Developmental association of prosocial behaviour with aggression, anxiety and depression from infancy to preadolescence

Peer problems and prosocial behaviours across development: Associations with anxiety and depression in emerging adulthood

Peer problems in childhood and adolescence are associated with anxiety and depression in emerging adulthood. However, it remains unclear whether prosocial behaviours reduce this risk and whether these associations remain after adjusting for familial factors, including genetics. The present study examined how the development of peer problems and prosocial behaviours across childhood and adolescence were associated with anxiety and depression in emerging adulthood, and whether these associations remained when using a monozygotic twin difference design. The study included up to 31,016 participants (50.4 % female) from the Twins Early Development Study (TEDS; N = 19,758) and the Avon Longitudinal Study of Parents and Children (ALSPAC; N = 11,258), with sample sizes varying across analyses based on data availability. Repeated data were collected from ages 4 to 26/28 (TEDS/ALSPAC). Results from latent growth curve and path analyses showed that higher initial levels of peer problems and prosocial behaviours in childhood, as well as more persistent peer problems and prosocial behaviours during childhood, increased risk for anxiety and depression in emerging adulthood. Associations with peer problems remained significant after adjusting for familial factors using monozygotic twin difference scores, suggesting that individual-specific experiences, like children's responses to peer problems, may explain why peer problems increase risk for later anxiety and depression. In contrast, associations with prosocial behaviours did not remain significant after adjusting for familial factors, indicating that whilst prosocial behaviours in childhood were associated with higher levels of anxiety and depression in emerging adulthood, this was largely explained by genetic or environmental factors shared within the family.

The relations among prosocial behavior, hedonic, and eudaimonic well-being in everyday life

INTRODUCTION

Existing research highlights the significance of prosocial behavior (voluntary, intentional behavior that results in benefits for another) to people's well-being. Yet, the extent to which this expected positive relation operates at the within-person level (e.g., is more prosocial behavior than usual related to a higher than usual level of well-being?) while taking into account stable interindividual differences, remains a research question that deserves further investigation. In this study, we aimed to explore the relations between prosocial behavior and hedonic (HWB; subjective assessment of life satisfaction and happiness) and eudaimonic (EWB; actualization of human potential in alignment with personal goals, including concepts like meaning in life and closeness to others) well-being in daily life.

METHOD

Using ecological momentary assessment for 4 weeks, data were collected from two British samples, comprising 82 adolescents and 166 adults.

RESULTS

Dynamic Structural Equation Modeling revealed a positive relations between prosocial behavior and HWB/EWB at both between and within-person levels across the samples.

CONCLUSION

In summary, these findings further support the positive link between prosocial behavior and well-being in everyday life. Notably, this association was consistent across different age groups (adolescent and adults) at both between and within-person levels.

The Influence of Temperament, Theory of Mind, Inhibitory Control, and Prosocial Behavior on Child Anxiety Symptoms in the First Five Years of Life

Anxiety disorders are among the most prevalent of all mental health disorders, often originating in early childhood and extending into later childhood, adolescence, and adulthood. Determining salient risk factors that precede their development is important for prevention and intervention efforts. Towards this end, we examined the role of temperament, theory of mind, inhibitory control, and prosocial behavior on child anxiety symptoms in the first 5 years of life. A community sample of children and their parents (N = 399) enrolled in a longitudinal study of emotion processing were assessed when the children were infants and at ages 2 years, 3 years, and 5 years. Linear mixed models and linear regression models revealed that greater anxiety at 5 years was associated with greater negative affectivity and behavioral inhibition, lower effortful control, lower theory of mind scores on the "desires" domain, and higher scores on the "intentions" domain (assessed from infancy to 3 years of age). These characteristics may be useful to assess in clinical settings to evaluate a patient's risk for developing anxiety. They may also be useful in developing interventions targeting specific vulnerabilities.

The developmental trajectory of prosocial behavior in economically disadvantaged children: General tendencies and heterogeneity

INTRODUCTION

This study explored the general tendencies and heterogeneous developmental trajectory of prosocial behavior and predictors.

METHOD

The present study conducted latent growth model and growth mixture model analyses in a sample of 814 students (Mage = 13.79 years old at baseline; 57% girls) from economically disadvantaged families, classified as being below the local income threshold in China, with four follow-up surveys administered during the following 2 years.

RESULTS

The general tendency in the developmental trajectory of prosocial behavior showed a linear decrease. A gender difference in initial levels was observed, with girls showing a higher initial level of prosocial behavior than boys. Family functioning, subjective support, and support utilization significantly affected the intercept, but objective support significantly negatively affected the slope. Heterogeneity in the development of prosocial behavior was best classified with a 3-class solution, including C1 (Rapid-decrease, 10.6%), C2 (Medium-stable, 42.5%), and C3 (High-increase, 46.9%). The patterns of prosocial behavior development in economically disadvantaged children with higher family functioning were more likely to be in the High-increase Class than in the Rapid-decrease Class.

CONCLUSION

The present study revealed an average decline in the trajectories of prosocial behavior development in economically disadvantaged children. However, it also captured heterogeneous developmental trajectories. Furthermore, the study revealed that family functioning, subjective support, and support utilization all served as protective factors for prosocial behavior among economically disadvantaged children.

Are prosocial tendencies relevant for developmental psychopathology? The relations of prosocial behavior and empathy-related responding to externalizing problems, internalizing problems, and autism spectrum disorder

The field of developmental psychopathology tends to focus on the negative aspects of functioning. However, prosocial behavior and empathy-related responding - positive aspects of functioning- might relate to some aspects of psychopathology in meaningful ways. In this article, we review research on the relations of three types of developmental psychopathology- externalizing problems (EPs), internalizing problems (IPs), and Autism Spectrum Disorder (ASD) - to empathy-related responding (e.g., affective and cognitive empathy, sympathy, personal distress) and prosocial behavior. Empathy-related responding and prosocial behavior generally have been inversely related to EPs, although findings are sometimes reversed for young children and, for empathy, weak for reactive aggression. Some research indicates that children's empathy (often measured as emotional contagion) and personal distress are positively related to IPs, suggesting that strong sensitivity to others' emotions is harmful to some children. In contrast, prosocial behaviors are more consistently negatively related to IPs, although findings likely vary depending on the motivation for prosocial behavior and the recipient. Children with ASD are capable of prosocially and empathy-related responding, although parents report somewhat lower levels of these characteristics for ASD children compared to neurotypical peers. Issues in regard to measurement, motivation for prosociality, causal relations, and moderating and mediating factors are discussed.

Uncovering hidden prosocial behaviors underlying aggression motivation in mice and young children

BACKGROUND

Animals exhibit a wide range of social behaviors, including positive actions that promote social cohesion and negative behaviors associated with asserting dominance. While these behaviors are often viewed as opposites, they can also exist independently or coexist in complex ways, necessitating further investigation into their interrelationships.

RESULTS

To study the interplay between these two types of behaviors, we examined mouse social behaviors using resident-intruder assays and revealed a negative correlation between social aggression and prosocial allogrooming. Suppressing aggressive motivation through various manipulations, including social subordination, olfaction ablation, and inhibition of aggressive neural circuits, led to an increased display of allogrooming behavior. The mouse findings prompted us to further explore the relationship between aggression and prosocial behaviors in preschool children. Similarly, we observed a negative association between aggression and prosocial behaviors, which were potentially influenced by their inhibitory control abilities.

