Early childhood internalizing problems, externalizing problems and their co-occurrence and (mal)adaptive functioning in emerging adulthood: a 16-year follow-up study

Abstract Purpose A vast amount of studies suggest that internalizing or externalizing problems are related to individual functioning, and often co-occur. Yet, a focus on their additive and interactive effects is scarce. Furthermore, most research has focused on a limited number of developmental domains and mostly on maladaptive functioning. Therefore, the current prospective study examined whether early childhood (ages 4–8) internalizing and externalizing problems and their interaction were related to a broad range of (mal)adaptive functioning outcomes in emerging adulthood (ages 20–24). Methods Data from the Flemish Study on Parenting, Personality and Development were used. At Time 1 (1999) mothers of 374 children (45% boys) and fathers of 357 children (46% boys) rated internalizing and externalizing problems through the Child Behavior Checklist. Outcomes in emerging adulthood were measured through self-reports 16 years later across the following domains: psychological functioning, social functioning, work, physical health, and self-concept. Results Early externalizing problems were related to maladaptive outcomes on the psychological and social domains. With regard to adaptive functioning, externalizing problems were associated with lower satisfaction regarding general health on the physical domain. Early internalizing problems were not associated with any emerging adulthood outcomes. The interaction of (father reported) internalizing and externalizing problems was related to aggressive behavior. Conclusion Early childhood externalizing problems were associated with maladaptive and adaptive functioning over a time span of 16 years. The results add to studies on the implementation of prevention and intervention programs in early childhood and to the value for developing personalized interventions.

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Advances on Parental Educational Styles Predictors of Internalizing and Externalizing Behaviors in Children

Universitas Psychologica ◽

10.11144/javeriana.upsy18-5.apes ◽

2019 ◽

Vol 18 (5) ◽

pp. 1-10

Author(s):

Jaime Humberto Moreno Méndez ◽

José Pedro Espada Sánchez ◽

Inmaculada Gómez Becerra

Keyword(s):

Public Schools ◽

Internalizing Problems ◽

Externalizing Problems ◽

Child Behavior Checklist ◽

Externalizing Behaviors ◽

Internalizing And Externalizing Problems ◽

Internalizing And Externalizing Behaviors ◽

Externalizing And Internalizing Problems ◽

Communication Difficulties ◽

Internalizing And Externalizing

The purposes of this study were to perform a psychometric analysis of the Parental Educational Styles Questionnaire and to evaluate its predictive validity on externalizing and internalizing problems in Colombian children. Participants were 680 parents (M= 37.34; SD= 9.2) of children aged between 8 and 12 years enrolled in public schools in Bogota, Colombia. The parental educational styles questionnaire and the child behavior checklist -parents format- were applied to the participants. The resulting model presents the best indicators of favorable fit according to confirmatory factorial analyses. These values show an internal consistence of the instrument. The results indicate that dysfunctional reaction to disobedience, communication difficulties and conflicts predicted internalizing and externalizing problems.

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Effortful control assessed by parental report and laboratory observation and adjustment in early childhood

Análise Psicológica ◽

10.14417/ap.1742 ◽

2021 ◽

Vol 39 (1) ◽

pp. 1-13

Author(s):

Ana Maria Pereira ◽

Ana Isabel Pereira ◽

Teresa Marques

Keyword(s):

Early Childhood ◽

Internalizing Problems ◽

Externalizing Problems ◽

Effortful Control ◽

Short Form ◽

Self Regulation ◽

Prosocial Behaviour ◽

Internalizing And Externalizing Problems ◽

Externalizing And Internalizing Problems ◽

Internalizing And Externalizing

Effortful control is a key aspect of children’s self-regulation showing a remarkable progress in early childhood. This study explored the relationship between effortful control, externalizing and internalizing problems and prosocial behaviour in young children. The sample was composed by 31 Portuguese children, aged between 3 and 6-years-old, and their parents. Effortful control was assessed by behavioural tasks (Tower of Patience, Bead Sorting) and the very short form of the Child Behavior Questionnaire administered to the parents. Internalizing and externalizing problems, as well as prosocial behaviour, were measured through the Strengths and Difficulties Questionnaire, answered by the parents. The results show that higher levels of effortful control are related to less externalizing problems and higher levels of prosocial behaviour. No significant associations were found between effortful control and internalizing problems. The mechanisms that may explain the different patterns of associations between effortful control and internalizing and externalizing problems in early childhood are discussed.

