Paul Bradshaw and Sarah Tipping
Scottish Centre for Social Research
Prepared for the Scottish Government: Children, Young People and Social Care Directorate by the Scottish Centre for Social Research
ISBN 978 0 7559 8309 4 (Web only publication)
This document is also available in pdf format (704k) This report is one of four report & accompanied with research findings, 4/2010,
(GUS) The circumstances of persistently poor children, research findings 1/2010,
(GUS) Maternal mental health & its impact on child behaviour & development, research findings 3/2010,
(GUS) Health inequalities in the early years, research findings 2/2010.
Contents
ACKNOWLEDGEMENTS
EXECUTIVE SUMMARY
1 INTRODUCTION
1.1 Methods
1.1.1 The Growing Up in Scotland study
1.1.2 Measuring social, emotional and behavioural development
1.2 Structure of the report
2 THE EXTENT AND NATURE OF SOCIAL, EMOTIONAL AND BEHAVIOURAL DIFFICULTIES
2.1 Key findings
2.2 Prevalence of individual difficulties
2.3 Patterns of shared difficulties
2.3.1 The five clusters
2.4 Summary
3 CHARACTERISTICS OF CHILDREN WITH SOCIAL, EMOTIONAL AND BEHAVIOURAL DIFFICULTIES AT AGE OF SCHOOL ENTRY
3.1 Key findings
3.2 Socio-demographic and socio-economic characteristics
3.3 Parenting approaches and health and development indicators
3.4 Differences by age at school entry
3.5 Summary
4 THE CONTINUITY OF SOCIAL, EMOTIONAL AND BEHAVIOURAL CHARACTERISTICS
4.1 Key findings
4.2 Comparing social, emotional and behavioural development at pre-school and entry to primary school
4.3 Extending the analysis: behaviour at entry to primary two
4.4 The persistence of difficult behaviour
4.5 Modelling the relationship between early and later behavioural development
4.6 Summary
5 CONCLUSION
REFERENCES
APPENDIX 1 - REGRESSION TABLES
APPENDIX 2 - FURTHER DETAILS OF EXPLANATORY AND OUTCOME VARIABLES
APPENDIX 3 - DESCRIPTION OF CLUSTER ANALYSIS