CONCLUSIONS

Through this cross-species study, we uncovered the inhibitory impact of aggressive neural circuits on mouse allogrooming and established a link between aggression and prosocial behaviors in children. These insights offer valuable implications for understanding and potentially influencing social interactions in both animal and human contexts, with potential applications in preschool education practices.

Anxiety and emotional-behavioral problems of adolescents in China: evidence for a serial mediation model of alexithymia and dependency

High prevalence of emotional and behavioral problems among Chinese adolescence has been reported. This study seeks to investigate the mediating effect of alexithymia and dependency on anxiety and emotional-behavioral problems among adolescents. The study population included 519 adolescents. The assessments included the completion of standardized scales such as the Multidimensional Anxiety Scale (MASC), the Toronto Alexithymia Scale (TAS-20), the Depressive Experiences Questionnaire (DEQ), the Strengths and Difficulties Questionnaire (SDQ). Independent-sample t-tests, bivariate correlation, and serial mediation analyses were performed using SPSS23.0. Bivariate analyses revealed that anxiety, emotional-behavioral problem, alexithymia, and dependency were positively correlated. Alexithymia and dependency play a significant role in mediating the effect of multidimensional anxiety on emotional-behavioral problems. The effects of the two mediating paths were 69.86% and 7.81% for indirect effect through alexithymia, dependency, and specific indirect effect by alexithymia and dependency was 12.33%. Anxiety and emotional-behavioral problems mediate the relationship between alexithymia and dependency.

Relationship Between Direct Aggression and Prosocial Behavior: The Role of Attention and Intelligence Among Children at Risk for Behavioral Problems

This study aimed to investigate the influence of attention and intelligence in the prediction of prosocial behavior by direct aggression (proactive or reactive) in school-aged children at risk for behavioral problems. The sample was composed of 64 children aged 6 to 8 years screened for risk of behavioral problems, who were enrolled in a clinical trial. Multiple regression models were tested to investigate the prediction of prosocial behavior by direct aggression (proactive or reactive), attention, and intelligence. Additive multiple moderation models were tested to analyze the conditional effect of attention and intelligence in the prediction of prosocial behavior by proactive and reactive aggression. Aggression (proactive or reactive), attention, and intelligence did not linearly predict prosocial behavior. Conditional effects were found only for the proactive aggression model. Negative impacts on prosocial behavior were observed among children with low attention and high intelligence performance, while medium and high levels of attention showed to be protective factors among low to medium intellectual ability children. Clinical impacts of the results are discussed.

Psychosocial Competencies Among Clinic-Referred and Community-Based Children: Known-Groups Validity of the Psychosocial Strengths Inventory for Children and Adolescents (PSICA)

Child psychosocial competencies protect against the development of psychopathology, ameliorate existing psychosocial problems, and predict positive long-term developmental cascades. Assessment of these competencies can improve identification of children in need of psychosocial services, enrich treatment planning, and improve treatment progress and outcome monitoring. Yet, appropriate measures are limited. One promising option is the Psychosocial Strengths Inventory for Children and Adolescents (PSICA), although its discriminative properties were formerly unknown. The present study evaluated the PSICA's sensitivity, specificity, and optimal cutoff scores with 228 youth (38 clinic-referred and 190 community-based youth with case-control matching) ages 2-10 years (Mage = 5.8, 71% boys, 77% White). Results indicated large, significant discrepancies, with clinic-referred youth rated as having less overall psychosocial competence overall and across domains of compliance, prosociality, and attention. Caregivers also reported significantly less satisfaction with the psychosocial competence of clinic-referred versus community youth. Discriminative accuracy of the PSICA's Frequency and Satisfaction scales, and its subscales, were good-to-excellent. Such discriminative accuracy and empirically derived, if preliminary, cutoff scores further support the PSICA as a pragmatic, psychometrically strong tool to screen children for referral into services, and potentiate future investigations into the PSICA's use in treatment planning and evaluation.

Self-regulation facets differentially predict internalizing symptom trajectories from middle childhood to early adolescence: a longitudinal multimethod study

BACKGROUND

Internalizing symptoms are among the most common psychological symptoms in childhood and adolescence, are highly stable and can cause severe impairment. Current research discusses lower capacities of self-regulation (SR) as risk factors for the development of internalizing symptoms. The present study identifies trajectories of internalizing symptoms in the transition phase from middle childhood to adolescence and examines multiple SR facets as predictors of potentially unfavorable trajectories, also in the presence of other established risk factors.

METHODS

The study utilized a community sample of N = 1453 (52.2% female) German children, who provided data at up to three measurement points (t1: 6-11 years, t2: 7-11 years, t3: 9-13 years). Trajectories of internalizing symptoms were based on parents' ratings of the emotional problems scale of the Strengths and Difficulties Questionnaire. SR facets were assessed using multiple methods and informants. Two multinomial regression analyses were conducted to predict class membership by (1) SR facets and gender and (2) SR facets, gender, and other established risk factors (education status, family adversity, peer problems).

RESULTS

Using growth mixture modelling, we identified three trajectory classes with stable low (n = 1200), increasing (n = 124), and early high decreasing internalizing symptoms (n = 129). In the regression analysis controlling for risk factors, membership in the increasing trajectory was significantly predicted by higher emotional reactivity (OR = 2.65, p < .001), higher cognitive flexibility/set-shifting (OR = 1.48, p = .032), and higher family adversity (OR = 1.38, p = .046). Membership in the early high decreasing trajectory was significantly predicted by higher emotional reactivity (OR = 4.15, p < .001), higher inhibitory control (OR = 1.47, p = .045), lower working-memory updating (OR = 0.69, p = .016), lower delay of gratification (OR = 0.75, p = .028), and higher family adversity (OR = 1.63, p = .001).

CONCLUSIONS

SR facets incrementally and differentially predict potentially unfavorable trajectories of internalizing symptoms from age 6 to 13, surpassing the predictive value of gender or education status. Higher emotional reactivity emerged as the most influential factor, which could therefore be addressed in future prevention and intervention efforts.

'Prosociality' in Daily School Life and Early Adolescents' Peer Aggression: A Multilevel Latent Profile Analysis Approach

We aimed to typify prosocial characteristics of aggressive youth. We classified early adolescents based on daily configurations of prosocial behavior and autonomous prosocial motivations (performing prosocial behavior for identified and intrinsic reasons) and controlled prosocial motivations (performing prosocial behavior for external and introjected reasons) and explored the links between the obtained sub-groups and peer aggression. The sample included 242 Israeli six-graders [Mage = 11.96 (SD = 0.18), 50% girls] and their teachers. At the daily level, adolescents self-reported on prosocial behaviors and their autonomous and controlled prosocial motivations for ten consecutive days. At the trait level, adolescents reported on global, reactive, and proactive peer aggression. Teachers reported on adolescents' global peer aggression. Using multilevel latent profile analysis, we identified four day-level profiles of prosociality: 'high prosocial autonomous' (39% of days), 'low prosocial' (35%), 'average prosocial controlled' (14%), and 'high prosocial bi-motivation' (13%). At the adolescent level, we identified four sub-groups, each characterized by one dominant daily profile: 'stable high autonomy' (33% of adolescents); 'stable high bi-motivation' (12%); 'often average controlled' (16%); 'often low' (39%). Higher self-reported aggressive adolescents, particularly proactive aggressive, had the least chance of being in the 'stable high autonomy' sub-group of all sub-groups. Teacher-reported aggressive adolescents had the least likelihood of being in the 'stable high autonomy' sub-group and the most likelihood of being in the 'often low' sub-group. In sum, peer aggression is a function of the configured phenomenology of prosocial behavior and motivations, with high prosocial autonomously motivated youth being the least aggressive.

