scholarly journals The correlations between externalizing problems and internalizing problems of bullying and school avoidance

2019 ◽  
Vol 83 (0) ◽  
pp. 2D-078-2D-078
Author(s):  
Masayuki Kurokawa ◽  
Munetada Harada ◽  
Daisuke Nakai
Keyword(s):  
Internalizing Problems ◽  
Externalizing Problems ◽  
School Avoidance

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

2014 ◽  
Vol 35 (6) ◽  
pp. 561-579 ◽  
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.

From Child Maltreatment to Adolescent Substance Use: Different Pathways for Males and Females?

2018 ◽  
Vol 15 (2) ◽  
pp. 147-173 ◽  
Author(s):  
Kristen M. Benedini ◽  
Abigail A. Fagan
Keyword(s):  
Substance Use ◽  
Physical Abuse ◽  
Internalizing Problems ◽  
Externalizing Problems ◽  
Adolescent Substance Use ◽  
Adolescent Substance ◽  
Child Attachment ◽  
Abuse And Neglect ◽  
Males And Females ◽  
And Gender

This study uses data from the Longitudinal Studies of Child Abuse and Neglect (LONGSCAN) project to assess the relationships between childhood physical abuse/sexual abuse and adolescent substance use. Whether these relationships are mediated by externalizing problems, internalizing problems, parent–child attachment, or anger and gender differences in these direct and indirect relationships is also addressed. Results indicate that there is a direct relationship between physical abuse and substance use and that mediating pathways between maltreatment and substance use are different for males and females. These results suggest that gender-responsive services should be provided to prevent and address adolescent substance use.

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

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.

scholarly journals Cross-Lagged Associations Between Problem Behaviors and Teacher-Student Relationships in Early Adolescence

2017 ◽  
Vol 38 (8) ◽  
pp. 1100-1141 ◽  
Author(s):  
Eija Pakarinen ◽  
Gintautas Silinskas ◽  
Bridget K. Hamre ◽  
Riitta-Leena Metsäpelto ◽  
Marja-Kristiina Lerkkanen ◽  
...  
Keyword(s):  
Problem Behaviors ◽  
Early Adolescence ◽  
Internalizing Problems ◽  
Externalizing Problems ◽  
Parental Education ◽  
Reading Difficulties ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Performance Risk

This study investigated the cross-lagged associations between teacher-student relationships and problem behaviors in a sample of 440 Finnish students (half of them identified as being at risk of reading difficulties). The degree to which these associations were moderated by a child’s gender, academic performance, risk for reading difficulties, parental education, and having the same teacher over 2 years was examined. The teachers evaluated the students’ problem behaviors and reported closeness and conflict with a particular student. The results showed that the higher the students scored on externalizing problems in Grade 4, the more conflict teachers reported 2 years later. Moderator analyses revealed that internalizing problems predicted higher levels of closeness for boys only. Conflict predicted internalizing problems among students who had the same teacher across the 2 years. The results emphasize the importance of investigating the transactional links in different subgroups.

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

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.

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.

Teachers' Reports of the Problem Behavior of Children in Their Classrooms

2002 ◽  
Vol 90 (1) ◽  
pp. 157-164 ◽  
Author(s):  
Nicole C. Molins ◽  
James R. Clopton
Keyword(s):  
Problem Behavior ◽  
Internalizing Problems ◽  
Externalizing Problems ◽  
Third Grade ◽  
Archival Data ◽  
Teachers Perceptions ◽  
Children's Behavior ◽  
Main Disadvantage

Research examining teachers' judgments of children's behavior has typically used archival data, staged videos, or written vignettes describing children's behavior. The main advantage of using staged videos and written vignettes has been that those methodologies have led to well-controlled studies. The main disadvantage is that little is known about teachers' perceptions of the problems of children in their own classrooms. In the current study, 111 first-, second-, and third-grade teachers described children in their classrooms whose behavior concerned them. Teachers identified significantly more children with externalizing problems than internalizing problems and significantly more boys than girls as having problems that concerned them However, when teachers identified children as having internalizing problems, they were just as likely to judge them as needing referral as children with externalizing problems. Similarly, when teachers judged children to have problems that concerned them, they were just as likely to judge girls as needing referral as boys.

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

2016 ◽  
Vol 28 (3) ◽  
pp. 855-867 ◽  
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.

scholarly journals A Twin-Singleton Comparison of Developmental Trajectories of Externalizing and Internalizing Problems in 6- to 12-Year-Old Children

2010 ◽  
Vol 13 (1) ◽  
pp. 79-87 ◽  
Author(s):  
Sylvana C. C. Robbers ◽  
Meike Bartels ◽  
Floor V. A. van Oort ◽  
C. E. M. (Toos) van Beijsterveldt ◽  
Jan van der Ende ◽  
...  
Keyword(s):  
Early Adolescence ◽  
Internalizing Problems ◽  
Externalizing Problems ◽  
Internalizing Symptoms ◽  
Child Behavior Checklist ◽  
Protective Factor ◽  
Developmental Trajectories ◽  
Population Sample ◽  
Growth Curves ◽  
Externalizing And Internalizing Problems

AbstractResearch on twin-singleton differences in externalizing and internalizing problems in childhood is largely cross-sectional and yields contrasting results. The goal of this study was to compare developmental trajectories of externalizing and internalizing problems in 6- to 12-year-old twins and singletons. Child Behavior Checklist (CBCL) maternal reports of externalizing and internalizing problems were obtained for a sample of 9651 twins from the Netherlands Twin Register and for a representative general population sample of 1351 singletons. Latent growth modeling was applied to estimate growth curves for twins and singletons. Twin-singleton differences in the intercepts and slopes of the growth curves were examined. The developmental trajectories of externalizing problems showed a linear decrease over time, and were not significantly different for twins and singletons. Internalizing problems seem to develop similarly for twins and singletons up to age 9. After this age twins' internalizing symptoms start to decrease in comparison to those of singletons, resulting in less internalizing problems than singletons by the age of 12 years. Our findings confirm the generalizability of twin studies to singleton populations with regard to externalizing problems in middle and late childhood. The generalizability of studies on internalizing problems in early adolescence in twin samples should be addressed with care. Twinship may be a protective factor in the development of internalizing problems during early adolescence.

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