[Importance of follow-up of refugee children. Risk factors are changing during the different phases of the crisis].
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Child↗
Biomedical subjects
S Ekblad
Publications and source records attributed to S Ekblad.
The children's behaviour questionnaire for completion by parents and teachers in a Chinese sample.
Children's behaviour questionnaires were completed by parents and teachers for 248 and 266 12-year old children in Beijing, China, respectively. Compared with studies in other countries, the present study showed that (1) mothers rated children as showing higher frequencies of all behavioural items than did teachers; (2) the ratio of antisocial to neurotic behaviour was higher than the other relevant studies; (3) some items showed sex differences, and these were more marked for teachers than mothers; (4) Chinese boys scored lowest on aggression, but high on psychosomatic symptoms; and (5) difficulties in reading, writing and concentration were positively correlated with teachers' hyperactive-aggressive factor dimension and antisocial subscore.
Achievement↗
Stability in aggression and aggression control in a sample of primary school children in China.
The aim was to study the stability of aggression and aggression control in Chinese children. Olweus' Aggression Inventory was retested after 18 months in a sample of Chinese primary school children in Beijing (average age 12 years; 267 children; 139 boys and 128 girls; 92% of the initial study sample). Compared with relevant studies in Scandinavian countries, this study shows that a degree of stability in aggression behaviour is also found in Chinese primary school children despite strong societal pressures against aggressive behaviour and towards aggression control. The result supports the earlier evidence that aggression was a somewhat more global or less differentiated phenomenon for Chinese children. Nevertheless, the average aggression response level for the Chinese children is clearly low and quite high for aggression control. Positive self-report, which reflects good adjustment and psychological health, was still clearly related to aggression control, but slightly less for the boys. The average difference between boys and girls in general aggression and aggression control was stable over time. Girls showed a lower level of general aggression and a higher level of aggression control compared with boys.
Adolescent↗
Influence of child-rearing on aggressive behavior in a transcultural perspective.
The aim of this paper is to summarize the literature and exemplify the author's research findings concerning the influence of different systems of child-rearing across cultures on aggressive behavior by using an individual-environment interaction approach. The question is whether a restrictive environment (e.g., China), foster children with lower levels of and less variation in aggression than children in a more permissive environment (e.g., Sweden). The main results involve 290 primary school children, mean age 10.3, their mothers and teachers in Beijing. The children showed distinct individual differences in aggression, though at a lower level and with less variation than Scandinavian children. Aggression was meaningfully related to other selfreport dimensions, such as positive attitude to school and negative relations with parents, findings similar to those in the Western literature. In line with the literature, sex differences in terms of aggression was also found among the Chinese children, namely, that girls seem better able to control aggression than boys. Chinese mothers in comparison to Swedish mothers, seemed to be more in control of their children. Children preferred their mothers, shame was the most frequent disciplinary method used, followed by reasoning. Both parents made decisions concerning the child. Finally, theoretical and practical implications are concluded in the paper.
Aggression↗
Social determinants of aggression in a sample of Chinese primary school children.
The aim of the present study was to relate children's aggression levels to social determinants of interest (i.e., child-rearing measures, day-care attendance, peer group influence, and TV-watching) in a sample of Chinese children in the People's Republic of China. A sample of 290 primary school students (155 boys and 135 girls, mean age 10.3) in grade four in Beijing were investigated using the Multi-Faceted Aggression Inventory. The children's parents were asked about child-rearing measures and day-care experience for the child. Teachers rated the children's aggression, school achievement level, and membership in the Young Pioneers. Despite acknowledged limitations, the findings in this study gave evidence that according to a person-environment interaction perspective, the Chinese children's individual differences in aggression were influenced by the restricted environment. As aggressive behaviour is undesired and suppressed in the Chinese culture in and outside the home, the Chinese children seemed to show lower levels and less variation of aggression behaviour than children in permissive environments (e.g., Sweden). However, when analysing sex differences in aggression environmental influences alone might not explain the differences.
Adolescent↗
Children's thoughts and attitudes in China and Sweden: impacts of a restrictive versus a permissive environment.
With a restrictive-permissive hypothesis as a frame of reference, the aim of this explorative study is to obtain knowledge about the socialization process, i.e. how children in Sweden and China come to behave in accordance with cultural values and what the price is of this development. 273 school children (about 11-12 years old) from six cities and 49 preschool children (age 6-7 years old) from 10 cities in China are compared with a Swedish sample (329 and 48) from a single community. The Swedish school children came from both outskirt and central areas. Despite acknowledged limitations, the overall findings confirm two hypotheses: 1) Chinese children learn to a higher extent to control their emotions than Swedish children, and 2) Chinese children learn to orient towards collective norms as opposed to Swedish children who are more individualistically oriented.
Adolescent↗