jonge kinderen komt veel voor en heeft grote korte- en langetermijngevolgen voor kinderen en hun omgeving. Pittige Jaren (PJ) is een bewezen effectieve interventie voor ouders om gedragsproblemen bij hun kinderen van tussen 3 en 8 jaar te verminderen middels het versterken van opvoedvaardigheden. De verandering in opvoedvaardigheden is echter beperkt onderzocht en bovendien was het nog niet bekend of deze effecten ook bereikt kunnen worden door buurtteams in de getransformeerde zorg voor jeugd. De training is inmiddels in verschillende buurtteams in de stad Utrecht geïmplementeerd. In de huidige studie worden veranderingen in externaliserende gedragsproblemen bij kinderen en veranderingen in opvoeddimensies (supervisie of monitoring, inconsistente disciplinering, fysiek straffen, positieve betrokkenheid en positieve opvoedtechnieken) van ouders voor en na de training en bij follow-up middels vragenlijsten onderzocht. Voor 77 unieke ouder-kindcombinaties waren gegevens compleet voor zowel voor- als nameting. Na deelname aan PJ blijken gedragsproblemen, inconsistente disciplinering en fysiek straffen significant te verminderen en positieve betrokkenheid en positieve opvoedtechnieken significant toe te nemen. De toename in positieve opvoedtechnieken hangt samen met een vermindering in gedragsproblemen. Deze studie laat zien dat PJ goed past in de getransformeerde praktijk van de jeugdzorg en maakt aannemelijk dat verandering bij PJ bewerkstelligd wordt door het veronderstelde werkingsmechanisme.

Met het ‘indikken’ van het grote aanbod aan psychosociale interventies tegen externaliserende gedragsproblemen bij kinderen en jongeren, aan de hand van de werkzame elementen van deze interventies, zouden de effectiviteit omhoog en de kosten omlaag gebracht kunnen worden. Doel van deze studie is een systematisch overzicht te geven van kenmerken die effectieve interventies tegen externaliserende gedragsproblemen gemeenschappelijk hebben, om werkzame elementen van deze interventies te identificeren. Voor deze studie werden 24 verschillende programma’s geselecteerd waarvan de effectiviteit zeer aannemelijk is. Door middel van codering van deze programma’s werden structuurkenmerken en technieken in de interventies geïdentificeerd die werkzame elementen in interventies – gericht op externaliserende problematiek en delinquentie – lijken te zijn. Door middel van codering van deze programma’s werden structuurkenmerken en technieken in de interventies geïdentificeerd die werkzame elementen in interventies – gericht op externaliserende problematiek en delinquentie – lijken te zijn. Belangrijke algemene kenmerken blijken te zijn: een gestructureerd programma met handleiding voor sessies die in een vaste volgorde worden doorlopen in tussen de zeven weken en zeven maanden. De meeste effectieve behandelingen worden daarbij blijvend gesuperviseerd. Inhoudelijk is oudertraining bestaande uit het aanleren van operante technieken en psycho-educatie de grootste gemene deler van alle effectieve interventies, waarbij in de sessies en daarbuiten wordt geoefend met concreet gedrag. Vooral bij jongeren is er daarnaast veel aandacht voor beïnvloeding van cognities en emoties, zelfbeloning en het versterken van cognitieve, academische en sociale vaardigheden. Hoewel uit deze en soortgelijke inventarisaties robuuste en substantiële positieve effecten van interventies met een aantal gemeenschappelijke kenmerken blijken, is de kennis over de werkzaamheid van losse elementen nog beperkt, en lijken er mogelijkheden te zijn om zowel de effectieve interventies zelf als de inzet van deze interventies bij jeugdigen te optimaliseren.

Children with aggression problems tend to interpret other’s intentions as hostile in ambiguous social situations. Among clinically referred children with aggressive behavior problems, this hostile attribution style may be relatively rigid and difficult to change, due to prevalent histories of aversive social experience and/or personal vulnerability. The present study examined the effectiveness of a cognitive bias modification (CBM) training to reduce hostile interpretations of facial expressions in clinically referred aggressive boys. We conducted two experiments: Both Study 1 (N = 59, Mage = 11.8) and Study 2 (N = 75, Mage = 11.5) showed that the training effectively reduced hostile interpretation of facial expressions. However, we found no generalization to relevant other outcomes, including state anger and aggression (assessed using a multi-method approach), and hostile attribution assessed in a game context. Taken together, this research illustrates the potential of employing the CBM procedure to reduce aggressive boys’ hostile attributions: The procedure is time and cost-efficient, and relatively easily implemented. Despite this potential, the context-dependency and generalization of effects should be better understood before the procedure can be taken to scale in clinical populations.

