Changes In Behavior Problems Research Articles

How do behavior problems change over time in childhood? Evidence from the early childhood longitudinal study

The trajectories and predictors of childhood behavior problems remain unclear, this study aims to examine this research topic using nine waves of data from the Early Childhood Longitudinal Study. A total of 1,1779 and 1,1785 children (ages 5 to 13 years) and their parents and teachers were recruited to examine the development of internalizing and externalizing problems, respectively. Results showed that internalizing problems had three developmental patterns, such as a low-increased pattern, a low-stable pattern, and a medium-decreased pattern, and externalizing problems had five developmental patterns, including a high-decreased pattern, a medium-decreased pattern, a low-high increased pattern, a low-increased pattern, and a low-stable pattern. The race, gender, family socioeconomic status, and self-control of the children predicted these trajectories. Findings suggest that changes in childhood behavior problems are heterogeneous and that individual differences should be considered when studying changes in behavior problems.

Emotion regulation as a predictor of patterns of change in behavior problems in previously institutionalized youth.

Longitudinal trajectories of psychopathology in previously institutionalized (PI) youth were identified and biobehavioral emotion regulation processes were examined as developmental mechanisms that predict these trajectories. Mental health data were collected from PI (N = 132) and nonadopted (NA; N = 175) youth across four time points (participant age ranged from 7- to 21-year-old). Using semiparametric group-based methods, the probability that each individual belonged to a distinct group that followed a specific pattern of behavior across time was estimated. We then tested whether unique aspects of emotion regulation (global, observed, and biological) were differentially associated with membership in externalizing and internalizing trajectory groups using multinomial logistic regression models. Four externalizing trajectories were identified for the PI and NA groups. For PI youth, global, observed, and biological emotion regulation processes were uniquely predictive of more adaptive externalizing trajectories. For NA youth, only parent-reported global emotion regulation was predictive of externalizing patterns. Three internalizing trajectories were identified for PI and NA youth. Generally, only parent-reported global emotion regulation predicted internalizing group membership for both PI and NA youth. Results suggest that biobehavioral emotion regulation processes may be particularly important predictors and potential points of intervention when targeting trajectories of externalizing behaviors in PI children.

Protective and risk factors associated with problem behaviors among disadvantaged children and adolescents in rural China during the COVID-19 pandemic

The global pandemic of COVID-19 has posed critical challenges for child and adolescent health. Prior research, however, has mostly focused on mental health, adult samples, and cross-sectional designs. Using latent change score modeling, this study addressed this gap by examining problem behaviors (operationalized as non-suicidal self-injury behaviors, smartphone addiction, and excessive screen time) under pandemic conditions, by comparing their behaviors before (December 2019) versus during the pandemic (June 2020), among 1,149 disadvantaged children and adolescents from rural China ( Mage = 11.86, SD =1.6, age range = 9 to 16 years; 62% males). Findings observed increases in problem behaviors during the pandemic in comparison to children and adolescents’ pre-pandemic behaviors. Risk and protective factors were associated with changes in these problem behaviors. Specifically, prior adverse experiences were linked to more non-suicidal self-injury behaviors and greater smartphone addiction before the pandemic; children with more exposure to childhood adversities experienced more excessive hours of screen time before the pandemic but fewer increases in screen time amid the pandemic. More pandemic-related stress experiences were associated with behavioral health risk (i.e., more increases in non-suicidal self-injury behaviors and smartphone addiction). For protective factors, family support was associated with fewer increases in non-suicidal self-injury behaviors during the pandemic. Older (relative to younger) children had fewer increases in non-suicidal self-injury behaviors but more increases in excessive screen time amid the pandemic. This study extends the literature by illuminating behavioral changes under pandemic conditions, and contributes uniquely to developmental research more broadly by highlighting risk and protective factors associated with changes in problem behaviors.