Psychosocial correlates of neurodevelopmental disabilities in 2- to 3-year-olds

RATIONALE

Canada's National Longitudinal Study of Children and Youth survey data provide insights into chronic health conditions in children. Children with neurodevelopmental disabilities (NDD) are at increased risk for adverse behavioral outcomes.

METHODS

We examined data from 3 cycles of Canada's National Longitudinal Survey of Children and Youth for the presence of epilepsy (Epi), cerebral palsy (CP), and intellectual disability (ID) in 2- to 3-year-olds. We then examined the relationship of NDD to composite measures of behavior: hyperactivity-inattention (HI), prosocial behaviors (PS), emotional disorder-anxiety (EA), physical aggression oppositional behavior (AO), and separation anxiety (SA).

RESULTS

There were 15 children with Epi, 25 with CP and 28 with ID in a sample of 10,879, which represented a population of 756,848 2- to 3-year-old Canadian children. Comparison of mean scores of the NDD groups and controls (Welch's ANOVA), indicated statistically significant differences in HI, PS, EA, and SA at the p < 0.001 level. Post hoc analysis showed significant intergroup differences. Children with epilepsy did not differ from controls on any of the behavioral measures. However, in comparison to controls, children with intellectual disability had higher EA and SA scores and lower PS scores, and those with cerebral palsy had lower PS scores.

CONCLUSIONS

Children with NDD show differences in behavioral outcomes at a very early age when compared with controls. Screening for these behaviors and early intervention programs may help avoid longer term psychiatric comorbidity associated with these disabilities.

Childhood emotional but not physical or sexual maltreatment predicts prosocial behavior in late adolescence: A daily diary study

BACKGROUND

Childhood maltreatment (CM), including physical, emotional, and sexual maltreatment, is detrimental to adolescents' psychological and behavioral outcomes. However, most studies on the relationship between CM and prosocial behavior focused on the overall experience of CM. Since different forms of CM exert various influences on adolescents, it is essential to find out which form of CM has the strongest link with prosocial behavior and the underlying mechanism behind it to fully understand this relationship and design a specific intervention for promoting prosocial behavior.

OBJECTIVE

Guided by internal working model theory and hopelessness theory, this study aimed to investigate the connections of multiple forms of CM with prosocial behavior, and explore the mediating mechanism of gratitude from the perspective of the broaden-and-build theory through a 14-day daily diary study.

PARTICIPANTS

A total of 240 Chinese late adolescents (217 females; M_age = 19.02, SD_age = 1.83) from a college volunteered for this study and completed questionnaires regarding CM, gratitude, and prosocial behavior.

METHODS

A multilevel regression analysis was conducted to investigate which form of CM was correlated to prosocial behavior, and a multilevel mediation analysis was applied to examine the underlying mechanism (i.e., gratitude) behind this relationship.

RESULTS

The results of the multilevel regression analysis showed that it was childhood emotional maltreatment, but not physical or sexual maltreatment that negatively predicted prosocial behavior. The results of the multilevel mediation analysis indicated that gratitude mediated the relationship between childhood emotional maltreatment and prosocial behavior.

CONCLUSIONS

Findings from the present study highlight the predictive effect of childhood emotional maltreatment on late adolescents' prosocial behavior and the mediating role of gratitude in this link.

Stronger together: Coping behaviours and mental health changes of Canadian adolescents in early phases of the COVID-19 pandemic

BACKGROUND

The impact of the COVID-19 pandemic and consequent public health restrictions on the mental health of adolescents is of global concern. The purpose of this study was to examine how Canadian adolescents coped during the early pandemic and whether different coping methods were associated with changes in mental health from before the pandemic to the early lockdown response.

METHODS

Using two-year linked survey data (2018-2020) from a prospective cohort of secondary school students (n = 3,577), linear regression models were used to examine whether changes in mental health (anxiety [Generalized Anxiety Disorder-7 scale], depression [Center for Epidemiologic Studies Depression 10-item scale Revised], emotion regulation [Difficulties in Emotion Regulation Scale], psychosocial well-being [Flourishing scale]) were related to each coping behaviour.

RESULTS

The most common reported coping behaviours included staying connected with friends online (78.8%), playing video games, watching TV/movies, and/or surfing the internet/social media (76.2%), studying or working on schoolwork (71.0%), and getting exercise (65.2%). The use of positive coping mechanisms during the early pandemic period (e.g., keeping a regular schedule, time with family, time with friends online) was associated with less adverse mental health changes from before to during the early lockdown; whereas, negative coping mechanisms (e.g., spending time alone, eating junk food) were consistently associated with more adverse mental health changes.

CONCLUSION

This study demonstrates the importance of social support and connections with both friends and family, as well as keeping and maintaining a routine, over the pandemic. Interventions supporting positive relationships and engagement in these coping behaviours may be protective for adolescent mental health during disruptive events.

Maternal Depressive Symptoms and Preschoolers' Helping, Sharing, and Comforting: The Moderating Role of Child Attachment

Maternal depressive symptoms (MDS) are inconsistently associated with lower rates of child prosocial behavior. Studies typically examine prosocial behavior as a unitary construct rather than examining its multiple dimensions, and rarely consider how the quality of the parent-child relationship could influence this association.Objective: The current study examines whether the security of the parent-child attachment relationship moderates the association between MDS and children's helping, sharing, and comforting behaviors.Method: Participants were 164 low-income, majority African American mothers and their preschool-aged children recruited from Head Start centers. Mothers reported the frequency of depressive symptoms at baseline; child attachment security and helping, sharing, and comforting behavior were observationally assessed 5 to 8 months later.Results: Moderation analyses revealed a positive main effect of security (but not MDS) on children's comforting behavior, a main effect of MDS on sharing, and no main effects of MDS or security on children's helping behaviors. Significant interactions between MDS and security predicted comforting and (marginally) helping behaviors, such that MDS were associated with both more helping and more comforting behavior only when children were more secure. No such interaction was observed for sharing.Conclusions: These findings suggest that children may adapt to maternal depressive symptoms in prosocial ways, but that this depends at least in part on the quality of the parent-child relationship, underscoring the importance of examining attachment quality as a moderator of parental influences on children's social-emotional development. We discuss potential explanations for these findings, as well as their implications for intervention.

Developmental trajectories of empathic concern in infancy and their links to social competence in early childhood

BACKGROUND

Empathic concern is an important component of children's social competence. Yet, little is known about the role of the development of concern for others during infancy as a predictor of social competence in early childhood.

METHODS

Israeli infants (N = 165, 50% girls) were observed five times, from 3 to 36 months. Empathic concern was assessed at ages 3-18 months using observations, and four components of social competence were assessed at 36 months using observations and teacher reports.

