eprintid: 1480019 rev_number: 25 eprint_status: archive userid: 608 dir: disk0/01/48/00/19 datestamp: 2016-04-17 05:01:10 lastmod: 2021-09-20 22:23:47 status_changed: 2016-05-17 13:33:46 type: article metadata_visibility: show creators_name: Flouri, E creators_name: Sarmadi, Z title: Prosocial behavior and childhood trajectories of internalizing and externalizing problems: The role of neighborhood and school contexts ispublished: pub divisions: UCL divisions: B16 divisions: B14 divisions: J79 note: This article has been published under the terms of the Creative Com- mons Attribution License ( http://creativecommons.org/licenses/by/3.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Copyright for this article is retained by the author(s). Author(s) grant(s) the American Psychological Association the exclusive right to publish the article and identify itself as the original publisher. abstract: This study investigated the role of the interaction between prosocial behavior and contextual (school and neighborhood) risk in children's trajectories of externalizing and internalizing problems at ages 3, 5, and 7. The sample was 9,850 Millennium Cohort Study families who lived in England when the cohort children were aged 3. Neighborhood context was captured by the proportion of subsidized (social rented) housing in the neighborhood and school context by school-level achievement. Even after adjustment for child- and family-level covariates, prosocial behavior was related both to lower levels of problem behavior at school entry and to its trajectory before and after. Neighborhood social housing was related to the trajectory of problem behavior, and school-level achievement to lower levels of problem behavior at school entry. The negative association between prosocial and problem behavior was stronger for children attending low-performing schools or living in disadvantaged neighborhoods. The adverse "effect" of low prosocial behavior, associated with low empathy and guilt and with constricted emotionality, on internalizing and externalizing problems appears to be exacerbated in high-risk contexts. date: 2016-02 date_type: published official_url: http://dx.doi.org/10.1037/dev0000076 oa_status: green full_text_type: pub pmcid: PMC4725335 language: eng primo: open primo_central: open_green article_type_text: Journal Article verified: verified_manual elements_id: 1091385 doi: 10.1037/dev0000076 pii: 2015-53845-001 language_elements: eng lyricists_name: Flouri, Eirini lyricists_id: EFLOU94 actors_name: Barczynska, Patrycja actors_id: PBARC91 actors_role: owner full_text_status: public publication: Developmental Psychology volume: 52 number: 2 pagerange: 253-258 event_location: United States issn: 1939-0599 citation: Flouri, E; Sarmadi, Z; (2016) Prosocial behavior and childhood trajectories of internalizing and externalizing problems: The role of neighborhood and school contexts. Developmental Psychology , 52 (2) pp. 253-258. 10.1037/dev0000076 <https://doi.org/10.1037/dev0000076>. Green open access document_url: https://discovery.ucl.ac.uk/id/eprint/1480019/1/Prosocial%20behavior%20and%20childhood%20trajectories%20of%20internalizing%20and%20externalizing%20problems%3A%20The%20role%20of%20neighborhood%20and%20school%20contexts.pdf