scholarly journals Effects of Twin Separation in Primary School

2005 ◽  
Vol 8 (4) ◽  
pp. 384-391 ◽  
Author(s):  
Marieke van Leeuwen ◽  
Stéphanie M. van den Berg ◽  
Toos C. E. M. van Beijsterveldt ◽  
Dorret I. Boomsma
Keyword(s):  
Academic Achievement ◽  
Behavior Problems ◽  
Behavioral Problems ◽  
Externalizing Problems ◽  
Child Behavior Checklist ◽  
Long Term Effects ◽  
Internalizing And Externalizing Problems ◽  
Long Run ◽  
Internalizing And Externalizing

AbstractWe studied the short- and long-term effects of classroom separation in twins on behavior problems and academic performance. Short-term effects were studied at age 7 in twins separated at age 5 and long-term effects at age 12 in twins who had been separated or together most of the time at school. Behavior problems were rated by mothers (Child Behavior Checklist at ages 3, 7 and 12) and teachers (Teacher Report Form at ages 7 and 12). Academic achievement was measured at age 12 using a national academic achievement test (CITO). At age 7, twins from separated pairs had more internalizing and externalizing problems than non- separated twins, as rated by both mothers and teachers. Only for the maternal ratings of internalizing problems, however, could these effects be attributed to the separation itself and not to preexisting problems (at age 3) between separated and nonseparated twins. Long-term effects of separation were significant for maternal and teacher ratings of internalizing and externalizing problems, but these effects could be explained by preexisting differences between separated and nonseparated groups. There were no differences in academic achievement between the separated and nonsepa- rated group. These results suggest that the decision to separate twins when they go to school is based in part on the existing behavioral problems of the twins and that, in the long run, separation does not affect problem behavior or academic achievement. The findings were the same for monozygotic and dizygotic twins.

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

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.

scholarly journals Parenting Behavior at 18 Months Predicts Internalizing and Externalizing Problems at 6 Years in Moderately Preterm and Full Term Children

2020 ◽  
Vol 17 (22) ◽  
pp. 8679
Author(s):  
Lisa Oosterom ◽  
Lilly Bogičević ◽  
Marjolein Verhoeven ◽  
Anneloes L. van Baar
Keyword(s):  
Behavior Problems ◽  
Externalizing Problems ◽  
Child Behavior Problems ◽  
Parenting Behavior ◽  
Attention Problems ◽  
Internalizing And Externalizing Problems ◽  
Child Interaction ◽  
Mother Child Interaction ◽  
Moderately Preterm ◽  
Internalizing And Externalizing

Moderately preterm born children (MPT) are at increased risk for behavior problems compared to full term born (FT) children. MPT children may receive less optimal parenting, and in response, may develop behavior problems. Our aims were to examine whether parenting behavior and mother–child interaction quality mediate the association between birth status and child behavior problems. Participants were 120 MPT children and 100 FT children. At 18 months of age, mothers reported on their parenting behavior (support and structure), and mother–child interaction (sensitivity and limit-setting) was observed. At 6 years of age, mothers reported on children’s behavior problems. Using structural equation modeling, birth status was found to predict attention problems, but not internalizing and externalizing problems. Mothers of MPT children set less appropriate limits than mothers of FT children at 18 months of age. More maternal structure at 18 months predicted fewer internalizing and externalizing problems, but not attention problems, at 6 years. These associations between parenting behavior, mother–child interaction quality, and child behavior problems were similar for MPT and FT children. Our findings indicate that maternal structure in toddlerhood is an important predictor of later internalizing and externalizing problems for both MPT and FT children.

Maternal depression symptoms, child behavior problems, and their transactional relations: Probing the role of formal childcare

2019 ◽  
Vol 32 (3) ◽  
pp. 831-844
Author(s):  
Chantal Paquin ◽  
Natalie Castellanos-Ryan ◽  
Frank Vitaro ◽  
Sylvana M. Côté ◽  
Richard E. Tremblay ◽  
...  
Keyword(s):  
Behavior Problems ◽  
Maternal Depression ◽  
Child Behavior ◽  
Externalizing Problems ◽  
Child Behavior Problems ◽  
Population Based ◽  
Depression Symptoms ◽  
Internalizing And Externalizing Problems ◽  
Internalizing And Externalizing ◽  
Formal Childcare

