Article

AIM: To review systematically studies examining the development of social
competence in children born very preterm (VPT) (gestation <33 wks) and identify
neonatal and family predictors. METHOD: Peer-reviewed original articles were
extracted from PubMed and PsycINFO following Preferred Reporting Items for
Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Selection criteria
included children born VPT and comparison children born at term, sample born
after 1990, and children assessed between 0 and 17 years on at least one measure
of social competence spanning social adjustment, performance, and/or social
skills. RESULTS: Twenty-three studies were included. Seven focused on social
competence and another 16 examined social competence within a range of outcomes.
Study quality was low. Limitations included reliance on single informant data,
cross-sectional measurement, use of brief screening tools, absence of child or
peer report, and no conceptual model. In terms of social adjustment, 16 out of 21
studies found children born VPT had more peer problems and social withdrawal.
Findings of social performance were mixed, with some studies suggesting
differences in prosocial behavior (4/14) and others not. Social skills were
assessed in four studies and showed children born VPT had poorer skills than
children born at term. Predictors of social competence included gestational age,
neonatal brain abnormalities, and family socio-economic status. INTERPRETATION:
Children born VPT have poorer social competence. These difficulties emerge early
and persist throughout childhood.
CI - (c) 2015 Mac Keith Press.

Langue : ANGLAIS