RESULTS

Four groups with distinct developmental trajectories of empathic concern from 3 to 18 months were identified: early-onset (starting high and increasing), low-empathy (starting low with minimal increase), rising (starting low and increasing considerably), and a very small group with a negative slope (decreasing). The first three trajectories differed on aspects of social competence at 36 months. Early-onset children continued to exhibit the highest empathic concern. Both the early-onset and rising groups had greater affective knowledge than the low-empathy group. Moreover, the rising group had better peer relations compared with low-empathy trajectory children.

CONCLUSIONS

Children who exhibit high levels of empathy early in infancy are likely to show high social competence later on. However, even when initial empathy levels are low, subsequent growth in empathy from 3 to 18 months can occur, with positive consequences for children's social competence at 36 months. Only children with low initial empathic concern and minimal growth across infancy are at increased risk of having poorer socioemotional capabilities in early childhood.

Prosocial Behavior and Aggression in the Daily School Lives of Early Adolescents

Research has not adequately addressed a possible mutual co-regulatory influence of prosocial and aggressive behaviors in adolescents' daily lives. This study explored bidirectional within-person associations between prosocial and aggressive behaviors in the daily school lives of early adolescents. The sample included 242 sixth-graders [M_age = 11.96 (SD = 0.18), 50% girls] and their teachers. Adolescents reported on daily prosocial behavior and reactive and proactive aggression for ten consecutive days. Teachers and adolescents reported on adolescents' overall prosocial behaviors. Across-day prosocial behaviors increased after days when adolescents exhibited more reactive aggression but not among self-reported low-prosocial adolescents. Increased prosocial behaviors did not mitigate aggression the next day. The findings suggest prosocial behaviors are a plausible compensatory strategy after daily aggressive reactions.

Associations between family environment resources and mental health problems in children

ABSTRACT Objective: The relationship between mental health and contextual factors has been increasingly investigated in the scientific literature to identify elements that may configure themselves as protective. The present study aimed to identify what resources (activities, family outings, toys, material elements, and learning) were offered in the daily lives of children with mental disorders, and from this, verify whether the offer of such resources in the family was associated with areas of greatest damage relative to mental health problems. Methods: Thirty-three caregivers of/people responsible for children between 6 and 12 years of age with most frequent diagnoses in attention-deficit hyperactivity disorder and autism spectrum disorder seen at a general hospital participated. We used the Strengths and Difficulties Questionnaire (SDQ – parents version) and Family Environment Resources Inventory (RAF). Results: From a descriptive and correlational analysis, it was revealed that the more the mental health problems were present in children, the lower the family resources offer. Conclusions: The environmental resources offer proved to be protective for child development. Such findings are relevant to aid in outlining strategies for promoting mental health among children.

Associations between adolescents' prosocial experiences and mental health during the COVID-19 pandemic

Natural disasters and times of crisis, such as the COVID-19 pandemic, are extremely stressful events, with severe mental health consequences. However, such events also provide opportunities for prosocial support between citizens, which may be related to mental health symptoms and interpersonal needs. We examined adolescents' prosocial experiences as both actors and recipients during the early stages of the COVID-19 pandemic and assessed whether these experiences were associated with indicators of mental health. Adolescents (N = 426; 78% female) aged 13 to 20 years (M age  = 16.43, SD = 1.10; 63.6% White, 12.9% Hispanic/Latinx, 8.5% Asian, 4.2% Black, 2.8% Native American) were recruited across the US in early April of 2020. Participants reported on their COVID-19 prosocial experiences (helping others, receiving help) and mental health (depressive symptoms, anxiety symptoms, burdensomeness, belongingness). Multiple regression models indicated greater engagement in COVID-19 prosocial behavior was associated with greater anxiety symptoms and greater burdensomeness. Receiving more COVID-19 help was associated with lower depressive symptoms and higher belongingness. Findings highlight the importance of furthering our understanding of the nuanced connections between prosocial experiences and adolescents' mental health to help inform post-pandemic recovery and relief efforts.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s12144-021-02670-y.

Does affirming children's autonomy and prosocial intentions help? A microtrial into intervention component effects to improve psychosocial behavior

Prior research has related children's prosocial behavior to overall well-being, and stimulating prosocial behavior is the aim of many social-emotional skills interventions. This study assessed if affirming children's autonomy stimulates their psychosocial behavior. We conducted a three-arm microtrial with four repeated measures to assess if a social-emotional skills intervention with an autonomy affirmation component had an additive effect on children's behavior as compared to a "regular" intervention focused exclusively on teaching social-emotional skills and a no-treatment control condition. Our sample consisted of 779 children in Grades 4-6 (M_age = 10.61, SD = 0.93). Findings from latent change modeling demonstrated that the social-emotional skills intervention with an autonomy affirmation component yielded superior effects as compared to the "regular" intervention and the no-treatment control condition on the improvement of internalizing and externalizing problem behavior in the three-month period after the intervention. The intervention with autonomy affirmation did not yield superior effects on prosociality and social skills, self-efficacy, and self-esteem or self-perceived competence. The absence of these effects may be attributed to the dosage of the interventions implemented-the affirmation of children's autonomy may require more than four sessions to sort observable effects. Overall, however, the findings of this study provide an initial suggestion that it may be beneficial to affirm children's autonomy and prosocial intentions when enhancing children's behavior.

Conduct problems among children in low-income, urban neighborhoods: A developmental psychopathology- and RDoC-informed approach

Conduct problems are associated with numerous negative long-term psychosocial sequelae and are among the most frequent referrals for children's mental health services. Youth residing in low-income, urban communities are at increased risk for conduct problems, but not all youth in these environments develop conduct problems, suggesting heterogeneity in risk and resilience processes and developmental pathways. The present study used a developmental psychopathology- and Research Domain Criteria (RDoC)-informed approach for conceptualizing risk and resilience for conduct problems among children from low-income, urban neighborhoods. Participants were 104 children (M = 9.93 ± 1.22 years; 50% male; 96% African American, 4% Latinx). We assessed four constructs reflecting cognitive and neurobiological processes associated with conduct problems using multiple levels of analysis and informants: autonomic nervous system reactivity, limbic system/orbitofrontal cortical functioning, dorsolateral prefrontal cortical functioning, and conduct problems. Latent profile analysis identified four profiles: typically developing (TD, n = 34); teacher-reported conduct problems (TCP, n = 14); emotion processing (EP, n = 27); and emotion expression recognition (EER, n = 29). External validation analyses demonstrated that profiles differed on various indices of conduct problems in expected ways. The EP profile exhibited lower levels of emotional lability and callous–unemotional behaviors, and higher levels of prosocial behavior. The TD profile demonstrated elevated emotional lability. Implications for etiological and intervention models are presented.