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The role of stressful events in the development of behavioural and emotional problems from early childhood to late adolescence

Psychological Medicine ◽

10.1017/s0033291709992091 ◽

2010 ◽

Vol 40 (10) ◽

pp. 1659-1668 ◽

Cited By ~ 35

Author(s):

M. Timmermans ◽

P. A. C. van Lier ◽

H. M. Koot

Keyword(s):

Early Childhood ◽

Internalizing Problems ◽

Externalizing Problems ◽

Population Sample ◽

Late Adolescence ◽

Stressful Events ◽

Internalizing And Externalizing Problems ◽

Externalizing And Internalizing Problems ◽

Internalizing And Externalizing

BackgroundThere is growing evidence on the importance of experiences of stressful events in the development of psychopathology. This study aimed to investigate the role of stressful events in the continuity of internalizing and externalizing problems, as well as the cross-influence of these problems from early childhood to late adolescence.MethodData came from a general population sample of 396 children followed from the ages of 3 to 18 years. Parent-ratings of internalizing and externalizing problems at ages 3, 5, 10 and 18 years were used. Parents also reported on the presence of stressful events between the ages of 3 and 5 years, and 5 and 10 years. Adolescent reports on stressful events over the ages of 10–18 years were used. Structural equation models were used to disentangle/analyse the role of stressful events in the development of internalizing and externalizing problems.ResultsFrom the age of 3 years onwards externalizing symptoms predicted experiences of stressful events. In turn, these experiences predicted later externalizing problems. Stressful events also explained part of the continuity of internalizing problems from the age of 10 years onwards, but not during childhood. From childhood onwards, cross-influences from externalizing problems to subsequent internalizing problems were found to run through stressful events. Only in adolescence cross-influences from internalizing problems to externalizing problems were found, again via stressful events.ConclusionsFrom childhood onwards to late adolescence, stressful events play a significant role in both the continuity and the co-occurrence of externalizing and internalizing problems. Theoretical and methodological implications of these findings are discussed.

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The trajectories of child’s internalizing and externalizing problems, social competence and adolescent self-reported problems in a Finnish normal population sample

School Psychology International ◽

10.1177/0143034314525511 ◽

2014 ◽

Vol 35 (6) ◽

pp. 561-579 ◽

Cited By ~ 13

Author(s):

Marie Korhonen ◽

Ilona Luoma ◽

Raili K. Salmelin ◽

Mika Helminen ◽

Riittakerttu Kaltiala-Heino ◽

...

Keyword(s):

Social Competence ◽

School Psychologists ◽

Internalizing Problems ◽

Externalizing Problems ◽

Normal Population ◽

Population Sample ◽

Self Report ◽

Internalizing And Externalizing Problems ◽

High Level ◽

Internalizing And Externalizing

Group-based modeling techniques are increasingly used in developmental studies to explore the patterns and co-occurrence of internalizing and externalizing problems. Social competence has been found to reciprocally influence internalizing and externalizing problems, but studies on its associations with different patterns of these problems are scarce. Using data from a Finnish longitudinal normal population sample, trajectories of internalizing and externalizing problems were formed using the Child Behavior Checklist completed by the mother at the child’s age of 4- to 5-years-old, 8- to 9-years-old, and 16- to 17-years-old ( N = 261). The results indicate that adolescent’s self-reported internalizing and externalizing problems based on the Youth Self Report were associated with the trajectories of internalizing and externalizing problems. Social competence both in early childhood and in adolescence was poorer among children with chronic internalizing problems and among those with adolescent-onset externalizing problems. One-third of the children who had a chronically high level of internalizing problems had an initially high but decreasing level of externalizing problems, while 33% of the adolescents with adolescent-onset externalizing problems had a chronically high level of internalizing problems. School psychologists are encouraged to screen for internalizing problems from children with behavioral, academic or social problems.

