An Analysis of Father Involvement on Thought Problems and Behavioral Outcomes in Children

Background: Generally, research has focused on the role mothers play in child development and the impact this relationship has on child outcomes. Father involvement across the development of a child has been linked to fewer behavioral problems and higher educational attainment. Most research on fathers and child outcomes have been limited to the stages of adolescence, middle childhood, and infancy. There is much less scholarship that highlights the impact of fathers, in relation to child development, during the early childhood period (ages 1 - 3 years) prior to preschool age. The current study examined the influence of continuous and non-continuous father involvement during the first 14 - 36 months (toddler stage) on later thought problems (seeing or hearing things, repeating acts and strange ideas and behavior), rule-breaking behaviors, and aggressive behavior outcomes at the child’s fifth grade year measured by the Child Behavior Checklist (CBCL).

Methods: Using data from the Early Head Start Research and Evaluation (EHSRE) Study, 1996-2010: United States, a total of 3,001 children and families were identified in 17 sites, representing a diverse national sample. An independent samples t-test was run to compare thought problems, aggressive behaviors, and rule-breaking behaviors mean scores among children who had continuous father involvement for the first 14 - 36 months to children who did not have similar father involvement. Multiple linear regression was conducted to determine if continuous, or non-continuous father involvement (14 - 36 months) can be used to predict rule-breaking behaviors, aggressive behaviors, and thought problems at the child’s fifth grade year using the CBCL.

Results: A statistically significant mean difference in thought problems scores were found for children who had continuous father involvement (M=1.92, SD=2.41, t(1009)=2.81, p=.005) compared to those who did not (M=2.60, SD=3.06). There was a statistically significant mean difference in rule-breaking behavior scores between children who had continuous father involvement (M=1.95, SD=2.33), compared to those that did not (M=2.87, SD=2.93). No statistically significant difference was found in aggressive behavior scores.

Multiple linear regression was performed using non-continuous and continuous father involvement to determine which has the largest relationship to rule-breaking behaviors and thought problems based on CBCL scores. A significant regression equation found for rule-breaking behavior (F[2, 1008]=8.353, p<.001), with an r² of .016 and (F[2, 1008]=4.44, p=.012), with an r² of .009 for thought problems. Continuous father involvement was a significant predictor of rule-breaking behaviors.

Conclusion: Findings suggest continuous father involvement during the first 14 – 36 months of a child’s life may lead to lower levels of rule-breaking behaviors and thought problems at the child’s fifth grade year. The findings point to social work practitioners encouraging father involvement for the mental health and overall well-being of children. This study supports policy implications for continued responsible fatherhood programs that promote father involvement activities as a component of their programming. Further research is needed to measure and control for covariates such as father residency, race/ethnicity, and socioeconomic status.