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Child Psychiatry & Human Development

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Gepubliceerd in: Child Psychiatry & Human Development 5/2018

Open Access 13-02-2018 | Original Article

Early Life Stress and Childhood Aggression: Mediating and Moderating Effects of Child Callousness and Stress Reactivity

Auteurs: Dominika A. Winiarski, Melissa L. Engel, Niranjan S. Karnik, Patricia A. Brennan

Gepubliceerd in: Child Psychiatry & Human Development | Uitgave 5/2018

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Abstract

Early life stress (ELS) has been implicated in the development of aggression, though the exact mechanisms remain unknown. This study tested associations between ELS, callousness, and stress reactivity in the prediction of school-age and persistent early childhood aggression. A longitudinal sample of 185 mother–child dyads completed a lab visit and mothers completed an online follow-up when children were preschool-aged and school-aged, respectively. Physiological and behavioral measures of stress reactivity were collected during the preschool period. Ratings of child aggressive behavior, ELS, and callousness were collected as well. The results suggested that ELS was related to measures of both school-age and persistent early childhood aggression, and that callousness had a mediating role in this process. Cortisol reactivity also moderated the association between ELS and persistent childhood aggression, such that the ELS–aggression relationship was stronger among children who had higher levels of cortisol reactivity during the preschool period. Clinical implications are discussed.
vorige artikel Assessing Acute Secondary Treatment Outcomes in Early-Onset Obsessive–Compulsive Disorder
volgende artikel Correction to: Early Life Stress and Childhood Aggression: Mediating and Moderating Effects of Child Callousness and Stress Reactivity
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Metagegevens
Titel
Early Life Stress and Childhood Aggression: Mediating and Moderating Effects of Child Callousness and Stress Reactivity
Auteurs
Dominika A. Winiarski
Melissa L. Engel
Niranjan S. Karnik
Patricia A. Brennan
Publicatiedatum
13-02-2018
Uitgeverij
Springer US
Gepubliceerd in
Child Psychiatry & Human Development / Uitgave 5/2018
Print ISSN: 0009-398X
Elektronisch ISSN: 1573-3327
DOI
https://doi.org/10.1007/s10578-018-0785-9

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