AbstractAmong children exposed to elevated maternal depression symptoms (MDS), recent studies have demonstrated reduced internalizing and externalizing problems for those who have attended formal childcare (i.e., center-based, family-based childcare). However, these studies did not consider whether childcare attendance is associated with benefits for the child only or also with reduced MDS. Using a four-wave longitudinal cross-lagged model, we evaluated whether formal childcare attendance was associated with MDS or child behavior problems and whether it moderated longitudinal associations between MDS and child behavior problems and between child behavior problems and MDS. The sample was drawn from a population-based cohort study and consisted of 908 biologically related mother–child dyads, followed from 5 months to 5 years. Attending formal childcare was not associated with MDS or child behavior problems but moderated the association between MDS at 3.5 years and child internalizing and externalizing problems at 5 years as well as between girls’ externalizing problems at 3.5 years and MDS at 5 years. No other moderation of formal childcare was found. Findings suggest that attending formal childcare reduces the risks of behavior problems in the context of MDS but also the risk of MDS in the context of girls’ externalizing problems.

scholarly journals Charting the trajectories of adopted children's emotional and behavioral problems: The impact of early adversity and postadoptive parental warmth

2020 ◽  
pp. 1-15 ◽  
Author(s):  
Amy L. Paine ◽  
Oliver Perra ◽  
Rebecca Anthony ◽  
Katherine H. Shelton
Keyword(s):  
Mental Health ◽  
Behavioral Problems ◽  
Externalizing Problems ◽  
Mental Health Problems ◽  
Health Problems ◽  
Emotional And Behavioral Problems ◽  
Parental Warmth ◽  
Internalizing And Externalizing Problems ◽  
Prospective Longitudinal ◽  
Internalizing And Externalizing

Abstract Children who are adopted from care are more likely to experience enduring emotional and behavioral problems across development; however, adoptees’ trajectories of mental health problems and factors that impact their trajectories are poorly understood. Therefore, we used multilevel growth analyses to chart adoptees’ internalizing and externalizing problems across childhood, and examined the associations between preadoptive risk and postadoptive protective factors on their trajectories. This was investigated in a prospective longitudinal study of case file records (N = 374) and questionnaire-based follow-ups (N = 96) at approximately 5, 21, and 36 months postadoptive placement. Preadoptive adversity (indexed by age at placement, days in care, and number of adverse childhood experiences) was associated with higher internalizing and externalizing scores; the decrease in internalizing scores over childhood was accelerated for those exposed to lower levels of preadoptive risk. Warm adoptive parenting was associated with a marked reduction in children's internalizing and externalizing problems over time. Although potentially limited by shared methods variance and lack of variability in parental warmth scores, these findings demonstrate the deleterious impact of preadoptive risk and the positive role of exceptionally warm adoptive parenting on children's trajectories of mental health problems and have relevance for prevention and intervention strategies.

scholarly journals Effectiveness of Theraplay in Internalizing and Externalizing Problems in Bereaved Siblings of Children with Cancer

2021 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Arefeh Sepehrtaj ◽  
Seyed Jalal Younesi ◽  
Parisa Seyed Mousavi ◽  
Ali Khani Jeihooni ◽  
Parvin Jafari
Keyword(s):  
Data Analysis ◽  
Externalizing Problems ◽  
Child Behavior Checklist ◽  
Visual Analysis ◽  
Reliable Change Index ◽  
Single Subject ◽  
Statistical Population ◽  
Internalizing And Externalizing Problems ◽  
Internalizing And Externalizing

Background: Sibling relationships are very significant relationships, and their termination due to death will have profound long-term effects on the life of the surviving children. Objectives: The purpose of the current study was to determine the effectiveness of theraplay on internalizing and externalizing problems in bereaved siblings. Methods: This study was carried out using a single-subject multiple baseline design with follow-up. The statistical population included siblings and mothers of children aged 6 - 10 years who were on treatment at Mahak Pediatric Cancer Hospital and died one or two years ago. From this population, four mother-child pairs were selected as the study sample by convenience sampling. Each mother-child pair participated in 15 theraplay sessions once a week (45-min sessions). The assessments were carried out using the Child Behavior Checklist (CBCL) at baseline and in the intervention sessions and follow-up. Visual analysis of graphic displays of level, Reliable Change Index (RCI), and clinical significance were used to analyze the data. Data analysis and drawing the graphs were performed in Microsoft Excel 2016. Results: The results of the visual and quantitative data analysis showed a significant reduction in the four participants' internalizing problems during therapy. The reduction in the scores of this subscale in participants 1, 2, and 3 continued into the follow-up period and was noticeable. The results also showed that theraplay reduced the externalizing problems of most participants. A large proportion of these results persisted into the follow-up period. Conclusions: Theraplay appears to effectively reduce the internalizing and externalizing problems of bereaved siblings.

