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On the other hand, hyperactivity\/conduct problems are risk aspects that negatively affect children\u2019s everyday functioning. Few studies have investigated such orchestrated effects on mental health in young children over time. The aims of the study are first, to identify homogeneous groups of children having similar pathways in mental health between three time points. Second, to examine how children move between time points in relation to risk and protective factors. Alongitudinal study over 3 years, including 197 Swedish preschool children was used. Questionnaire data collected from preschool teachers. Statistical analysis using person\u2010oriented methods with repeated cluster analyses. Children high in engagement\/social skills and low in conduct problems continue to function well. Children with low engagement\/social skills exhibiting both hyperactivity and conduct problems continue to have problems. Children with mixed patterns of protective factors and risk factors showed mixed outcomes. The stability of children\u2019s pathways was quite high if they exhibited many positive protective factors but also if they exhibited many risk factors. Children exhibiting a mixed pattern of protective and risk factors moved between clusters in a less predictable way. That stability in mental health was related to the simultaneous occurrence of either many protective factors or many risk factors supports the notion of orchestrated effects. The results indicate that early interventions need to have a dual focus, including both interventions aimed at enhancing child engagement and interventions focused on decreasing behavior problems.<\/jats:p>","DOI":"10.1111\/sjop.12700","type":"journal-article","created":{"date-parts":[[2020,12,13]],"date-time":"2020-12-13T12:30:24Z","timestamp":1607862624000},"page":"170-184","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":14,"title":["Longitudinal pathways of engagement, social interaction skills, hyperactivity and conduct problems in preschool children"],"prefix":"10.1111","volume":"62","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-1209-1475","authenticated-orcid":false,"given":"Berit M.","family":"Gustafsson","sequence":"first","affiliation":[{"name":"Center for Social and Affective Neuroscience Department of Clinical and Experimental Medicine Link\u00f6ping University Link\u00f6ping Sweden"},{"name":"Division of Psychiatrics &amp; Rehabilitation\/Region J\u00f6nk\u00f6ping Psychiatric Clinic H\u00f6gland Hospital Jonkoping Sweden"},{"name":"CHILD research environment SIDR J\u00f6nk\u00f6ping University Jonkoping Sweden"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Per A.","family":"Gustafsson","sequence":"additional","affiliation":[{"name":"Center for Social and Affective Neuroscience Department of Clinical and Experimental Medicine Link\u00f6ping University Link\u00f6ping Sweden"},{"name":"Department of Child and Adolescent Psychiatry Link\u00f6ping University Link\u00f6ping Sweden"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Mats","family":"Granlund","sequence":"additional","affiliation":[{"name":"CHILD research environment SIDR J\u00f6nk\u00f6ping University Jonkoping Sweden"},{"name":"Dept. 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