The role of social support relationships in the lives of young high-risk children.

다국어 초록 (Multilingual Abstract)

This study is the first known investigation to document the nature of early childhood social support and the outcomes of early social support across childhood and adolescence in a high risk sample. The aims of the study were: (1) to assess social support in early childhood for children from high risk homes; (2) to discern developmental outcomes engendered by social support above and beyond the effects of maternal support; and (3) to investigate the moderating role of social support on the maladaptive outcomes of maltreatment and life stress. Participants were drawn from an on-going prospective, longitudinal study investigating developmental outcomes of 172 at-risk urban children. Reliable, qualitative ratings of the quantity, quality, and disruption in social support were extracted from family interviews throughout early childhood (birth to 64 months). Maltreatment, life stress, and maternal support were assessed from interviews, mother-child observations, and CPS reports over the same time period. Participants were followed from elementary to high school (i.e., grades 1, 6, 10) examining internalizing and externalizing behavior problems and peer competence.
Findings revealed that higher quantity, higher quality, and lower disruption in support predicted lower internalizing and externalizing behavior problems and higher peer competence at grade 1, above and beyond the contribution of maternal support. Additionally, higher quality of support predicted higher peer competence at grade 6, after controlling for maternal support. Finally, higher quantity and quality of support were associated with lower internalizing and externalizing behavior problems at grade 10, above and beyond the effects of maternal support. None of the moderation analyses were significant for maltreatment, but quantity of support moderated the relations between life stress and internalizing and externalizing behavior problems at grade 1. Taken together, the findings suggest that social support from individuals outside the mother provides a promotive factor for young high risk children, particularly during the transitions to elementary and high school. Regarding lack of moderation, the sample's overall risk status may have prohibited prediction of buffering effects. Implications for prevention and intervention include enhancing high quality, stable support relationships for young high risk children by involving the child's natural support providers in services.