Factors influencing emotional and behavioral problems among firstborn children in transition to siblinghood:a systematic review
10.16835/j.cnki.1000-9817.2021.10.004
- VernacularTitle:角色转换期大孩情绪行为相关影响因素的系统评价
- Author:
SHENG Lulu, XI Xuan, LIU Qin
1
Author Information
1. School of Public Health and Management, Chongqing Medical University, Research Center for Medicine and Social Development Chongqing, Innovation Center for Social Risk Governance in Health, Chongqing (400016), China
- Publication Type:Journal Article
- Keywords:
Emotions;
Behavior;
Mental health;
Child
- From:
Chinese Journal of School Health
2021;42(10):1455-1459
- CountryChina
- Language:Chinese
-
Abstract:
Objective:This study systematically reviewed the findings of studies on the factors influencing emotional and behavioral problems among firstborn children in transition to siblinghood, to provide a theoretical basis for the study of emotional behavior in firstborn children during role transition.
Methods:CBM, VIP, CNKI, WanFang Data, PubMed, Web of Science, OVID and EBSCO were electronically searched to collect studies on the relevant factors influencing the emotional and behavioral characteristics of firstborn children in transition to siblinghood (TTS) from inception to March 3rd, 2021. Literature screening and data extraction were conducted by two independent authors to evaluate the risk of bias in the included studies. The results of the included studies were summarized by qualitative analysis.
Results:A total of nine studies were included, comprising four prospective cohort studies and five cross sectional studies. Systematic evaluation results indicated three main types of factor associated with behavioral problems among firstborn children:factors of firstborn children (gender, age and temperament), family factors (parents upbringing, family relationships, family environment, social economy, maternal behavior and whether firstborn children knew that the second children would arrive), and social factors (relationships between teachers and students, peer relationships and life changes). The main factors affecting emotions were their own factors (age and self acceptance). Negative temperament in firstborn children, negative parenting styles, negative family relationships and family environments, prohibited behaviors among mothers, whether the firstborn children were informed of the arrival of the second children during pregnancy, poor relationships between teachers and students, peer relationships and life changes may increase the risk of emotional and behavioral problems among firstborn children. Whether other factors might have affected the results of the study is unclear.
Conclusion:Important factors influencing firstborn children s emotions and behaviors during TTS, must be confirmed through a high quality prospective cohort study. Intervention studies may be appropriate to verify the results and provide an empirical basis for behavioral interventions in firstborn children with different emotional problems.
