Objective

To investigate whether a longitudinal association exists between differential disciplinary parenting practices at 3 years of age and later child psychopathology at 11 years.

Method

Data were obtained from the Millennium Cohort Study, a UK-wide cohort. Discipline style was assessed using a validated maternal reported questionnaire at 3 years of age for which later outcome data were available. “Active” (including smacking, shouting, and telling off) and “withdrawal” (including ignoring, removal of privileges, and sending to bedroom) approaches were distinguished. Child emotional and behavioral problems were assessed at 3 and 11 years of age using the maternally completed Strengths and Difficulties Questionnaire (SDQ). The independence of associations between early discipline and later child mental health was investigated using mutually adjusted regression analyses and potential reverse causality was considered by looking at changes in SDQ subscale scores from 3 to 11 years.

Results

Differential associations with change in child psychopathology according to discipline type were observed. Active and withdrawal forms of discipline were associated with a decrease in conduct problems from 3 to 11 years (active, β = −0.28, 95% CI −0.34 to −0.21, p < .001; withdrawal, β = −0.19, 95% CI −0.24 to −014, p < .001). However, active approaches also were associated with an increase in emotional problems (β = 0.07, 95% CI 0.00–0.14, p = .03) not observed for withdrawal approaches.

Conclusion

Different approaches to discipline appear to have differential associations with later child mental health. Further research accounting for a larger number of parent and child characteristics is needed to assess whether such associations are causal.

中文翻译：

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纪律养育实践与儿童心理健康：来自英国千禧年队列研究的证据

客观的

调查3岁以下的不同学科养育方式和11岁以后的儿童心理病理学之间是否存在纵向关联。

方法

数据来自英国范围内的千年队列研究。使用经过验证的3岁母亲报告的问卷对学科风格进行评估，可获取以后的结局数据。区分了“主动”（包括打sm，大喊和说出话）和“退出”（包括忽略，取消特权并发送到卧室）方法。使用孕产妇填写的《长处和困难问卷》（SDQ）评估了3岁和11岁儿童的情绪和行为问题。使用相互调整的回归分析调查了早期纪律与后期儿童心理健康之间的关联独立性，并通过观察3到11岁时SDQ子量表得分的变化来考虑潜在的反向因果关系。

结果

根据学科类型，观察到儿童心理病理学变化的差异性关联。积极和退缩形式的纪律与行为问题从3年减少到11年有关（积极，β= -0.28，95％CI -0.34到-0.21，p  <.001;退缩，β= -0.19，95％ CI -0.24至-014，p  <.001）。然而，积极的方法也与情绪问题的增加相关（β= 0.07，95％CI 0.00-0.14，p  = .03），而退出方法并未观察到。

结论

不同的管教方式似乎与以后的儿童心理健康有着不同的联系。需要进一步的研究来说明父母和孩子的大量特征，以评估这种关联是否是因果关系。