Peer relationships and prosocial behaviour differences across disruptive behaviours

Sara V. Milledge; Samuele Cortese; Margaret Thompson; Fiona McEwan; Michael Rolt; Brenda Meyer; Edmund Sonuga-Barke; Hedwig Eisenbarth

doi:10.1007/s00787-018-1249-2

Peer relationships and prosocial behaviour differences across disruptive behaviours

Sara V. Milledge, Samuele Cortese, Margaret Thompson, Fiona McEwan, Michael Rolt, Brenda Meyer, Edmund Sonuga-Barke, Hedwig Eisenbarth^*

^*Corresponding author for this work

Child & Adolescent Psychiatry

Research output: Contribution to journal › Article › peer-review

33 Citations (Scopus)

Abstract

It is unclear if impairments in social functioning and peer relationships significantly differ across common developmental conditions such as attention-deficit/hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), conduct disorder (CD), and associated callous–unemotional traits (CU traits). The current study explored sex differences and symptoms of parent- and teacher-reported psychopathology on peer relationships and prosocial behaviour in a sample of 147 referred children and adolescents (aged 5–17 years; 120 m). The results showed that increases in parent-reported ADHD Inattentive symptoms and teacher-reported ADHD Hyperactive–Impulsive symptoms, CD, ODD, and CU traits were significantly associated with peer relationship problems across sex. At the same time, teacher-reported symptoms of ODD and both parent- and teacher-reported CU traits were related to difficulties with prosocial behaviour, for both boys and girls, with sex explaining additional variance. Overall, our findings show a differential association of the most common disruptive behaviours to deficits in peer relationships and prosocial behaviour. Moreover, they highlight that different perspectives of behaviour from parents and teachers should be taken into account when assessing social outcomes in disruptive behaviours. Given the questionable separation of conduct problem-related constructs, our findings not only point out the different contribution of those aspects in explaining peer relationships and prosocial behaviour, but furthermore the variance from different informants about those aspects of conduct problems.

Original language	English
Pages (from-to)	781-793
Number of pages	13
Journal	European Child and Adolescent Psychiatry
Volume	28
Issue number	6
DOIs	https://doi.org/10.1007/s00787-018-1249-2
Publication status	Published - 1 Jun 2019

Keywords

Attention-deficit/hyperactivity disorder
Callous–unemotional traits
Conduct disorder
Oppositional defiant disorder
Peer relationship problems
Prosocial behaviour
Sex

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1007/s00787-018-1249-2

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abstract = "It is unclear if impairments in social functioning and peer relationships significantly differ across common developmental conditions such as attention-deficit/hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), conduct disorder (CD), and associated callous–unemotional traits (CU traits). The current study explored sex differences and symptoms of parent- and teacher-reported psychopathology on peer relationships and prosocial behaviour in a sample of 147 referred children and adolescents (aged 5–17 years; 120 m). The results showed that increases in parent-reported ADHD Inattentive symptoms and teacher-reported ADHD Hyperactive–Impulsive symptoms, CD, ODD, and CU traits were significantly associated with peer relationship problems across sex. At the same time, teacher-reported symptoms of ODD and both parent- and teacher-reported CU traits were related to difficulties with prosocial behaviour, for both boys and girls, with sex explaining additional variance. Overall, our findings show a differential association of the most common disruptive behaviours to deficits in peer relationships and prosocial behaviour. Moreover, they highlight that different perspectives of behaviour from parents and teachers should be taken into account when assessing social outcomes in disruptive behaviours. Given the questionable separation of conduct problem-related constructs, our findings not only point out the different contribution of those aspects in explaining peer relationships and prosocial behaviour, but furthermore the variance from different informants about those aspects of conduct problems.",

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AU - Meyer, Brenda

AU - Sonuga-Barke, Edmund

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Peer relationships and prosocial behaviour differences across disruptive behaviours

Abstract

Keywords

UN SDGs

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