부모-아동 상호작용치료가 발달지연 아동의 문제행동과 적응행동에 미치는 효과

Objectives The purpose of this study is to examine the effects of parent-child interaction therapy on problem behaviors and adaptive behaviors in children with developmental delay.
 Methods For this study, parent-child interaction therapy was conducted for a total of 3 pairs of children with developmental delays and their parents at the Child Development Counseling Center located in Gyeonggi-do. For parent-child interaction therapy, a program jointly developed by Sheila Eyberg & Beberly Funderbu (2011) was applied. After that, the child behavior evaluation scale (CBCL) and the adaptive behavior test tool for children (NISE-K⋅ABS) were used to measure the change in problem behavior and adaptive behavior of pre- and post-treatment children.
 Results After parent-child interaction therapy, child behavior problems were significantly reduced and adaptive behaviors were significantly increased. There were clear positive changes in interpersonal relationships and other-person recognition areas, which are subordinate areas of adaptive behaviors.
 Conclusions This study is significant in that it empirically validates that parent-child interaction therapy is effective in reducing problem behaviors and improving adaptive behaviors in children with developmental delay.

Cascades From Early Adolescent Impulsivity to Late Adolescent Antisocial Personality Disorder and Alcohol Use Disorder

PurposeThe behavioral disinhibition model (BDM) posits that a liability toward impulsivity evident by early adolescence underlies the coemergence of antisocial behavior and alcohol use (i.e., problem behaviors) in early-adolescence to mid-adolescence, but that the subsequent development of these problem behaviors (rather than impulsivity itself) predicts the emergence of antisocial personality disorder (APD) and alcohol use disorder (AUD) in late adolescence. The present study was designed to test these predictions of the BDM from early to late adolescence. MethodsWe used five-year longitudinal self-report data from the Philadelphia Trajectory Study that was collected from 2006–2012. Mediational analyses were performed using the Random Intercept Cross-lagged Panel Model, which enables the detection of within-person predictions of changes in problem behaviors during adolescence. The sample was ethnically and socioeconomically diverse, including 364 urban US community youth (at baseline: Mage = 13.51(.95); 49.1% female). ResultsConsistent with the BDM, mediational analyses revealed that changes in early adolescent impulsivity predicted late adolescent APD and AUD criteria, mediated by changes in mid-adolescent alcohol use and conduct problems. DiscussionInterventions targeting impulsivity in early adolescence could potentially halt the cascading chain of events leading to both late adolescent APD and AUD by decelerating growth in antisocial behavior and alcohol use during early-adolescence to mid-adolescence. From mid-adolescence to late-adolescence, the consequences of early impulsivity, especially involvement in antisocial behaviors, become a more relevant predictor of both APD and AUD rather than impulsivity itself.

Longitudinal associations between prosocial behavior and behavioral problems across childhood: A robust random-intercept cross-lagged panel model.

Prior studies have indicated that prosocial behavior might be a protective factor for developing internalizing and externalizing behavioral problems. However, little research has been conducted on within-person changes of prosocial behavior and behavioral problems over time. With random-intercept cross-lagged panel models (RI-CLPMs), the current study analyzed longitudinal associations between prosocial behavior and behavioral problems in two twin cohorts (98% Western European): in early childhood (age M = 4.77, SD = .58, 52% girls, N = 440) and middle childhood (age M = 7.94, SD = .67, 51% girls, N = 512). To obtain robust results, two parental reported questionnaires and an observational task were used as prosocial behavior assessments. In line with the literature, we found a significant between-person association between externalizing behavior and parent reported prosocial behavior in middle childhood, but not in early childhood. Some evidence indicated that changes in externalizing problems affect later prosocial behavior in middle childhood. Overall, however, the RI-CLPMs provided most support for the hypothesis that within-person changes in prosocial behavior are not related to within-person changes in behavioral problems. Thus, our findings did not support the hypothesis that increased prosocial behavior directly results in decreased behavioral problems, but emphasizes the need to take into account the multifaceted nature of prosocial behavior. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Change in Behavior Problems from Childhood Through Adolescence for Children with Fragile X Syndrome.

