Citation

Vanderheyden A, Witt JC. J. La. State Med. Soc. 2000; 152(10): 485-496.

Affiliation

Louisiana State Universty, Baton Rouge, USA.

Copyright

(Copyright © 2000, Louisiana State Medical Society)

DOI

unavailable

PMID

11059918

Abstract

One of the single most powerful predictors of aggressive and noncompliant behaviors exhibited in early childhood is coercive parent-child interaction. Coercive parent-child interaction has been linked to multiple negative outcomes in the lives of children. When children learn to relate to their parents and the world in the context of coercive interaction, they are likely to experience significant deficits in the prosocial skills critical to school success. These children are much more likely to experience school failure and teacher and peer rejection. Further, when noncompliant and aggressive children enter school, they are most frequently exposed to a series of ineffective and increasingly restrictive treatments. Proven strategies exist to teach parents and children prosocial ways of interacting and to address these problems in the classroom, but in many cases these types of services are not easily accessible or routinely available. This paper makes recommendations for identifying effective, proven treatment strategies when practitioners observe coercive parent-child interaction or child noncompliance and aggression.

Language: en