scholarly journals The Relation between Maternal Personality and Internalizing/Externalizing Behaviors: Mediating Role of Maternal Alexithymia, Children’s Alexithymia and Emotional Regulation

2021 ◽  
Author(s):  
Ghazal Davodi-Boroujerd ◽  
Imaneh Abasi ◽  
Abbas Masjedi Arani ◽  
Maryam Aslzaker
Keyword(s):  
Emotion Regulation ◽  
Internalizing Problems ◽  
Externalizing Behaviors ◽  
Mediating Role ◽  
Maternal Personality ◽  
Internalizing And Externalizing Behaviors ◽  
Externalizing And Internalizing Problems ◽  
Children's Emotion ◽  
Internalizing And Externalizing

Objective: Although many studies have investigated the effect of maternal personality on internalizing and externalizing behaviors of a child, the role of both mother and child’s emotional mechanisms in these behaviors is little explored. The present study was focused on the relationship between the mother’s personality, and internalizing and externalizing behaviors of children with the mediating role of children’s alexithymia, mother’s alexithymia, and children’s emotion regulation (ER). Method: 162 mothers and elementary school-aged children were recruited regarding their demographics and completed the NEO personality inventory, Child behavior checklist, Toronto alexithymia scale, Children’s alexithymia measure, and Children’s emotion regulation checklist. Data were analyzed using SPSS (ver.23), and AMOS (ver.23). Results: Structural equations modeling demonstrated an acceptable model fit to data (CMIN/DF = 1.233, RSME = 0.038, GFI = 0.962). Mother’s alexithymia predicted internalizing problems whereas it didn’t predict externalizing problems in children. Also, the bootstrap results indicated that the mother and children’s alexithymia and children’s ER had mediating roles between mother’s personality and externalizing and internalizing problems. Conclusion: The present results demonstrated that mother’s personality can indirectly, through mother and children’s alexithymia and children’s ER act as an important factor in development of mental problems. In other words, findings indicated that children’s emotional development is not a one-way road, but it is a mutual process that involves both the mother and the child.

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.

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

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.

Traiettorie di internalizzazione ed esternalizzazione in bambini maltrattati: il ruolo dell'attaccamento

2009 ◽  
pp. 65-82
Author(s):  
Elena Camisasca
Keyword(s):  
Child Abuse ◽  
Key Words ◽  
Externalizing Behaviors ◽  
Disorganized Attachment ◽  
Abused Children ◽  
Key Words Child ◽  
Internalizing And Externalizing Behaviors ◽  
Mediational Role ◽  
Internalizing And Externalizing

- This study explores in 56 child abused children the role of attachment as a mediator of the relation between child abuse and internalizing and externalizing behaviors. We assume that the type and the duration of child abuse predict both internalizing/ externalizing behaviors and the insecure attachments and that just these affective bonds could explain the different consequences in terms of adaptive and disadaptive developments. According to this aim, we administered to the sample: the SAT (Attili, 2001) to analyze the attachment bonds; the CBCL (Achenbach, 1991) to explore internalizing and externalizing behaviours. Results show that the type and the duration of child abuse predict both internalizing/externalizing behaviours and insecure attachments. In relation to the mediational role of attachment, data show a limited and partial confirm of the hypothesis. In fact, only the disorganized attachment mediates the relation between the type of child abuse and internalizing/externalizing behaviours.Key words: child abuse, attachment, internalizing and externalizing behaviors, mediators

Grandparents’ Parenting on Children’s Internalizing Symptoms: The Serial Mediation of Parents’ Psychological Control and Children’s Emotion Regulation

2018 ◽  
Vol 39 (17) ◽  
pp. 3996-4018 ◽  
Author(s):  
Jia Li ◽  
Nigela Ahemaitijiang ◽  
Zhuo Rachel Han ◽  
Zhuyun Jin
Keyword(s):  
Emotion Regulation ◽  
Intergenerational Transmission ◽  
Internalizing Problems ◽  
Internalizing Symptoms ◽  
Psychological Control ◽  
Parental Psychological Control ◽  
Behavioral Observations ◽  
Children's Emotion ◽  
Serial Mediation

The current study aimed to investigate the intergenerational transmission of parenting and internalizing problems in children. Serial mediation models were used to assess parental psychological control and child emotion regulation as mediators in linking grandparents’ parenting (care or overprotection) and children’s internalizing problems. The sample consisted of 150 Chinese children ( Mage = 8.54, SD = 1.67) and their parents. The parents reported the grandparents’ parenting and children’s internalizing problems, and the children reported on their emotion regulation. Both the children’s ratings and behavioral observations were used to assess the parents’ psychological control. The results showed that grandmothers’ parenting was significantly associated with children’s internalizing problems, and this relationship was mediated by perceived (but not observed) parental psychological control and children’s emotion regulation. These results highlighted the differential role of children’s perceptions of parental control and the observed parental psychological control on internalizing symptoms in children.

scholarly journals Developmental Cascades from Aggression to Internalizing Problems via Peer and Teacher Relationships from Early to Middle Adolescence

2021 ◽  
Vol 50 (4) ◽  
pp. 663-673
Author(s):  
Aja Louise Murray ◽  
Ingrid Obsuth ◽  
Lydia Speyer ◽  
George Murray ◽  
Karen McKenzie ◽  
...  
Keyword(s):  
Peer Relationships ◽  
Internalizing Problems ◽  
Academic Problems ◽  
Mediating Role ◽  
Latent Trajectory ◽  
Teacher Relationships ◽  
Externalizing And Internalizing Problems ◽  
Middle Adolescence ◽  
Using Data

AbstractPrevious research has provided evidence for developmental cascades between externalizing and internalizing problems via mechanisms such as peer and academic problems; however, there remains a need to illuminate other key mediating processes that could serve as intervention targets. This study, thus, evaluated whether developmental associations between aggression and internalizing are mediated by teacher—as well as peer—relationships. Using data from z-proso, a longitudinal study of Swiss youth (n = 1523; 785 males), an autoregressive latent trajectory model with structured residuals (ALT-SR) was fit over ages 11, 13, and 15 to examine within-person developmental links between aggression, internalizing problems, and the mediating role of peer and teacher relationships, while disaggregating between- and within-person effects. Teacher and peer relationships did not play a role in the progression of externalizing to internalizing problems or vice versa, however, teacher and peer relationships showed a protective effect against developing internalizing problems at ages 13. The results suggest that good quality relationships with teachers in early adolescence can help prevent internalizing problems from developing.

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