In this study, we examined trajectories of specific domains of behavior problems (i.e., attention problems, depression/anxiety, and aggressive behavior) from age 6 to 18 in a sample of 55 children with fragile X syndrome. We also examined autism status and early parenting as predictors of subsequent behavioral trajectories. We found that attention problems and aggressive behavior declined steadily from childhood through adolescence whereas anxious/depressed behavior demonstrated relative stability over the same period. Youth with highly flexible mothers displayed more optional trajectories of improvement in attention problems.

Language development and behaviour problems in toddlers indicated to have a developmental language disorder.

There is empirical evidence that a developmental language disorder (DLD) in early childhood leads to behaviour problems. However, it is still not clear how changes in language proficiency in these children influence the presence of behaviour problems. The aim of this study is to examine if changes in language proficiency are related to changes in behaviour problems in toddlers indicated to have DLD. This study included 185 toddlers indicated to have DLD (mean age 38 months at pretest). Scores on receptive and expressive language domains and internalizing and externalizing behaviour were gathered on Wave 1 and Wave 2 using Routine Outcome Monitoring. The Reliable Change Index was used to categorize children into two groups: children improving in receptive and expressive language domains and children not improving. For receptive syntax, receptive vocabulary and expressive syntax, 30% or less of the children improved. Only for expressive vocabulary, most children improved (63%). Behaviour problems were present in 17% (internalizing) and 23% (externalizing) of the children. Changes in language proficiency did not lead to changes in internalizing or externalizing behaviour problems, not for the total sample, nor for children displaying behaviour problems at Wave 1. Professionals working with toddlers indicated to have DLD need to be aware of the co-occurrence of language problems and behaviour problems, and have to realize that behaviour problems might not immediately decrease when language proficiency improves. If behaviour problems are present in toddlers indicated to have DLD, interventions should not only focus on language, but also on behaviour problems. What is already known on the subject There is empirical evidence that a developmental language disorder (DLD) in early childhood leads to behaviour problems. However, it is still not clear how changes in language proficiency in children with DLD influence the presence of behaviour problems. What this paper adds to existing knowledge This study addresses if a change in language proficiency is related to changes in child behaviour problems in toddlers indicated to have DLD. The results of our study showed that most of the children did not show a positive reliable change in receptive syntax, receptive vocabulary and expressive syntax at this young age, but most of the children did in expressive vocabulary. Furthermore, changes in language proficiency did not lead to changes in the presence of internalizing or externalizing behaviour problems. What are the potential or actual clinical implications of this work? Therefore, professionals working with toddlers indicated to have DLD should be aware of the co-occurrence of language problems and behaviour problems, and have to realize that behaviour problems might not decrease as a result of improved language proficiency. If behaviour problems are present and need to be treated, other interventions, apart from the language intervention, might be necessary.

Longitudinal hair cortisol in low-income young children: A useful biomarker of behavioral symptom change?

Early childhood is a developmental period characterized by significant plasticity, heterogeneity in behaviors and biological functioning. Yet, cumulative cortisol secretion, as measured by hair cortisol, has not been examined longitudinally in relation to change in behavioral problems in young children. The current study examined cross-sectional and longitudinal associations between hair cortisol and changes in behavior problems in a combined sample (N = 88) of two groups of young children from low-income families: 1) A trauma-exposed sample that participated in Child-Parent Psychotherapy (CPP) (n = 43; Mean Age = 4.31, SD = 1.16; 53% Female; 77% Hispanic), and 2) A community sample of children from families experiencing high stress (n = 45; Mean Age = 3.20, SD = 0.29; 67% Female; 58% Hispanic). Cortisol was assayed from hair collected from children at baseline and, on average, one year later. Mothers completed the Child Behavior Checklist at the same time hair samples were collected. Baseline hair cortisol in children was not associated with maternally-reported child behavioral problems at baseline and did not predict change in behavior problems over time. In contrast, increases in cortisol were associated with greater improvement in child behavior problems (b = −2.98, p < 0.05), controlling for group status and relevant covariates. Subgroup analyses showed that cortisol change across one year significantly differed between the two groups (p = 0.043): on average, community children exhibited a decrease, whereas CPP children demonstrated no change. Hair cortisol concentration was similarly related to improvements in mother-reported behavior problems across both CPP and community groups over time. In summary, there were no cross-sectional associations with hair cortisol, whereas increases were associated with improved child well-being. Findings demonstrate an important link between this increasingly common biomarker and child health, but suggest that changes over time may be more informative than cross-sectional associations.

