Compliance and Internalization in Preschool Foster Children |
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| Institution: | 1. Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD 20742, United States;2. University of Maryland, College Park, United States;3. University of Colorado, Denver, CO, United States;1. Couple and Family Therapy Program, Kent School of Social Work, University of Louisville, 310 N. Whittington Pkwy, Louisville, KY 40222, USA;2. Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, 625 N. Michigan Ave., Ste. 2700, Chicago, IL 60611, USA;3. Ann & Robert H. Lurie Children''s Hospital of Chicago, Box 161, 225 E Chicago Ave., Chicago, IL 60611, USA;1. Department of Mechanical and Aerospace Engineering, New Mexico State University, Las Cruces, NM 88003, USA;2. ITMO University, Kronverkskiy pr. 49, St. Petersburg, 197101, Russia;3. GeoRessources Laboratory, Université de Lorraine (ENSG), CNRS, CREGU, F-54501, Vandoeuvre-les-Nancy, France;1. School of Educational Science, Qufu Normal University, Qufu 273165, China;2. School of History and Culture, Central China Normal University, Wuhan 430079, China |
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| Abstract: | Child compliance and internalization are socio-cognitive developmental processes which are critical for children's social outcomes in multiple arenas. These developmental processes are found to be compromised in maltreated children. The current study was designed to add to the extremely limited literature on compliance and internalization in maltreated children in foster care. Compliance and internalization tasks were administered to preschool foster children, videotaped and later coded. Through parent-report questionnaires completed by the foster parents and observations of the foster home, the relation of compliance/internalization to child behavior problems, foster care experiences, and the foster home environment was examined. Findings revealed that most children showed committed compliance, but over 50% of children exhibited “deviation” behaviors in the internalization task. HOME acceptance scores (via observation of parent and child in home setting) significantly contributed to children's compliance levels but did not significantly contribute to their internalization. Internalization was related to children's externalizing behavior problems. These findings are considered in the context of future research and practice with respect to young children in foster care. |
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