Two experiments tested an intervention approach to reduce young children’s hostile attribution bias and aggression: self-persuasion. Children with high levels of hostile attribution bias recorded a video-message advocating to peers why story characters who caused a negative outcome may have had nonhostile intentions (self-persuasion condition), or they simply described the stories (control condition). Before and after the manipulation, hostile attribution bias was assessed using vignettes of ambiguous provocations. Study 1 (n = 83, age 4–8) showed that self-persuasion reduced children’s hostile attribution bias. Study 2 (n = 121, age 6–9) replicated this finding, and further showed that self-persuasion was equally effective at reducing hostile attribution bias as was persuasion by others (i.e., listening to an experimenter advocating for nonhostile intentions). Effects on aggressive behavior, however, were small and only significant for one out of four effects tested. This research provides the first evidence that self-persuasion may be an effective approach to reduce hostile attribution bias in young children.

Two studies investigated whether young children's hostile attributional bias (i.e., the tendency to assume that others have hostile intentions) may be explained by a lack of intent attribution skills (i.e., the ability to correctly infer others’ intentions). We also investigated whether these intent attribution skills depend on children's false‐belief understanding. Children who lack false‐belief understanding may base their attributions on the observable outcomes of others’ behavior, rather than on others’ intentions. These hypotheses were tested by assessing intent attributions made by children ages 3–7 years. We systematically varied intent and outcome information in vignettes (Study 1, N = 151) and staged interactions with puppets (Study 2, N = 85). Results replicated across studies. Children who understood false belief (vs. those who did not) based their attributions more on intent information. However, these intent attribution skills did not affect children's hostile attributional bias. Exploratory analyses showed that children with higher levels of hostile attributional bias, more than others, based their attributions on outcome information. Thus, the findings from this research do not support the assumption that young children with a hostile attributional bias lack intent attribution skills; instead, the findings suggest that these children have a heightened sensitivity for negative outcomes.

Children vary in the extent to which they benefit from parenting programs for conduct problems. How does parental mental health change if children benefit less or more? We assessed whether changes in conduct problems and maternal depressive symptoms co-occur following participation in the Incredible Years parenting program. We integrated individual participant data from 10 randomized trials (N= 1280; children aged 2–10 years) and distinguished latent classes based on families' baseline and post-test conduct problems and maternal depressive symptoms, using repeated measures latent class analysis (RMLCA) and latent transition analysis (LTA). Classes differed mainly in severity of conduct problems and depression (RMLCA; 4 classes). Conduct problems reduced in all classes. Depressive symptoms did not change in most classes, except in a class of families where conduct problems and depression were particularly severe. Incredible Years led to a greater likelihood of families with particularly severe conduct problems and depression moving to a class with mild problems (LTA; 3 classes). Our findings suggest that for the majority of families, children's conduct problems reduce, but maternal depressive symptoms do not, suggesting relative independence, with the exception of families with severe depression and severe conduct problems where changes for the better do co-occur.

Several studies suggest impaired executive functions (EFs) in children with externalizing behavior problems and average intelligence (e.g., IQ > 85). Even though children with mild to borderline intellectual disabilities (MBID) are at higher risk of developing externalizing behavior problems compared to children with average intelligence, it is not yet clear if impaired EFs are also associated with the occurrence of externalizing behavior problems in children with MBID. In the current study, we therefore assessed three EF components (inhibition, cognitive flexibility, and working memory) as well as processing speed in children with MBID and externalizing behavior problems (n = 71) versus children with MBID with no such problems (n = 70). This was accomplished using a well-established computerized test battery. Even after IQ was controlled for, the children with MBID and externalizing behavior problems showed more impaired working memory performance. Differences for inhibition performance and processing speed were also found but less consistent across the tasks used to measure these aspects of EF. Cognitive flexibility was not more impaired in children with both MBID and externalizing behavior problems relative to children with MBID only. Our findings highlight working memory as a potential target to enhance the treatment of children with MBID and externalizing behavior problems.