First grade emotion knowledge as a predictor of fifth grade self-reported internalizing behaviors in children from economically disadvantaged families

In this longitudinal study, we examined the relations between emotion knowledge in first grade, teacher reports of internalizing and externalizing behaviors from first grade, and children's self-reported internalizing behaviors in fifth grade. At Time 1, we assessed emotion knowledge, expressive vocabulary, caregiver-reported earned income, and teacher-rated internalizing and externalizing behaviors in 7-year-old children from economically disadvantaged families (N = 154). At Time 2, when the children were age 11, we collected children's self-reports of negative emotions, depression, anxiety, and loneliness. First grade teacher-reported externalizing behaviors, but not first grade internalizing behaviors, were positively related to children's self-reports of internalizing behaviors in fifth grade. First grade emotion knowledge accounted for a significant amount of variance in children's self-reports of internalizing symptoms 4 years later, after controlling for per capita earned income, expressive vocabulary, and teacher-reported internalizing and externalizing behaviors in first grade.

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Getting in synch: Unpacking the role of parent–child synchrony in the development of internalizing and externalizing behaviors

Development and Psychopathology ◽

10.1017/s0954579421000468 ◽

2021 ◽

pp. 1-13

Author(s):

Laura E. Quiñones-Camacho ◽

Caroline P. Hoyniak ◽

Lauren S. Wakschlag ◽

Susan B. Perlman

Keyword(s):

Externalizing Behaviors ◽

Internalizing Behaviors ◽

Rate Of Change ◽

Positive Interactions ◽

Protective Mechanism ◽

Neural Synchrony ◽

Internalizing And Externalizing Behaviors ◽

Internalizing And Externalizing ◽

Parent Child

Abstract While substantial research supports the role of parent–child interactions on the emergence of psychiatric symptoms, few studies have explored biological mechanisms for this association. The current study explored behavioral and neural parent–child synchronization during frustration and play as predictors of internalizing and externalizing behaviors across a span of 1.5 years. Parent–child dyads first came to the laboratory when the child was 4–5 years old and completed the Disruptive Behavior Diagnostic Observation Schedule: Biological Synchrony (DB-DOS: BioSync) task while functional near-infrared spectroscopy (fNIRS) data were recorded. Parents reported on their child's internalizing and externalizing behaviors using the Child Behavior Checklist (CBCL) four times over 1.5 years. Latent growth curve (LGC) modeling was conducted to assess neural and behavioral synchrony as predictors of internalizing and externalizing trajectories. Consistent with previous investigations in this age range, on average, internalizing and externalizing behaviors decreased over the four time points. Parent–child neural synchrony during a period of play predicted rate of change in internalizing but not externalizing behaviors such that higher parent–child neural synchrony was associated with a more rapid decrease in internalizing behaviors. Our results suggest that a parent–child dyad's ability to coordinate neural activation during positive interactions might serve as a protective mechanism in the context of internalizing behaviors.

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Latinx Families’ Extended Household Structures and Child Behavioral Problems across Mother’s Immigrant Status in Los Angeles

10.31235/osf.io/9x74n ◽

2020 ◽

Author(s):

Jeehye Kang ◽

Philip N. Cohen ◽

Feinian Chen

Keyword(s):

Los Angeles ◽

Behavioral Problems ◽

Externalizing Behaviors ◽

Internalizing Behaviors ◽

Immigrant Status ◽

Latina Mothers ◽

Internalizing And Externalizing Behaviors ◽

Different Types ◽

Child Behavioral Problems ◽

Internalizing And Externalizing

Using the panel samples from the Los Angeles Family and Neighborhood Survey (L.A. FANS), this paper examined the associations of extended household structures—the entry, stay, and exit of grandparents (vertical kin) and other extended adults (horizontal kin)—with child behavioral problems across US-born, documented and undocumented Latinx families. Difference-score regression models showed differential associations of extended kin by different types of transitions. For children of US-born Latina mothers, gaining grandparents was associated with higher (worse) levels of internalizing (i.e. withdrawn) behaviors, whereas losing grandparents was associated with lower (better) levels of internalizing and externalizing (i.e. disobedient) behaviors. For children of documented Latina mothers, gaining grandparents had no effect, but losing grandparents and keeping horizontal kin were associated with lower levels of internalizing behaviors. For children of undocumented Latina mothers, gaining grandparents was associated with higher levels of externalizing behaviors, but keeping grandparents was associated with lower levels of internalizing behaviors, and keeping horizontal kin was associated with lower levels of both internalizing and externalizing behaviors. The association between the household transition of extended kin and children's behavior reflects selection rather than causation in the context of family life course and US immigration policy.

