Understanding the Relationship Between Empathy, Theory of Mind (ToM), and Parenting Styles Among Children With Disruptive Behaviour.

Abstract

Disruptive behaviour has been recognized as one of the most common and persistent forms of childhood maladjustment, and predictive of a range of negative adolescent and adult outcomes including continuing aggression, failure in school and work settings, substance abuse, and late-onset psychopathology. As a child grows many factors influence the child's development like genetic factors, parenting styles, attachment patterns, environmental factors etc. These factors help in the development of empathy, theory of mind (ToM), emotional and behaviour regulation. We need to understand the relation between these factors among children with disruptive behaviours, inorder to develop targeted interventions and support strategies tailored to the unique needs of this population. A sample of 70 children and their mothers completed validated psychometric scales. Pearson correlation & regression analysis were conducted to determine the relation between variables. Results indicated that a significant negative correlation was observed between the permissive parenting style of the father and ToM among children with disruptive behaviour. Empathy was considered a significant inverse predictor of disruptive behaviour among children with disruptive behaviour. Another finding suggests that there is no significant difference in disruptive behaviour between boys and girls and no evident association between parenting styles and disruptive behaviours in children. While this could imply that inherent factors (nature) may have a more notable influence on disruptive behaviour in this sample, it is important to consider that this does not rule out the potential impact of environmental factors (nurture). The results should be viewed as part of a complex interplay between nature and nurture, and further investigation, particularly through longitudinal studies, is needed to clarify their respective contributions. This study builds upon existing research in providing a better understanding of contributors to disruptive behaviour among children, which may assist in the development of interventions to promote positive socio-emotional development and enhance the overall well-being of children.