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Evaluating the effectiveness of a transdiagnostic universal prevention program for both internalizing and externalizing problems in children: Two feasibility studies

10.21203/rs.3.rs-1070163/v1 ◽

2021 ◽

Author(s):

Kohei Kishida ◽

Noriko Hida ◽

Shin-ichi Ishikawa

Keyword(s):

Elementary School ◽

School Children ◽

Internalizing Problems ◽

Prevention Program ◽

Externalizing Problems ◽

Elementary School Children ◽

Feasibility Studies ◽

Internalizing And Externalizing Problems ◽

Internalizing And Externalizing ◽

Site Training

Abstract Background The present study examined the effectiveness of the Universal Unified Prevention Program for Diverse Disorders (Up2-D2) for internalizing and externalizing problems for children aged 9−11 years. Methods We used two feasibility studies. The Up2-D2 entailed 12 sessions delivered by teachers; each session was developed based on cognitive-behavioral and positive psychological interventions. In Studies 1 and 2, 58 elementary school children aged 9−11 and 73 elementary school children aged 10−11 attended the Up2-D2. The teachers in Study 1 received 1.5 hours of on-site teacher training for learning rationales for interventions, how to run the program, and received ongoing supervision by professionals with mental health expertise. In contrast, the teachers in Study 2 were given self-learning DVD materials in place of on-site training and ongoing supervision. Results Mixed models revealed that general difficulties, which is total score of both internalizing and externalizing problems, decreased in Study 1 but not in Study 2. Additional analyses for children with subclinical general difficulties revealed that general difficulties, internalizing problems, and externalizing problems decreased in Study 1, whereas in Study 2, general difficulties and internalizing problems decreased, except for externalizing problems. Conclusions These results suggest that on-site teacher training and ongoing supervision are imperative for improving general difficulties in children at a universal level. In addition, universal preventive interventions by classroom teachers without on-site training and continuous supervision might be efficacious for reducing general difficulties and internalizing problems for children with subclinical difficulties.

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Pre-pandemic psychological and behavioral predictors of responses to the COVID-19 pandemic in nine countries

Development and Psychopathology ◽

10.1017/s0954579421001139 ◽

2021 ◽

pp. 1-16

Author(s):

Jennifer E. Lansford ◽

Ann T. Skinner ◽

Jennifer Godwin ◽

Lei Chang ◽

Kirby Deater-Deckard ◽

...

Keyword(s):

United States ◽

Substance Use ◽

Risk Taking ◽

Internalizing Problems ◽

Externalizing Problems ◽

Well Being ◽

Mothers And Fathers ◽

Internalizing And Externalizing Problems ◽

Behavioral Predictors ◽

Internalizing And Externalizing

Abstract Prior to the COVID-19 pandemic, adolescents (N = 1,330; Mages = 15 and 16; 50% female), mothers, and fathers from nine countries (China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, United States) reported on adolescents’ internalizing and externalizing problems, adolescents completed a lab-based task to assess tendency for risk-taking, and adolescents reported on their well-being. During the pandemic, participants (Mage = 20) reported on changes in their internalizing, externalizing, and substance use compared to before the pandemic. Across countries, adolescents’ internalizing problems pre-pandemic predicted increased internalizing during the pandemic, and poorer well-being pre-pandemic predicted increased externalizing and substance use during the pandemic. Other relations varied across countries, and some were moderated by confidence in the government’s handling of the pandemic, gender, and parents’ education.