Parental reflective function and children's attachment-based mental state talk as predictors of outcome in psychodynamic child psychotherapy.

Mentalization, operationalized as reflective function, is defined as the capacity to understand behavior in terms of mental states. Mentalization can be self-focused (i.e., mentalizing that focuses on one's own thoughts and feelings) or other-focused (i.e., mentalizing that focuses on others' thoughts and feelings). Some studies in adult psychotherapy show the importance of patients' mentalization capacity for treatment outcome; however, this has not yet been investigated in psychodynamic child psychotherapy. This study aimed to investigate whether baseline parental reflective function (PRF) and children's mental state talk (MST) predicted changes in emotional and behavioral problems in psychodynamic child psychotherapy. The sample included 60 Turkish school-age children (Mage = 7.90, SD = 1.35, 43.3% girls) with internalizing (18.3%), externalizing (5%), and comorbid (56.7%) problems, and 20% of the children were in the nonclinical range. The mothers were interviewed using the Parent Development Interview, which was coded for PRF (self- and child-focused). Children were administered an attachment-based story stem task, coded for MST (self- and other-focused). The Brief Problem Monitor was administered every month over the course of treatment for a total of 366 sessions. Multilevel modeling analyses indicated that mothers' child-focused PRF and children's self-focused MST predicted changes in problem behaviors. Parents' mentalization about their children and children's mentalization about their own internal states could be predictors of treatment response in psychodynamic child psychotherapy. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Mobile and Web-Based Support in Overcoming Behavioral Difficulties of Adolescents

A significant proportion of adolescents and young adults experience behavioral difficalties as they grow up. Minor disorders without control and relief can cause significant psychological problems and disorders or form dangerous life paths for a teenager. Mobile devices and applications have been actively used for over a decade to monitor and provide psychological assistance to adolescents. The aim of this study was to identify the level of effectiveness of the impact of mobile and online support for adolescents on the assessment of changes in problem behavior and psychological state of adolescents. The study involved 672 adolescents aged 13 to 15 years from one of the schools in Almaty (Kazakhstan). The participants were divided into three groups, one of which received online and mobile regular psychological support and information, the second, the support group, received support in face-to-face communication with teachers, parents and psychologists, and the third, the control group, received support only upon request from the teenager. or his parents. According to the results of the study, a survey was con-ducted on the Likert scale, in which adolescents, parents and teachers assessed the level of behavioral changes associated with the condition and behavior diffi-culties. In the experimental group, the assessment of behavioral changes reached a maximum of 4.028 on a 5-point scale of positive changes, while the other two groups lagged significantly (2.402 for the support group and 2.12 for the control group). The practical significance of the study lies in the possibility of effective implementation of a support system for adolescents at school based on existing mobile devices and instant messengers without significant costs.