Relative Deprivation and Prosocial Tendencies in Chinese Migrant Children: Testing an Integrated Model of Perceived Social Support and Group Identity

As a particularly vulnerable group, children from rural areas in China whose families migrate to urban areas often encounter social exclusion, prejudice, and discrimination as they adjust to city life. Hence, migrant children may experience a sense of relative deprivation when they feel they are treated unjustly when compared to their urban counterparts. Although previous research has demonstrated that relative deprivation is a risk factor for prosocial tendencies, this association has not yet been examined in the population of migrant children in China. Further, few studies have revealed the mediating and moderating mechanisms between relative deprivation and prosocial tendencies. Therefore, this study constructed an integrated model examining the possible mediating role of perceived social support and moderating role of in-group identity on the association between relative deprivation and prosocial tendencies. A large sample of 1,630 Chinese rural-to-urban migrant children (845 girls; M _age = 12.30, SD = 1.74) completed a battery of self-report questionnaires regarding relative deprivation, prosocial tendencies, perceived social support, in-group identity, and demographic variables. The results indicated that relative deprivation was negatively correlated with migrant children's prosocial tendencies and this connection was partially mediated by perceived social support. Moderated mediation analysis further indicated that in-group identity moderated the effect of perceived social support on prosocial tendencies, with a high level of in-group identity strengthening the positive association between perceived social support and prosocial tendencies. Parents, educators, and other members of society concerned about migrant children's psychosocial adaptation should provide adequate social support resources and help them foster positive in-group identity to migrant populations to mitigate the adverse effects of relative deprivation and promote their prosocial tendencies.

Prosocial and Aggressive Behavior: A Longitudinal Study

Developmental theorists have made strong claims about the fundamental prosocial or aggressive nature of the human infant. However, only rarely have prosocial behavior and aggression been studied together in the same sample. We charted the parallel development of both behaviors from infancy to childhood in a British community sample, using a two-construct, multimethod longitudinal design. Data were drawn from the Cardiff Child Development Study (CCDS), a prospective longitudinal study of a volunteer sample of parents and their firstborn children. A sample of 332 mothers was recruited from National Health Service (NHS) prenatal clinics and general practice clinics in Wales, UK, between Fall of 2005 and Summer of 2007. Potential participants represented the full range of sociodemographic classifications of neighborhoods. Participating families were divided about equally between middle- and working-class families, were somewhat more likely to have sons than daughters, and the majority (90%) were in a stable partnership. In response to standard categories recommended for use in Wales at the time, the majority (93%) of mothers reported themselves as Welsh, Scottish, English, or Irish; most others named a European or South Asian nationality. Of the 332 families agreeing to participate, 321 mothers (Mage  = 28 years) and 285 partners (Mage  = 31 years) were interviewed during the pregnancy and 321 of the families contributed data at least once after the child's birth. After an initial home visit at 6 months, data collection occurred in four additional waves of testing when children's mean ages were approximately 1, 1.5, 2.5, and 7 years. Data collection alternated between family homes and Cardiff University. Of those families seen after the child's birth, 89% were assessed at the final wave of testing. Data collection ended in 2015. Methods included direct observation, experimental tasks, and collection of reports from mothers, fathers, other relatives or family friends, and classroom teachers. Interactions with a familiar peer were observed at 1.5 years. Interactions with unfamiliar peers took place during experimental birthday parties at 1 and 2.5 years. At 7 years, parents were interviewed, parents and teachers completed questionnaires, and the children engaged in cognitive and social decision-making tasks. Based on reports from parents and other informants who knew the children well, individual differences in both prosocial behavior and aggression were evident in children. Both types of behavior showed stability across the second and third years. The association between prosocial behavior and aggression changed over time: at 1.5 years, they were not significantly related (the association approached zero), but they became negatively correlated by 3 years. Different patterns were seen when children played with familiar versus unfamiliar peers. At 1.5 years, when children were observed at home with a familiar peer, prosocial behavior and aggression were unrelated, thus showing a pattern of results like that seen in the analysis of informants' reports. However, a different pattern emerged during the experimental birthday parties with unfamiliar peers: prosocial behavior and aggression were positively correlated at both 1 and 2.5 years, contributing to a general sociability factor at both ages. Gender differences in prosocial behavior were evident in informants' reports and were also evident at the 1-year (though not the 2.5-year) birthday parties. In contrast, gender differences in both prosocial behavior and aggression were evident by 7 years, both in children's aggressive decision-making and in their parents' and teachers' reports of children's aggressive behavior at home and school. By age 7, children's aggressive decision-making and behavior were inversely associated with their verbal skills, working memory, and emotional understanding. Some children had developed aggressive behavioral problems and callous-unemotional traits. A few (12%) met diagnostic criteria for conduct disorder or oppositional-defiant disorders, which had been predicted by early angry aggressiveness and lack of empathy for other people. Taken together, the findings revealed a gradual disaggregation of two ways in which children interact with other people. Individual differences in both prosocial behavior and aggression revealed continuity over time, with gender differences emerging first in prosocial behavior, then in aggression. Restrictions in the participant sample and the catchment area (e.g., all were first-time parents; all were drawn from a single region in the United Kingdom) mean that it is not possible to generalize findings broadly. It will be important to expand the study of prosocial behavior and aggression in other family and environmental contexts in future work. Learning more about early appearing individual differences in children's approaches to the social world may be useful for both educational and clinical practice.

Neonatal DNA methylation and childhood low prosocial behavior: An epigenome-wide association meta-analysis

Low prosocial behavior in childhood has been consistently linked to later psychopathology, with evidence supporting the influence of both genetic and environmental factors on its development. Although neonatal DNA methylation (DNAm) has been found to prospectively associate with a range of psychological traits in childhood, its potential role in prosocial development has yet to be investigated. This study investigated prospective associations between cord blood DNAm at birth and low prosocial behavior within and across four longitudinal birth cohorts from the Pregnancy And Childhood Epigenetics (PACE) Consortium. We examined (a) developmental trajectories of "chronic-low" versus "typical" prosocial behavior across childhood in a case-control design (N = 2,095), and (b) continuous "low prosocial" scores at comparable cross-cohort time-points (N = 2,121). Meta-analyses were performed to examine differentially methylated positions and regions. At the cohort-specific level, three CpGs were found to associate with chronic low prosocial behavior; however, none of these associations was replicated in another cohort. Meta-analysis revealed no epigenome-wide significant CpGs or regions. Overall, we found no evidence for associations between DNAm patterns at birth and low prosocial behavior across childhood. Findings highlight the importance of employing multi-cohort approaches to replicate epigenetic associations and reduce the risk of false positive discoveries.

Bivariate latent change score analysis of peer relations from early childhood to adolescence: Leading or lagging indicators of psychopathology

Understanding longitudinal associations between problematic peer relations and psychopathology are needed to inform public health. Three models have been proposed: poor peer relations i) lead or are a risk factor for psychopathology; ii) lag or are a consequence of psychopathology; iii) both lead and lag psychopathology. Another model is that poor peer relations lead or lag psychopathology depending upon the developmental period. To test these models, youth's peer relations and clinical symptoms were assessed up to 6 times between ages 3-11 in 306 children. Bivariate latent change score models tested leading/lagging longitudinal relationships between children's peer relations (peer victimization/rejection, peer-directed aggression, social withdrawal, prosocial behavior) and psychopathology (depression, anxiety, and externalizing symptoms). Peer victimization/rejection was a leading indicator of depression from early childhood into preadolescence. Peer-directed aggression was a leading indicator of externalizing symptoms (in late childhood).

Adverse childhood experiences and trajectories of internalizing, externalizing, and prosocial behaviors from childhood to adolescence

BACKGROUND

Adverse childhood experiences (ACEs) predict poorer mental health across the life course but most of the extant research has employed ACE scores or individual adversities using retrospective data.

