Low self-worth and anger as components of the depressive experience in young adolescents

1990 ◽  
Vol 2 (3) ◽  
pp. 293-310 ◽  
Author(s):  
Andrew G. Renouf ◽  
Susan Harter
Keyword(s):  
Middle School ◽  
Strong Correlation ◽  
Externalizing Symptoms ◽  
The Self ◽  
Normative Sample ◽  
Phenomenological Experience ◽  
Self Worth ◽  
Internalizing And Externalizing ◽  
Internalizing And Externalizing Symptoms

AbstractThe present study sought to examine two issues related to the phenomenological experience of depression in a normative sample of young, middle-school adolescents. The first hypothesis was that self-reported depressed affect would be highly related to low global self-worth. The second hypothesis was that depression is experienced as a blend of sadness and anger, where anger can be directed toward either the self or others. The findings revealed a strong correlation (r = .81) between global self-worth and affect (along a continuum of cheerful to depressed). With regard to the second issue, depression is clearly experienced by adolescents as a blend of affects. Eighty percent reported that depression represents a mix of sadness and anger. In addition, the vast majority reported that the anger is directed toward others, either as the only target or in conjunction with anger toward the self. Findings also revealed that the primary causes of depression involve actions of others against the self, thereby making the anger component realistic. Discussion focused on the role of self-deprecatory ideation in depression and on the issue of the comorbidity of internalizing and externalizing symptoms manifest in depression.

Closeness in Student–Teacher Relationships and Students’ Psychological Well-Being: The Mediating Role of Hope

2021 ◽  
pp. 106342662110137
Author(s):  
Shanyan Lin ◽  
Matteo Angelo Fabris ◽  
Claudio Longobardi
Keyword(s):  
Student Teacher ◽  
Protective Factor ◽  
Externalizing Symptoms ◽  
Well Being ◽  
Psychological Well Being ◽  
Mediating Role ◽  
Student Teacher Relationship ◽  
Internalizing And Externalizing ◽  
Internalizing And Externalizing Symptoms

A close student–teacher relationship is a protective factor for students’ psychological well-being, and it is associated with students’ internalizing and externalizing symptoms, but the mechanism underlying this association is unclear. To address this issue, this study investigated the role of children’s hope in the relationship between teachers’ perceived closeness in the student–teacher relationship and children’s internalizing and externalizing symptoms. Participants included 562 Italian students aged from 4 to 9 years and 48 Italian teachers aged from 26 to 60 years. Results indicated that the children’s hope played the mediating role between closeness and children’s internalizing and externalizing symptoms. Findings, limitations, and suggestions for future research were discussed.

scholarly journals Homotypic and heterotypic continuity of internalizing and externalizing symptoms from ages 3 to 12: The moderating role of diurnal cortisol

2018 ◽  
Vol 31 (02) ◽  
pp. 789-798 ◽  
Author(s):  
Allison Frost ◽  
Ellen Kessel ◽  
Sarah Black ◽  
Brandon Goldstein ◽  
Kristin Bernard ◽  
...  
Keyword(s):  
Early Adolescence ◽  
Externalizing Problems ◽  
Externalizing Symptoms ◽  
Diurnal Cortisol ◽  
Heterotypic Continuity ◽  
Moderating Role ◽  
Internalizing And Externalizing ◽  
Over Time ◽  
Internalizing And Externalizing Symptoms

AbstractPsychological symptoms that arise in early childhood can follow a multitude of patterns into adolescence, including homotypic continuity (i.e., similar symptoms over time) and heterotypic continuity (i.e., a shift in symptoms over time). However, we know very little about the factors that distinguish homotypic vs. heterotypic continuity of early internalizing and externalizing symptoms over development. In a separate line of research, diurnal cortisol has been shown to predict later internalizing and externalizing problems. In the current study, we tested whether diurnal cortisol patterns moderated the course of internalizing and externalizing symptoms from preschool to early adolescence. 554 children (54% male) and parents participated in a longitudinal study. Parents reported on their children’s internalizing and externalizing symptoms at ages 3 and 12, and children collected diurnal saliva samples at age 9. Results showed that asteepercortisol decline at age 9 combined with high internalizing or externalizing problems at age 3 predicted higher internalizing problems at age 12. A morebluntedcortisol decline combined with early internalizing or externalizing problems predicted higher externalizing problems in early adolescence. These results illustrate the moderating role of stress system functioning in homotypic and heterotypic patterns of psychopathology from preschool to early adolescence.

Abstract TP405: Psychological Outcomes After Childhood Arterial Ischemic Stroke

Stroke ◽  
2017 ◽  
Vol 48 (suppl_1) ◽  
Author(s):  
Emily C Maxwell ◽  
Tonia Ballantyne ◽  
Kathleen E Carlson ◽  
Amanda L Hollatz ◽  
KC Clevenger ◽  
...  
Keyword(s):  
Ischemic Stroke ◽  
Child Behavior Checklist ◽  
Psychological Symptoms ◽  
Externalizing Symptoms ◽  
Neurological Injury ◽  
Normative Sample ◽  
Arterial Ischemic Stroke ◽  
Oppositional Defiant ◽  
Internalizing And Externalizing ◽  
Internalizing And Externalizing Symptoms

Introduction: Previous research has broadly documented that emotional and behavioral difficulties are seen after pediatric stroke; however, global ratings are generally reported without comparison to age-based norms. Additionally, little is known about the discrete symptomatology exhibited by these children. Thus, the goal of the present study was to evaluate specific psychological symptoms following childhood arterial ischemic stroke (AIS). Hypothesis: Children with AIS were predicted to have increased difficulties in both internalizing and externalizing symptoms compared to the normative sample. Age at AIS was anticipated to influence the presence of psychological symptoms, with internalizing symptoms occurring at higher levels when the AIS occurred at a later age. Methods: Participants were children ( n = 50, mean age = 12.1 years) who suffered an AIS during childhood (range = 1 month to 17.1 years). Parents completed the Child Behavior Checklist at least 10 months post-AIS (mean = 4.1 years). Children were divided into groups by age at AIS: early (<6 years), middle (6-10 years), or late (>10 years) childhood. Data were analyzed using one-sample t -tests and ANOVA. Results: Children with AIS had significantly greater problems on the following DSM-oriented scales compared to the normative sample (all p -values < 0.01): Affective Problems, Anxiety Problems, Somatic Problems, Oppositional Defiant Problems, and Conduct Problems. There was a significant age-at-AIS effect on the Anxiety Problems subscale, F (2, 49) = 3.31, p = 0.05, such that the early childhood group had significantly higher levels of anxiety compared to the late childhood group. Conclusions: Increased internalizing and externalizing symptoms were seen in children with AIS compared to the normative sample, and a higher percentage of children with AIS exceeded a clinically significant threshold in each domain. Contrary to expectations, children who had AIS at an earlier age showed greater number of anxiety symptoms relative to same-age peers. Possible mechanisms for the latter may include changes in family dynamics when young children suffer a neurological injury. These results support the need for careful psychological follow-up in this vulnerable population.

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