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Longitudinal associations between preschool psychopathology and school-age peer functioning
Allison P Danzig1, Sara J Bufferd, Lea R Dougherty
1Department of Psychology, Stony Brook University, Stony Brook, 11794, NY, USA. allison.p.danzig@gmail.com
Child Psychiatry and Human Development
|January 22, 2013
Summary
Preschool anxiety disorders significantly impact peer functioning in early school years. Early anxiety diagnoses directly predict later social challenges, not mediated by ongoing anxiety.
Area of Science:
- Child Psychology
- Developmental Psychiatry
- Social Development
Background:
- Preschool psychopathology can influence later social adjustment.
- Peer functioning is crucial for school readiness and success.
- Understanding early predictors of social difficulties is essential.
Purpose of the Study:
- To examine the long-term effects of preschool psychopathology on peer functioning.
- To identify specific preschool diagnostic predictors of school-age peer relationship issues.
- To investigate the direct and indirect pathways from early anxiety to peer problems.
Main Methods:
- Longitudinal study of 211 children assessed at ages 3 and 6.
- Parent-reported psychopathology using the Preschool Age Psychiatric Assessment.
- Peer functioning assessed at age 6 included popularity, socially inappropriate behavior, and conflicted shyness.
Main Results:
- Preschool anxiety disorder diagnosis uniquely predicted socially inappropriate behavior and conflicted shyness at age 6.
- Preschool anxiety dimensional scores predicted all three peer functioning constructs.
- Early anxiety disorder had direct effects on peer functioning, independent of concurrent anxiety at age 6.
Conclusions:
- Preschool anxiety disorders have enduring negative effects on child peer relationships.
- Early identification and intervention for anxiety may improve social outcomes.
- Findings highlight the critical role of early mental health in social development.
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