OBJECTIVES

To study the impact of ACEs on later mental health using not only ACEs scores and individual ACEs, but also latent class analysis (LCA), which respects the clustering of adversities.

PARTICIPANTS AND SETTING

8823 members from the UK Millennium Cohort Study.

METHODS

We investigated the impact of prospectively reported ACEs on mental health trajectories derived using the Strengths and Difficulties Questionnaire at age 3, 5, 7, 11 and 14. Associations between LCA-derived ACE clusters, ACE scores, individual ACEs and mental health trajectories were tested using linear mixed effects models.

RESULTS

With statistical significance set at 5% level, ACE scores showed a graded association with internalizing (ACE score of 1: β = 0.057; ACE score of 2: β = 0.108; ACE score of 3: β = 0.202), externalizing (ACE score of 1: β = 0.142; ACE score of 2: β = 0.299; ACE score of 3: β = 0.415) and prosocial behaviors (ACE score of 1: β=-0.019; ACE score of 2: β=-0.042; ACE score of 3: β=-0.059). Harsh parenting and physical punishment were particularly strongly associated with externalizing (β = 0.270 and β = 0.256) and negatively associated with prosocial behaviors (β=-0.046 and β=-0.058). Parental discord and parental depression showed the strongest associations with internalizing problems (β = 0.125 and β = 0.113). LCA did not discriminate ACE clusters in this dataset.

CONCLUSIONS

ACEs have an important impact on mental health from childhood to adolescence. ACEs score approach yielded useful results, which were further enhanced by exploring individual ACEs.

Co-occurring Trajectories of Direct Aggression and Prosocial Behaviors in Childhood: Longitudinal Associations With Peer Acceptance

This study examined the longitudinal associations among children’s direct (physical and verbal) aggression, prosocial behaviors, and peer group acceptance in middle childhood (Grades 1 to 4). Children’s co-occurring aggressive and prosocial behaviors were assessed in order to identify distinct trajectory subgroups. Subsequently, variations in the development (i.e., continuity and changes) in peer acceptance were examined for each of the identified subgroups. The sample consisted of 784 children who were ethnically and socioeconomically diverse (47% girls, 37.4% Latino or Hispanic, 34.1% European American, and 23.2% African American; about 65% low SES) who were followed longitudinally from Grades 1 to 4 (M_age = 6.57 years old in Grade 1). Results revealed several distinct trajectory subgroups, including children who were primarily aggressive or prosocial, as well as children who exhibited co-occurring aggression and prosocial behaviors. Comparing these subgroups, the use of co-occurring prosocial behaviors appeared to have some protective effect on aggressive children’s peer acceptance. However, aggression was nonetheless associated with lower peer acceptance. The findings provide insights pertaining to the heterogeneity among aggressive children, the protective effects of prosocial behaviors on peer acceptance, and the differential effects of moderate versus high aggression.

Reparative Prosocial Behavior Difficulties across Childhood Predict Poorer Social Functioning and Depression in Adolescence

Difficulty using reparative behaviors (i.e., prosocial behaviors that individuals use after they have transgressed to cause another's distress) has been concurrently associated with poorer social functioning and both internalizing and externalizing disorders in children and adults. Despite these associations, no study has examined social and psychological outcomes of children who display consistently low levels of reparative behaviors across childhood. This study used established developmental trajectories of reparative behaviors that span preschool through early adolescence (low-stable, moderate-stable, and high-stable) to predict social and psychological outcomes in adolescence (N = 129). Membership in trajectories characterized by lower levels of reparative behaviors predicted greater social rejection, social withdrawal, aggression, and symptoms of depression in adolescence, even when controlling for baseline levels of each outcome. Membership in the low-stable reparative trajectory also significantly mediated the relationship between high levels of guilt in preschool and greater depression severity in adolescence. Findings suggest that children who display persistently low levels of reparative behaviors may be at-risk for a variety of poorer social and emotional outcomes. Further, preschoolers who display both high levels of guilt and low levels of reparative behaviors may be at particularly high risk for depression recurrence in adolescence. Thus, interventions that teach young children reparative skills and/or promote approach rather than avoidance after transgressions may have important implications for preventing a wide range of poorer social and emotional outcomes in adolescence.

Predicting differentiated developmental trajectories of prosocial behavior: A 12-year longitudinal study of children facing early risks and vulnerabilities

The current study examined the heterogeneity in the development of school-based prosocial behavior from Grades 1 to 12 and the role of multiple early childhood antecedents in predicting heterogeneous developmental trajectories of prosocial behavior in a sample of 784 children facing early risks and vulnerabilities (predominantly from low-income families and academically at risk; 52.6% male). In alignment with the risk and resilience framework, antecedents consisted of risk and protective factors from both individual (i.e., ego-resilient personality, behavior problems, intelligence, academic performance, gender, and ethnicity) and contextual domains (i.e., maternal support and responsiveness, family socioeconomic adversity, teacher–child warmth and conflict, and peer acceptance and rejection). We identified four distinct prosocial trajectories including a high-stable (52.5%), high-desisting (15%), moderate-increasing (20.6%), and low-stable class (11.9%). Results revealed that the low-stable, high-desisting, and moderate-increasing classes were associated with lower ego resiliency, higher behavior problems, lower teacher–child warmth, higher teacher–child conflict, and peer rejection in early childhood, compared to the high-stable group. Boys and African Americans were more likely to be in the low-stable, high-desisting, and moderate-increasing classes. Individual characteristics such as ego-resilient personality and contextual influences such as teacher–child warmth served as common protective antecedents. Interestingly, teacher–child conflict served as a unique predictor for the high-desisting class, and behavior problems and peer rejection served as unique predictors for the low-stable class.

Trajectories of prosociality from early to middle childhood in children at risk of Developmental Language Disorder

Longitudinal research into the development of prosociality during childhood contributes to our understanding of individual differences in social and emotional outcomes. There is a dearth of literature on the development of prosociality in children with Developmental Language Disorder (DLD). Data from the UK based Millennium Cohort Study was used to investigate prosociality from age 5 to 11 years in 738 children at risk of Developmental Language Disorder (r-DLD) and 12,972 children in a general population (GP) comparison group. Multilevel mixed effects regression models were run to investigate the mean change in prosociality and latent class growth analysis was used to identify heterogeneous groups of children who shared similar patterns of development. Overall, children at risk of DLD were less prosocial at age 5 and, although they did become more prosocial by the age of 11, they did not reach the same levels of prosociality as those in the GP group. Subsequent sub group analysis revealed four distinct developmental trajectories: stable high (19 %), stable slightly low (36 %), decreasing to slightly low (5 %), and increasing to high (40 %). Children at risk of DLD were less likely than those in the GP group to be in the stable high class and more likely to be in the stable slightly low class. For children at risk of DLD, being prosocial was protective against concurrent social and emotional difficulties. But being prosocial in early childhood was not protective against later social and emotional difficulties nor did the absence of prosociality in early childhood make social and emotional difficulties in middle childhood inevitable. Rather, the presence of prosociality in middle childhood was the key protective factor, regardless of prosociality in early childhood. Prosociality is not a key area of concern for children at risk of DLD. Instead, it is an area of relative strength, which can be nurtured to mitigate social and emotional difficulties in children at risk of DLD, particularly in middle childhood.

