The effect of modifying maternal expressed emotion on outcome of preschool hyperactivity

Barton, Joanne (2002) The effect of modifying maternal expressed emotion on outcome of preschool hyperactivity. PhD thesis, University of Glasgow.

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Abstract

This study examined the effect of modifying maternal expressed emotion (EE) on outcome of hyperactive preschool children. Hyperactivity is amongst the most common childhood psychiatric disorders affecting at least one percent of the preschool population. The disorder is characterised by developmentally inappropriate levels of motor overactivity, inattention and impulsivity. Comorbidity with other disorders, especially Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD) is common. Hyperactivity may be chronic with symptoms persisting into adulthood and can cause significant impairment in the day to day lives of affected individuals. Hyperactivity has its onset early in life and can be detected in the preschool period providing opportunities for early intervention. Hyperactivity is currently conceptualised as a disorder of self-regulation. It is not a unitary disorder rather it is thought to be heterogeneous with multifactorial causation. There is evidence for a strong genetic (polygenic) contribution with the expression of the behavioural phenotype being influenced by environmental factors. The development of self-regulation is closely linked to the development of higher order cognitive functioning, a process which begins early in life. The caregiver plays a crucial role in the child's evolving self-regulation, facilitating or otherwise their mastery of the various steps involved in the development of this capacity. In particular the affective climate between mother and child has been shown to be related to the development of disruptive behaviour problems. Thus maternal expressed emotion (EE) may be an important mediator in the development and maintenance of hyperactivity. This in turn suggests possibilities for intervention and is this basis of the hypothesis for this study: that is, modifying maternal EE will exert a positive effect on outcome of preschool age hyperactive children. An intervention programme. The Preschool Overactivity Programme (POP), was developed from existing evidence-based programmes with elements selected specifically to achieve the key objectives of reducing maternal EE and promoting positive mother-child interaction. POP comprised a combined parent training programme and child behaviour management programme. (Abstract shortened by ProQuest.).

Item Type: Thesis (PhD)
Qualification Level: Doctoral
Additional Information: Adviser: Seija Sandberg
Keywords: Developmental psychology, Educational psychology, Early childhood education
Date of Award: 2002
Depositing User: Enlighten Team
Unique ID: glathesis:2002-71265
Copyright: Copyright of this thesis is held by the author.
Date Deposited: 10 May 2019 10:49
Last Modified: 10 May 2019 10:49
URI: http://theses.gla.ac.uk/id/eprint/71265

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