Effects of long-term psychodynamic psychotherapy on life quality in mentally disturbed children

Objective: Long-term psychodynamic psychotherapy for children aims not only at improving symptoms but also at changing the quality of life. To our knowledge, no studies exist to date that focused on both aspects. In this paper, we investigated changes in problem behavior and health-related quality of life based on long-term psychodynamic psychotherapy with children suffering from emotional and behavioral disorders. Method: We investigated 76 children in the treatment group and analyzed pre- and post-treatment symptoms. Furthermore, we compared the outcome data with a control group of 27 children of similar age and diagnoses who received no psychotherapy, both under routine care conditions. The children included in the study were treated on average for 66 sessions. Parent and adolescent ratings on the Achenbach Scales and the Quality of Life Inventory for Adolescents were compared before and after treatment. Results: We found a highly significant improvement of internalizing symptomatology based on parent ratings with a large effect. Different from prior investigations based on short-term psychodynamic psychotherapy we found changes in quality of life with large effects. Conclusion: These findings indicate that long-term psychodynamic treatment can improve life quality in children beyond symptom change.

Clinically Significant and Reliable Change: Comparing an Evidence-based Intervention to Usual Care

Multiple Family Groups (MFG) is an evidence-based behavioral parent training developed with a specific focus on increasing engagement and decreasing treatment barriers for families of children with disruptive behavior problems within high-risk communities. Previous studies have demonstrated the effectiveness of MFG in improving oppositional behavior at the group-level compared to services as usual (SAU). However, information is lacking regarding intervention effectiveness on an individual-level (i.e., clinical significance). The reliable change index and clinical cutoff score method was utilized to determine whether MFG produced clinically meaningful changes compared to SAU for both child- and parent-level outcomes in a sample of 320 youth aged 7 to 11-years-old. A significantly greater percentage of children in the MFG group experienced clinically meaningful change in problem behaviors compared to the SAU group, (p = 0.003, 95% [CI]: 1.610–18.481). A significantly greater number of parents in MFG also demonstrated clinically meaningful change in parental experience of stress compared to SAU, (p = 0.01, 95% [CI]: 1.255–14.704). Findings suggested clinically significant and reliable improvements in child problem behaviors and decreases in parental perceived stress for families in MFG compared to SAU. Nevertheless, analyses demonstrated that both MFG and SAU resulted in few families obtaining clinically significant or reliable change in their functioning. Ongoing assessments and deeper understanding of intervention effect are needed to better service families in need. Both group- and individual-level comparisons should be considered when examining the effects of a treatment as they may provide a nuanced understanding of evidence-based interventions.

Persistence and change in behavioural problems during early childhood

BackgroundBehavioural problems and psychopathology can present from as early as the preschool period. However there is evidence that behavioural difficulties may not be stable over this period. Therefore, the current study was interested in evaluating the persistence and change in clinically relevant behavioural problems during early childhood in a population-based New Zealand birth cohort.MethodsBehaviour was assessed in 5896 children when they were aged 2 and 4.5 years using the Strengths and Difficulties Questionnaire (SDQ). Correlations and mean differences in subscale and total difficulties scores were examined. Scores were then dichotomised into normal/borderline and abnormal ranges to evaluate the persistence and change in significant behavioural problems. Chi-square analyses and ANOVAs were used to determine the association between sociodemographic and birth variables, and preschool behavioural stability.ResultsRaw scores at ages 2 and 4.5 years were moderately correlated, with most measures showing a small but significant decrease in mean scores over time. The majority of children who showed abnormal behaviour at 2 years improved at 4.5 years (57.9% for total difficulties). However, a notable proportion persisted in their difficulties from 2 to 4.5 years (42.1% for total difficulties). There was a small percentage of children who were categorised as abnormal only at 4.5 years. Children with difficulties at one or both time points had a greater proportion who were the result of an unplanned pregnancy, lived in highly deprived urban areas, and had mothers who were younger, of Māori and Pacific ethnicity and were less educated.ConclusionsNot all children who show early behavioural difficulties persist in these difficulties. Those whose difficulties persist were more likely to experience risk factors for vulnerability relative to children with no difficulties. Results suggest that repeated screening for early childhood behavioural difficulties is important.

General Cognitive Ability as an Early Indicator of Problem Behavior Among Toddlers in Foster Care.

