Which Behavioral, Emotional and School Problems in Middle-Childhood Predict Early Sexual Behavior?

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dc.contributor.authorParkes, A., Waylen, A., Sayal, K., Heron, J., Henderson, M., Wight, D., & Macleod, J.
dc.date.accessioned2015-02-25T16:41:59Z
dc.date.available2015-02-25T16:41:59Z
dc.date.issued2014
dc.description.abstractMental health and school adjustment problems are thought to distinguish early sexual behavior from normative timing (16–18 years), but little is known about how early sexual behavior originates from these problems in middle-childhood. Existing studies do not allow for co-occurring problems, differences in onset and persistence, and there is no information on middle-childhood school adjustment in relationship to early sexual activity. This study examined associations between several middle-childhood problems and early sexual behavior, using a subsample (N = 4,739, 53 % female, 98 % white, mean age 15 years 6 months) from a birth cohort study, the Avon Longitudinal Study of Parents and Children. Adolescents provided information at age 15 on early sexual behavior (oral sex and/or intercourse) and sexual risk-taking, and at age 13 on prior risk involvement (sexual behavior, antisocial behavior and substance use). Information on hyperactivity/inattention, conduct problems, depressive symptoms, peer relationship problems, school dislike and school performance was collected in middle-childhood at Time 1 (6–8 years) and Time 2 (10–11 years). In agreement with previous research, conduct problems predicted early sexual behavior, although this was found only for persistent early problems. In addition, Time 2 school dislike predicted early sexual behavior, while peer relationship problems were protective. Persistent early school dislike further characterized higher-risk groups (early sexual behavior preceded by age 13 risk, or accompanied by higher sexual risk-taking). The study establishes middle-childhood school dislike as a novel risk factor for early sexual behavior and higher-risk groups, and the importance of persistent conduct problems. Implications for the identification of children at risk and targeted intervention are discussed, as well as suggestions for further research. (Author Abstract)en_US
dc.identifier.citationParkes, A., Waylen, A., Sayal, K., Heron, J., Henderson, M., Wight, D., & Macleod, J. (2014). Which behavioral, emotional and school problems in middle-childhood predict early sexual behavior?. Journal of youth and adolescence, 43(4), 507-527.en_US
dc.identifier.urihttp://www.ncbi.nlm.nih.gov/pmc/articles/PMC3949009/pdf/10964_2013_Article_9973.pdf
dc.identifier.urihttp://hdl.handle.net/11212/2176
dc.language.isoen_USen_US
dc.publisherJournal of youth and adolescenceen_US
dc.subjectchild abuseen_US
dc.subjectchild sexual behavioren_US
dc.subjectlong term effectsen_US
dc.subjectresearchen_US
dc.titleWhich Behavioral, Emotional and School Problems in Middle-Childhood Predict Early Sexual Behavior?en_US
dc.typeArticleen_US

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