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

Published online by Cambridge University Press:  27 May 2019

Meghan Rose Donohue Open the ORCID record for Meghan Rose Donohue [Opens in a new window] ,
Rebecca Tillman  and
Joan Luby
Meghan Rose Donohue*
Affiliation:
Department of Psychiatry, Washington University School of Medicine, Saint Louis, MO, USA
Rebecca Tillman
Affiliation:
Department of Psychiatry, Washington University School of Medicine, Saint Louis, MO, USA
Joan Luby
Affiliation:
Department of Psychiatry, Washington University School of Medicine, Saint Louis, MO, USA
*
Author for Correspondence: Meghan Rose Donohue, Department of Psychiatry, Washington University School of Medicine, 4444 Forest Park Avenue, Suite 2100, St. Louis, MO63108; E-mail: rdonohue@wustl.edu.
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Abstract

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.

Keywords

emotion understandinggrowth mixture modelingpreschool depressionreparative behaviorssocial functioning
Type
Regular Articles
Information
Development and Psychopathology , Volume 32 , Issue 2 , May 2020 , pp. 573 - 585
Copyright
Copyright © Cambridge University Press 2019

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