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Internalizing and externalizing behaviors in school-aged children are related to state anxiety during magnetic resonance imaging

10.1101/2021.08.11.21261892 ◽

2021 ◽

Author(s):

Robin Eijlers ◽

Elisabet Blok ◽

Tonya White ◽

Elisabeth M.W.J. Utens ◽

Henning Tiemeier ◽

...

Keyword(s):

Magnetic Resonance Imaging ◽

Image Quality ◽

State Anxiety ◽

Externalizing Behavior ◽

Externalizing Behaviors ◽

Internalizing Behaviors ◽

Resonance Imaging ◽

Internalizing And Externalizing Behaviors ◽

The Relationship ◽

Internalizing And Externalizing

Magnetic resonance imaging (MRI) procedures often evoke anxiety in children. Further, anxious children may be less likely to participate in MRI research, leading to a possible selection bias, and may be more likely to move during image acquisition, resulting in lower image quality and possible information bias. Therefore, state anxiety is problematic for functional and structural MRI studies. Children with behavioral problems, such as internalizing and externalizing behaviors, may be more likely to experience state anxiety prior to and during MRI scanning. Therefore, our first aim was to investigate the relationship between internalizing/externalizing behavior and children′s MRI-related state anxiety. Our second aim was to investigate the relationship between internalizing and externalizing behavior and MRI research participation. Our final aim was to investigate the effect of internalizing and externalizing behavior as well as MRI-related anxiety on image quality in children. We included 1,241 six- to ten-year-old children who underwent a mock MRI. Afterwards, if not too anxious, these children were scanned using a 3-Tesla GE Discovery MRI system (n = 1,070). Internalizing and externalizing behaviors were assessed with the Child Behavior Checklist. State anxiety was assessed with a visual analogue scale. Internalizing behaviors were positively associated with child state anxiety, as reported by child, parent, and researcher. For state anxiety reported by the parent and researcher, this relationship was independent of externalizing behaviors. Externalizing behaviors were related to state anxiety reported by the researcher, but this difference was not independent of internalizing behaviors, pointing towards a relationship via the shared variance with internalizing behaviors. Further, children with more internalizing and externalizing behaviors were less likely to participate in the actual MRI scanning procedure. Lastly, internalizing and externalizing behaviors, as well as MRI-related state anxiety were associated with worse image quality. These results underscore the potential for biases and methodological issues caused by MRI-related state anxiety in children.

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Gendered Pathways From Child Abuse to Adult Crime Through Internalizing and Externalizing Behaviors in Childhood and Adolescence

Journal of Interpersonal Violence ◽

10.1177/0886260515596146 ◽

2015 ◽

Vol 32 (18) ◽

pp. 2724-2750 ◽

Cited By ~ 11

Author(s):

Hyunzee Jung ◽

Todd I. Herrenkohl ◽

Jungeun Olivia Lee ◽

Sheryl A. Hemphill ◽

Jessica A. Heerde ◽

...

Keyword(s):

Gender Differences ◽

Child Abuse ◽

Externalizing Behaviors ◽

Internalizing Behaviors ◽

Equation Modeling ◽

Childhood And Adolescence ◽

Internalizing And Externalizing Behaviors ◽

Males And Females ◽

Internalizing And Externalizing ◽

Adult Crime

Gender differences in externalizing and internalizing pathways from child abuse to adult crime were examined across four waves of an extended longitudinal study ( N = 186 males and 170 females) using multiple-group structural equation modeling. Results show that child abuse was associated with both internalizing and externalizing behaviors in the elementary school years for both males and females. However, gender differences were found such that internalizing behaviors increased the risk of adult crime for females only, and externalizing behaviors increased the risk of adult crime for males only. Internalizing behaviors among males actually lessened the risk of adult crime, and externalizing behaviors were unrelated to adult crime among females. Findings confirm distinct pathways leading from child abuse to later crime for males and females, which is important for prevention and intervention strategies.

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