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 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 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.

The origins of mental toughness–internalizing and externalizing problems at the age of 5 years predict higher mental toughness scores at the age of 14 years

2017 ◽  
Vol 41 (S1) ◽  
pp. S452-S453
Author(s):  
D. Sadeghi Bahmani ◽  
M. Hatzinger ◽  
M. Gerber ◽  
S. Lemola ◽  
P.J. Clough ◽  
...  
Keyword(s):  
Prosocial Behavior ◽  
Peer Relationships ◽  
Externalizing Problems ◽  
Sleep Disturbances ◽  
Demographic Data ◽  
Explanatory Power ◽  
Mental Toughness ◽  
Internalizing And Externalizing Problems ◽  
Internalizing And Externalizing

BackgroundThe concept of mental toughness has gained increasing importance among non-elite athletes for its psychological importance and explanatory power for a broad range of health-related behaviors. On the flip side, no study has focused so far on the psychological origins of mental toughness. Therefore, the aims of the present study were three-fold: to explore, to what extent psychological profiles of preschoolers at the age of five years predicted mental toughness scores and sleep disturbances at the age of 14 years, and to explore possible gender differences.MethodNine years after their first assessment at the age of five years (preschoolers), a total of 77 adolescents (mean age: 14.35 years; SD = 1.22; 42% females) took part in the present follow-up study. At baseline, both parents and teachers completed the Strengths and Difficulties Questionnaire (SDQ), covering internalizing and externalizing problems, hyperactivity, negative peer relationships, and prosocial behavior. At follow-up, participants completed a booklet of questionnaires covering socio-demographic data, mental toughness, and sleep disturbances.ResultsPreschoolers with high prosocial behavior and low internalizing and externalizing problems, as rated by parents and teachers, at the age of 14 years self-reported higher mental toughness and lower sleep disturbances. At the age of 14 years, and relative to their male counterparts, female participants reported lower MT scores and higher sleep disturbances.ConclusionsThe pattern of results suggests that mental toughness traits during adolescence have their origins during pre-school years.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Parental Mental Health and Hostility Are Associated With Longitudinal Increases in Child Internalizing and Externalizing Problems During COVID-19

2021 ◽  
Vol 12 ◽  
Author(s):  
Jennifer E. Khoury ◽  
Hargun Kaur ◽  
Andrea Gonzalez
Keyword(s):  
Mental Health ◽  
Externalizing Problems ◽  
Mental Health Problems ◽  
Parenting Behavior ◽  
Child Gender ◽  
Internalizing And Externalizing Problems ◽  
Parent Mental Health ◽  
The Impact ◽  
Internalizing And Externalizing

Children are at high risk for negative COVID-19 related outcomes. The present longitudinal study assessed (1) changes in child internalizing and externalizing problems from before to during the pandemic and (2) whether parent mental health (depression, anxiety, stress) or parenting behavior during COVID-19 were associated with changes in child mental health problems. Sixty eight mother-child dyads participated in this study. Children were approximately five years-old at the time of enrollment and were between the ages of 7–9 years old at the time of the follow-up survey. Parenting behavior, parental depression, anxiety, perceived stress and child internalizing and externalizing problems were measured using validated questionnaires. Children experienced greater internalizing (t = 6.46, p < 0.001) and externalizing (t = 6.13, p < 0.001) problems during the pandemic compared to before the pandemic. After taking into account child gender and COVID-related stressors, parental hostility was uniquely associated with greater changes in externalizing problems (β = 0.355, SE = 0.178, p < 0.05), while maternal anxiety was associated with greater increases in internalizing problems (β = 0.513, SE = 0.208, p < 0.05). Findings highlight the need for mental health supports for families to limit the impact of the COVID-19 pandemic on child and parent mental health.

scholarly journals Impact of a transdiagnostic prevention protocol for targeting adolescent anxiety and depression

Psychologica ◽  
2020 ◽  
Vol 63 (2) ◽  
pp. 53-68
Author(s):  
Sharon Allan ◽  
Bilge Uzun ◽  
Cecilia A. Essau
Keyword(s):  
Prevention Program ◽  
Externalizing Problems ◽  
Controlled Trial ◽  
Intervention Group ◽  
Control Group ◽  
School Type ◽  
Internalizing And Externalizing Problems ◽  
School Settings ◽  
Internalizing And Externalizing

The present study examined the benefit of a transdiagnostic prevention program, Super Skills for Life (SSL), among adolescents with internalizing and/or externalizing problems in two types of school settings (mainstream school and pupil referral unit) using a randomized waitlist-controlled trial (RCT). The main aims were to examine the effects of the SSL-A in reducing internalizing and externalizing problems in adolescents, and to identify the moderating role of gender, age, and school type on the intervention outcome. The RCT involved 112 adolescents aged 11 to 14 years old, randomly allocated to either an SSL intervention group or a waitlist-control group (WLC). Adolescents in the intervention group participated immediately in the SSL-A, whereas adolescents in the WLC group received the intervention after the intervention group completed the 6 months follow-up assessment. Results showed that internalizing and externalizing problems were significantly reduced from pre-test to follow-up assessments. Gender, age and school setting moderated the intervention outcome. Specifically, males, younger adolescents and adolescents from mainstream schools showed a significant reduction over time on both internalizing and externalizing problems. This study provides evidence for the benefits of a transdiagnostic prevention program for internalizing and externalizing problems in two types of school settings.

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 Psychopathology and adversities from early- to late-adolescence: a general population follow-up study with the CBCL DSM-Oriented Scales

2012 ◽  
Vol 22 (1) ◽  
pp. 63-73 ◽  
Author(s):  
M. Nobile ◽  
P. Colombo ◽  
M. Bellina ◽  
M. Molteni ◽  
D. Simone ◽  
...  
Keyword(s):  
General Population ◽  
Externalizing Problems ◽  
Child Behavior Checklist ◽  
Stressful Life Events ◽  
Behavioural Problems ◽  
Oppositional Defiant ◽  
Internalizing And Externalizing ◽  
Continuity And Discontinuity

Aims.Adolescence is a critical transition phase between childhood and adulthood, when the burden of mental disorder may still be prevented. The aim of this study was to evaluate the continuity and discontinuity of behavioural problems in adolescence while taking into account the multiple co-variation of psychopathological traits and the complex role of recent stressful life events (SLEs).Methods.This is a 5-year follow-up investigation of emotional and behavioural problems assessed by the newly developed Child Behavior Checklist (CBCL) DSM-Oriented Scales (DOSs) in 420 general population subjects aged 15–19 years.Results.The DOSs showed good stability, even when multiple co-variation was taken into account. Longitudinal data showed that homotypic evolution of psychopathology was to be expected in the first place. Equifinality and multifinality were also found. Oppositional Defiant Problems emerged to be polyvalent predictors of both internalizing and externalizing problems. Furthermore, Oppositional Defiant Problems predicted more SLEs, which in turn predicted more Depression, Anxiety and Oppositional Defiant Problems. Mediational analyses confirmed the role of SLEs in partially accounting for the continuity of Oppositional Defiant Problems and for the heterotypic progression towards Affective Problems.Conclusions.These data underscore early adolescence behavioural problems as an important focus for primary and secondary intervention.

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