Evaluating risk factors in relation to preschool social-emotional skills using a person-centred approach

Few studies have utilised a person-centred approach when it comes to understanding risk factors in young children. The present study uses this type of approach while examining risk factors in relation to social-emotional skills. Parent reports for 444 preschool-aged children disclosed each child's exposure to eight different risk factors, as well as their social-emotional abilities. A latent class analysis was utilised to examine subgroups of risk, rather than using a cumulative approach, to see whether specific risk factors differentiated participants. Subgroup differences in distal social-emotional skills were then examined. The subgroup with systemic, economic and parent stress risk factors showed the lowest social-emotional abilities, in comparison to subgroups with only systemic or a combination of systemic and economic risks. These results suggest that addressing parent stress may be particularly relevant when considering children's social-emotional development. Implications for interventions and clinical practice are discussed.