Children who have experienced maltreatment and subsequent placement in foster care are at increased risk of problem behavior. Increased knowledge of the development of problem behavior in this population, particularly during toddlerhood, can greatly inform preventive intervention efforts. This study examined variability in problem behavior among toddlers entering new foster care placements and identified related child and parenting characteristics. Ninety-one toddlers in foster care (mean = 2.26 years) and their caregivers completed an initial assessment and were reassessed 6 months later. A child's general cognitive ability was assessed via performance on a standardized developmental measure, and child problem behavior, parenting stress, frequency of family routines, and harsh discipline were assessed via caregiver report. Upon entering a new foster care placement and 6 months after placement, respectively, 38% and 25% of the toddlers were within the borderline clinical or clinical range in terms of problem behavior when assessed using the Child Behavior Checklist. There was not a significant difference in problem behavior over this 6-month period, suggesting that problem behavior was quite stable among the toddlers as a group. However, general cognitive ability was a significant predictor of individual differences in change in problem behavior, with toddlers with lower general cognitive ability displaying increased problem behavior over this period. An increased number of toddlers in foster care displayed clinically significant levels of problem behavior, further demonstrating that these children are an extremely high-risk group. The association between general cognitive ability and change in problem behavior highlights the importance of early developmental screenings, which may help identify children at greatest risk of problem behavior and most in need of preventive intervention efforts.

Exploring predictors of change in behavioral problems over a 1-year period in preterm born preschoolers

ObjectiveAlthough predictors of the prevalence of behavioral problems in preterm-born children have been frequently studied, predictors of behavioral change in these children remain unknown. Therefore, in this study we explore predictors of short-term changes in problem behavior in preterm-born preschoolers, an age period characterized by rapid behavioral change. MethodTwo- to 5-year-old children born with a gestational age <32 weeks and/or birth weight <1500 g were eligible, because of their high risk for behavioral problems. Following screening, 59 children with a t-score ≥60 on either the internal, external or total problem scale of the Child Behavior Checklist were included in the study. Linear mixed modeling was used to investigate predictors of change in behavior over a 1-year period. ResultsHigher levels of parenting stress, parent perceived child vulnerability, and parental hostility towards the child and lower educational levels of the mother significantly predicted increases in externalizing behavior. The higher the age of the child, the more internalizing problems decreased. ConclusionsParenting stress, parent perceived child vulnerability and parental hostility towards the child were the only modifiable predictors of increases in externalizing behavior, whilst no modifiable predictors of internalizing behavior were found. There may be a reciprocal interaction between stress in parents and child externalizing problems. Furthermore, stress and worries may directly influence parents’ reports on behavioral measures, because it could cause them to be concerned by behavior otherwise perceived as normal. Therefore, future interventions for parents of preterm-born children should primarily address parental stress and concerns regarding their child.

Co-development of internalizing and externalizing behavior problems during early childhood among child welfare-involved children

Using parallel-process latent growth curve modeling, we examine developmental trajectories of internalizing and externalizing behavior problems and identify early risk factors for behavior problems among 329 child welfare-involved children followed from age 2years to 5 years. Data are drawn from the National Survey of Child and Adolescent Well-Being II. On average, internalizing behavior problems remained stable, while externalizing behavior problems decreased over time. Higher initial levels of internalizing behavior problems were associated with higher initial levels of externalizing behavior problems. Rates of change also had positive cross-domain relationships. Child neglect, exposure to intimate partner violence (IPV), insecure caregiver-child attachment, and caregiver mental health problems were associated with higher initial levels of internalizing and externalizing behavior problems. Exposure to IPV, out-of-home care, and caregiver drug use predicted rates of change in behavior problems. Our findings highlight the importance of comprehensive assessment and treatment for co-occurring internalizing and externalizing behavior problems in young children involved in the child welfare system. Results also indicate the need for identifying and addressing early risk factors to prevent early onset and continued development of behavior problems in high-risk children.