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

2020 ◽  
Author(s):  
İldeniz B. Arslan ◽  
Nicole Lucassen ◽  
Pol A. C. van Lier ◽  
Amaranta D. de Haan ◽  
Peter Prinzie
Keyword(s):  
Early Childhood ◽  
Emerging Adulthood ◽  
Internalizing Problems ◽  
Psychological Functioning ◽  
Externalizing Problems ◽  
Child Behavior Checklist ◽  
Adaptive Functioning ◽  
Interactive Effects ◽  
Internalizing And Externalizing Problems ◽  
Internalizing And Externalizing

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.

scholarly journals Emotional functioning and the development of internalizing and externalizing problems in young boys with and without autism spectrum disorder

Autism ◽  
2019 ◽  
Vol 24 (1) ◽  
pp. 200-210
Author(s):  
Boya Li ◽  
Marieke GN Bos ◽  
Lex Stockmann ◽  
Carolien Rieffe
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavior Problems ◽  
Externalizing Problems ◽  
Emotional Functioning ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Internalizing And Externalizing Problems ◽  
Emotion Control ◽  
Internalizing And Externalizing

Children with autism spectrum disorder are at risk of developing internalizing and externalizing problems. However, information on early development of behavior problems and the contributing role of emotional functioning in preschool children with autism spectrum disorder is scarce. This study collected data of boys with and without autism spectrum disorder ( N = 156; age: 2–6 years) over three consecutive years (three waves), about their internalizing and externalizing symptoms and emotional functioning (i.e. emotion control, recognition, and vocabulary), using parent-report questionnaires. No age effect was found on internalizing or externalizing problems for boys with and without autism spectrum disorder. Boys with autism spectrum disorder displayed more behavior problems than their typically developing peers and showed lower levels of emotional functioning. Better emotion control and improved emotion recognition were associated with a decrease in problem behaviors for boys with and without autism spectrum disorder, whereas improved emotion vocabulary was uniquely related to a decrease in externalizing problems in boys with autism spectrum disorder. Our findings suggest that boys with and without autism spectrum disorder showed similar developmental courses of internalizing and externalizing problems. However, lower levels of emotional functioning were already more pronounced in boys with autism spectrum disorder at a young age. This contributes to higher levels of behavior problems.

Sex-Dependent Associations among Maternal Depressive Symptoms, Child Reward Network, and Behaviors in Early Childhood

2019 ◽  
Vol 30 (3) ◽  
pp. 901-912 ◽  
Author(s):  
Qiang Wang ◽  
Han Zhang ◽  
Joann S Poh ◽  
Diliana Pecheva ◽  
Birit F P Broekman ◽  
...  
Keyword(s):  
Depressive Symptoms ◽  
Functional Connectivity ◽  
Maternal Depression ◽  
Behavioral Problems ◽  
Externalizing Problems ◽  
Maternal Depressive Symptoms ◽  
Resting State Functional Connectivity ◽  
Internalizing And Externalizing Problems ◽  
Reward Network ◽  
Internalizing And Externalizing

Abstract Maternal depression is associated with disrupted neurodevelopment in offspring. This study examined relationships among postnatal maternal depressive symptoms, the functional reward network and behavioral problems in 4.5-year-old boys (57) and girls (65). We employed canonical correlation analysis to evaluate whether the resting-state functional connectivity within a reward network, identified through an activation likelihood estimation (ALE) meta-analysis of fMRI studies, was associated with postnatal maternal depressive symptoms and child behaviors. The functional reward network consisted of three subnetworks, that is, the mesolimbic, mesocortical, and amygdala–hippocampus reward subnetworks. Postnatal maternal depressive symptoms were associated with the functional connectivity of the mesocortical subnetwork with the mesolimbic and amygdala–hippocampus complex subnetworks in girls and with the functional connectivity within the mesocortical subnetwork in boys. The functional connectivity of the amygdala–hippocampus subnetwork with the mesocortical and mesolimbic subnetworks was associated with both internalizing and externalizing problems in girls, while in boys, the functional connectivity of the mesocortical subnetwork with the amygdala–hippocampus complex and the mesolimbic subnetworks was associated with the internalizing and externalizing problems, respectively. Our findings suggest that the functional reward network might be a promising neural phenotype for effects of maternal depression and potential intervention to nurture child behavioral development.

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