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Sleep across early childhood: implications for internalizing and externalizing problems, socioemotional skills, and cognitive and academic abilities in preschool

Journal of Child Psychology and Psychiatry ◽

10.1111/jcpp.13225 ◽

2020 ◽

Vol 61 (10) ◽

pp. 1080-1091 ◽

Cited By ~ 3

Author(s):

Caroline P. Hoyniak ◽

John E. Bates ◽

Maureen E. McQuillan ◽

Angela D. Staples ◽

Isaac T. Petersen ◽

...

Keyword(s):

Early Childhood ◽

Externalizing Problems ◽

Internalizing And Externalizing Problems ◽

Academic Abilities ◽

Socioemotional Skills ◽

Internalizing And Externalizing

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The bidirectional pathways between internalizing and externalizing problems and academic performance from 6 to 18 years

Development and Psychopathology ◽

10.1017/s0954579416000353 ◽

2016 ◽

Vol 28 (3) ◽

pp. 855-867 ◽

Cited By ~ 32

Author(s):

Jan Van der Ende ◽

Frank C. Verhulst ◽

Henning Tiemeier

Keyword(s):

Academic Performance ◽

Internalizing Problems ◽

Externalizing Problems ◽

Model Tests ◽

Childhood And Adolescence ◽

Academic Problems ◽

Internalizing And Externalizing Problems ◽

Poor Academic Performance ◽

Increased Risk ◽

Internalizing And Externalizing

AbstractInternalizing and externalizing problems are associated with poor academic performance, both concurrently and longitudinally. Important questions are whether problems precede academic performance or vice versa, whether both internalizing and externalizing are associated with academic problems when simultaneously tested, and whether associations and their direction depend on the informant providing information. These questions were addressed in a sample of 816 children who were assessed four times. The children were 6–10 years at baseline and 14–18 years at the last assessment. Parent-reported internalizing and externalizing problems and teacher-reported academic performance were tested in cross-lagged models to examine bidirectional paths between these constructs. These models were compared with cross-lagged models testing paths between teacher-reported internalizing and externalizing problems and parent-reported academic performance. Both final models revealed similar pathways from mostly externalizing problems to academic performance. No paths emerged from internalizing problems to academic performance. Moreover, paths from academic performance to internalizing and externalizing problems were only found when teachers reported on children's problems and not for parent-reported problems. Additional model tests revealed that paths were observed in both childhood and adolescence. Externalizing problems place children at increased risk of poor academic performance and should therefore be the target for interventions.

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Does parental psychological control relate to internalizing and externalizing problems in early childhood? An examination using the Berkeley puppet interview

International Journal of Behavioral Development ◽

10.1177/0165025413490865 ◽

2013 ◽

Vol 37 (4) ◽

pp. 309-318 ◽

Cited By ~ 25

Author(s):

Lisanne L. Stone ◽

Roy Otten ◽

Jan M. A. M. Janssens ◽

Bart Soenens ◽

Emmanuel Kuntsche ◽

...

Keyword(s):

Early Childhood ◽

Externalizing Problems ◽

Child Psychopathology ◽

Psychological Control ◽

Community Sample ◽

Behavioural Control ◽

Parental Psychological Control ◽

Internalizing And Externalizing Problems ◽

Berkeley Puppet Interview ◽

Internalizing And Externalizing

Parental psychological control has been linked to symptoms of psychopathology in adolescence, yet less is known about its correlates in childhood. The current study is among the first to address whether psychological control is related to internalizing and externalizing problems in early childhood. A community sample of 298 children aged 7.04 ( SD = 1.15) years participated. Along with two other parenting dimensions (i.e., responsiveness and behavioural control), psychological control, internalizing and externalizing problems were assessed by means of the Berkeley Puppet Interview. Psychological control was associated with internalizing and externalizing problems, and this association remained significant while controlling for parental behavioural control and responsiveness. Results suggest that the maladaptive correlates of psychological control also manifest in developmental periods prior to adolescence. Still, it is unknown how psychological control and child psychopathology are related over time in childhood.

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