Early socioemotional competence, psychopathology, and latent class profiles of reparative prosocial behaviors from preschool through early adolescence

Children who have difficulty using reparative behaviors following transgressions display a wide range of poorer social and emotional outcomes. Despite the importance of reparative skills, no study has charted the developmental trajectory of these behaviors or pinpointed predictors of poorer reparative abilities. To address these gaps in the literature, this study applied growth mixture modeling to parent reports of children's reparative behaviors (N = 230) in a 9-year longitudinal data set spanning from preschool to early adolescence. Three distinct trajectories of reparative behaviors were found: a low-stable, moderate-stable, and high-stable latent class. Poorer emotion understanding, social withdrawal, social rejection, and maladaptive guilt in the preschool period predicted membership in a low-stable reparative trajectory. Externalizing diagnoses, particularly conduct disorder and oppositional defiant disorder, also predicted membership in a low-stable reparative trajectory. Preschool-onset depression predicted membership in a low-stable reparative trajectory through high levels of maladaptive guilt. The findings from this study suggest that socioemotional deficits in the preschool period set children on longstanding trajectories of impaired reparative responding. Thus, emotion understanding, social functioning, maladaptive guilt, and early psychiatric symptoms should be targeted in early preventive interventions.

Toddlers imitate prosocial demonstrations in bystander but not transgressor contexts

Although prosocial abilities are associated with a wide range of healthy outcomes, few studies have experimentally examined socialization practices that may cause increased prosocial responding. The purpose of this study was to investigate conditions under which 2- and 3-year-old children can acquire prosocial behaviors through imitation. In Study 1 (N = 53), toddlers in the experimental condition watched a video of an adult comfort a woman in distress by performing a novel prosocial action without depicting how the woman was hurt. Parents then pretended they hurt their own finger and feigned distress. Children in the experimental condition were more likely to imitate the novel action relative to two control groups: (a) children who did not watch the video but witnessed a distressed parent, and (b) children who watched the video but witnessed parents engage in a neutral interaction. Thus, in a bystander context where children witnessed parent distress, toddlers imitated a general demonstration of how to respond prosocially to distress and applied this information to a specific distress scenario. In Study 2 (N = 54), the procedures were identical to those in the first study except that children were led to believe that they had transgressed to cause parent distress. In a transgressor context, children in the experimental condition were not more likely to imitate the prosocial behavior relative to children in either control group. These studies demonstrate that whether or not children have caused a victim's distress greatly affects their ability to apply a socially learned prosocial behavior, possibly due to self-conscious emotions such as guilt and shame.

Associations between prosocial behavior, externalizing behaviors, and internalizing symptoms during adolescence: A meta-analysis

INTRODUCTION

The purpose of this study was to conduct a meta-analysis investigating the consistency and strength of relations between prosocial behavior, externalizing behaviors, and internalizing symptoms from preadolescence (i.e., 1-9 years) to late adolescence (i.e., 19-25 years). This study directly addresses inconsistencies and gaps in the available literature by providing the field with a detailed, synthesized description of these associations.

METHOD

Fifty-five studies met the inclusion criteria, containing 742 independent correlational effect sizes. Statistical information and other study information was coded and entered into Comprehensive Meta-analysis III software, which was used to analyze results.

RESULTS

Results showed that higher levels of prosocial behavior were significantly associated with lower levels of externalizing behaviors, as expected. Additionally, more reported prosocial behavior was related to less reported internalizing symptoms. Follow-up analyses revealed specific relationships between prosocial behavior and aggression, deviant peer association, risky sexual behavior, substance use, delinquency/general externalizing behavior, depression, and general internalizing behaviors (i.e., emotional problems, negative emotionality). A variety of moderators of these associations were considered, including age and sex.

CONCLUSIONS

Findings are discussed in the context of the broader research literature, weaknesses in the field are noted, and numerous meaningful directions for future research are presented.

The Perspective Matters: A Multi-informant Study on the Relationship Between Social-Emotional Competence and Preschoolers' Externalizing and Internalizing Symptoms

Recent research demands a multi-informant and multi-factorial assessment of preschool-age psychopathology. Based on a tripartite model, we tested the relationship between emotional and social competence and their contribution to externalizing and internalizing symptoms in a preschool-age community sample (N = 117, M = 4.67 years, SD = 2.75 months). We assessed teachers' (N = 109) and parents' (N = 77) perspective using the Strengths-and-Difficulties-Questionnaire and children's perspective using the Berkeley-Puppet-Interview and a standardized emotional-competence-test (MeKKi). We found externalizing symptoms being negatively related to prosocial behavior in teachers' and parents' reports and positively related to social initiative in teachers' reports. In teachers' reports only, a mediation effect of emotional competence via social competence on externalizing symptoms was shown. Children, but not caregivers, reported internalizing symptoms being positively related to prosocial behavior. These results highlight the importance of multiple informants and especially of children's self-perception in preschool-age psychopathology.

Behavioral observation of prosocial behavior and social initiative is related to preschoolers' psychopathological symptoms

Current research on preschool-age psychopathology suggests specific impairments in the two domains of social competence-prosocial behavior and social initiative-in children with externalizing and internalizing symptoms. While behavioral observation methods have been largely neglected in the past, they may extend the predominating questionnaire-based assessment as they allow for a precise and objective assessment of children's social behavior. In this study, we aimed to investigate whether prosocial behavior and social initiative measured in a limited resource task are related to externalizing and internalizing symptoms in a preschool-age community sample (N = 117, M = 4.67 years, SD = 2.75 months, females = 57). Externalizing and internalizing symptoms were rated by teachers (n = 109) and parents (n = 77) using the Strengths and Difficulties Questionnaire and by children using the Berkeley Puppet Interview (n = 97). Reduced prosocial actions were related to children's higher ratings of externalizing symptoms, while reduced social initiative actions were related to parents' higher ratings of internalizing symptoms. Prosocial behavior in the behavioral task was a marginally significant positive predictor of internalizing symptoms from children's perspective. These results highlight the value of behavioral observation measures and contribute to our understanding of interpersonal deficits already related to psychopathology at preschool age.

Kinder Than We Might Think: How Adolescents Are Kind

Educators and parents alike have high expectations that adolescents behave prosocially and, within the context of schools, this is evident in curriculum grounded in social and emotional learning and in kindness-themed school-wide initiatives. Despite this emphasis on kindness, relatively little is empirically known about how adolescents enact kindness. To understand just how adolescents demonstrate kindness, a study of 191 ninth graders was conducted in which students were asked to plan and complete five kind acts. In addition to planning and doing acts of kindness, participants were asked to rate their face-to-face and online kindness, report the number of kind acts they completed, identify the recipients of their acts, and assess the quality of their kind acts. At post-test, participants’ self-ratings of both face-to-face and online kindness were significantly higher than their pre-test ratings. Only one third of participants completed all of their kind acts, most participants chose familiar others as the recipients of their kindness, and the bulk of participants rated their acts of kindness as medium quality on a low–medium–high scale. The kind acts done by participants reflected the themes of helping with chores, being respectful, complimenting/encouraging others, and giving objects or money. Implications for educators and parents are discussed.

Health and Functional Outcomes for Shared and Unique Variances of Interpersonal Callousness and Low Prosocial Behavior

Previous factor-analytic studies identify significant comorbidity between interpersonal-callous (IC) traits and low prosocial behavior (LPB), which, in turn, is associated with high levels of childhood risk exposure and psychopathology. Longitudinal associations between IC, LPB, or their combination, and early-adult health and social functioning have not been investigated, however. Extending a previously-identified bifactor model within a prospective birth cohort, this study applied latent path analysis to test direct and indirect pathways (via adolescent delinquency, substance use, and physical activity) between these general and specific factors (age 13) and (i) emotional problems (age 18), (ii) physical health problems (age 18), and (iii) classification as 'not in education, employment, or training' (NEET; age 20). All models controlled for childhood adversity and IQ. Bifactor-specific estimates indicated that the residual IC factor did not reliably denote unique variance over and above a general factor (IC/LPB). IC/LPB itself was directly associated with NEET classification, while the residual LPB factor was associated with better emotional and physical health. IC/LPB also indirectly associated with emotional problems via greater adolescent delinquency, and with physical health problems via lower physical activity. In contrast, residual LPB variance was either non-significantly or negatively related to these adolescent domains. Findings indicate that the shared variance underlying IC and LPB confers an increased risk for poor health and functional outcomes in emerging adulthood, and highlight delinquency and physical inactivity as potential adolescent treatment targets that may mitigate the risk for health difficulties at high levels of this IC/LPB construct.

Social competence and psychopathology in early childhood: a systematic review

The acquisition of social competence, such as showing prosocial behaviour (fulfilling others' needs) and social initiative (fulfilling own needs), constitutes one major developmental task in childhood and adolescence. Previous research suggests that in middle childhood, impaired social competences are related to childhood psychopathology, such as externalizing and internalizing disorders. As the period of preschool age is a particularly important time for both the development of social competence and early psychopathological symptoms, we conducted a systematic review to investigate the role of social competence in relation to early childhood psychopathology. Twenty-one clinical as well as subclinical studies published prior to September 2016 were included in a qualitative analysis of the relation between prosocial behaviour, social initiative, and early externalizing and internalizing symptoms in preschool age children (age 3-6). Effect sizes for each study were calculated if required information was available. Our review suggests that from early on in childhood development, externalizing symptoms are accompanied by prosocial behaviour deficits such as lower levels of helping or cooperating, whereas internalizing symptoms may be accompanied by either deficient or excessive levels of prosocial behaviour. Exhibiting social initiative such as initiating contact with others or communicating one's own needs seems to be impaired in children with internalizing symptoms. Implications for current theory and future research are discussed.

Shared and unique variances of interpersonal callousness and low prosocial behavior

Although low prosocial behavior (LPB) items have been incorporated into youth measures of callousness, it remains unclear from current factor analytic findings whether callous traits and LPB are best operationalized as a common construct, or distinct dimensions. Using data from a population-representative birth cohort (N = 5,463), this study compared 4 latent factor structures for interpersonal callousness (IC; 6 items) and LPB (5 items) at age 13: (a) unidimensional; (b) two-factor; (c) higher-order (with 2 subfactors); and (d) bifactor (1 general and 2 specific residual factors). Alternative models distinguishing positively and negatively worded items were tested for comparative purposes. To assess the external validity of the factors that emerged from the best-fitting model, associations with early parenting styles and psychiatric comorbidities were examined. A bifactor model, achieving invariance for males and females, offered the best fit for these data. However, additional bifactor-specific indices suggested that the specific IC factor did not offer a unique contribution to the total variance over and above the general factor (IC/LPB). Of the remaining factors, IC/LPB was associated with higher levels of harsh parenting, externalizing and internalizing disorder, and social-cognitive difficulties, and lower levels of warm parenting. The LPB factor, meanwhile, was associated with greater social-cognitive difficulties and externalizing disorder, and lower maternal warmth, evoking a phenotype that may be more indicative of the autism spectrum than IC. These findings suggest that the shared variance underlying IC and LPB taps a severe psychiatric phenotype, while the residual variance for LPB may represent a distinct profile of social-cognitive dysfunction. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Metric Goodness of the Adult Prosocialness Scale. Comparative Study of Italy and Spain

The main goal of the study is to analyze the metric goodness of the Spanish version of the Adult Prosocialness Scale (Caprara, Steca, Zelli, & Capanna, 2005). Analysis of construct and concurrent validity in two similar samples of young adults, a Spanish sample (target of the adaptation) and an Italian sample (source language), revealed the adequacy of the Spanish version of instrument, with adequate fit of the model in the Spanish group, χ2(96) = 405.28, p = .001, RMSEA = .071, CFI = .94, GFI = .93, and the Italian group χ2(97) = 224.5, p = .001, RMSEA = .075, CFI = .91, GFI = .90. The results also replicated the adequacy of the instrument found in the Italian sample, as the configural and metric invariance was verified in both groups. Analyses of benevolent and power values related to prosociality and differences between genders supported the validity of the scale. In short, the present study confirms the adequacy and sensitivity of the instrument to study prosociality in young adults in a Spanish sample.

Maternal depression symptoms and internalising problems in the offspring: the role of maternal and family factors

Maternal depression symptoms (MDS) are a robust risk factor for internalising problems (IP) in the offspring. However, the relative importance of MDS and other factors associated with it (i.e. other types of maternal psychopathology, maternal parenting practices, family characteristics) is not well understood. To (a) identify a group of children with high levels of IP between 6 and 12 years using combined maternal and teacher assessments and (b) to quantify the associations between trajectories of MDS during early childhood and children's IP trajectories before and after controlling for family factors associated with MDS. MDS and family factors were assessed in a population-based sample in Canada (n = 1537) between 5 months and 5 years. The outcome variable was membership in trajectories of teacher- and mother-rated IP between ages 6 and 12 years. Family factors were included as covariates in a multinomial logistic regression model. There was a strong association between MDS and children's atypically high levels of IP in unadjusted analyses [OR 4.14 (95% CI 2.60; 6.61)]. The association was reduced, but remained strong [2.60 (1.55; 4.36)] when maternal psychopathology, maternal parenting, and family socioeconomic status were entered in the model. MDS, maternal anxiety, and low parental self-efficacy were associated with offspring's high IP trajectories. MDS is associated with high levels of children's IP independently of other maternal and family characteristics. Intervention targeting maternal psychopathology and parenting self-efficacy and testing the impact on children's IP would provide information on the putative causal pathways between maternal and offspring's symptomatology.

Predictors of childhood trajectories of overt and indirect aggression: An interdisciplinary approach

The aim of this study was to advance our understanding of the development of aggression in boys and girls by testing a model combining insights from both evolutionary theory and developmental psychology. A sample of 744 children (348 girls) between six and 13 years old was recruited in schools with high deprivation indices. Half of the sample (N = 372; 40.1% girls) had received special educational services for behavioral and/or socio-emotional problems. Two trajectories for overt aggression and two trajectories for indirect aggression were identified and binomial logistic regressions were used to identify environmental predictors and sex-specific patterns of these trajectories. Results indicated that peer rejection predicted overt aggression and indirect aggression and that extraversion and male sex predicted overt aggression. The results also showed that interaction between parental practices and some child temperament traits predicted overt aggression (coercion and lack of supervision associated with extraversion or low effortful control) or indirect aggression (coercion and neglect associated with negative affect or low effortful control), and the absence of a father figure predicted high indirect aggression in girls.