A pilot randomized trial of Motivational Interviewing compared to Psycho-Education for reducing and preventing underage drinking in American Indian adolescents

Underage drinking is an important public health issue for American Indian and Alaska Native (AI/AN) adolescents, as it is for U. S. teens of all ethnicities. One of the demonstrated risk factors for the development of alcohol use disorders in AI/AN is early age of initiation of drinking. To address this issue a randomized trial to assess the efficacy of Motivational Interviewing (MI) compared to Psycho-Education (PE) to reduce and prevent underage drinking in AI/AN youth was developed and implemented. Sixty-nine youth received MI or PE and 87% were assessed at follow-up. For teens who were already drinking, participating in the intervention (MI or PE) was associated, at follow-up, with lower quantity×frequency (q×f) of drinking (p=0.011), fewer maximum drinks per drinking occasion (p=0.004), and fewer problem behaviors (p=0.009). The MI intervention resulted in male drinkers reporting a lower q×f of drinking (p=0.048) and female drinkers reporting less depression (p=0.011). In teens who had not started drinking prior to the intervention, 17% had initiated drinking at follow-up. As a group they reported increased quantity×frequency of drinking (p=0.008) and maximum drinks (p=0.047), but no change in problem behaviors. These results suggest that intervening against underage drinking using either MI or PE in AI/AN youth can result in reduced drinking, prevention of initiation of drinking, and other positive behavioral outcomes. Brief interventions that enhance motivation to change as well as Psycho-Education may provide a successful approach to reducing the potential morbidity of underage drinking in this high-risk group.

Schema Therapy in Adolescents with Disruptive Behavior Disorders

ABSTRACTThis multiple case study examined the feasibility and effectiveness of an innovative residential treatment, based on Schema Therapy (ST), for adolescents with disruptive behaviors and Personality Disorder (PD) traits. We reported case narratives as well as quantitative changes in behavior problems, early maladaptive schemas, and schema modes of four patients. In terms of feasibility, the therapist was able to use the full range of ST techniques (working in the here and now, experiential techniques, and cognitive-behavioral techniques) with all four patients. We trained and coached treatment teams in ST theory and practice, and were partially successful in involving patients’ parents in the ST treatment. Qualitative and quantitative findings showed that patients improved in their behavior problems, early maladaptive schemas, and schema modes. These results support the feasibility of ST for adolescents with disruptive behaviors and PD traits in residential treatment, and provide preliminary evidence of its effectiveness.

基于潜变量增长曲线模型的生态移民儿童行为问题的研究

目的：应用潜变量增长曲线模型探讨分析生态移民儿童行为问题随时间的变化规律及一般自我效能感和班级环境对儿童行为问题发展趋势的影响。方法：针对生态移民儿童进行三次调查，应用潜变量增长曲线模型，考察儿童行为问题的发展趋势，进一步分析一般自我效能感与班级环境对生态移民儿童行为问题发展水平与速度的影响。结果：1) 行为问题在三次调查期间下降速度显著大于0(p < 0.000)，截距的变异(σ2 = 272.328, p < 0.05)也显著大于0，截距与斜率之间无显著相关；2) 对行为问题变化模型截距的预测中，性别与同学关系有显著的负向预测作用(p < 0.001)。在对变化模型斜率的预测中，一般自我效能感有显著的负向预测作用(B = −6.891, p < 0.05)。结论：生态移民儿童行为问题在三次调查期间呈线性下降趋势，其起始行为问题水平呈现明显的个体差异，且起始水平与下降速度无关。班级环境中的同学关系越好，初始水平行为问题总分越低。一般自我效能感越高，行为问题的下降速度越快。 Objective: To investigate the development path of behavior problems among ecological immigrant children, as well study the effect of general self-efficacy and class environment on ecological migration on children’s behavior problems. Methods: We examined the developmental changes in behavior problems on ecological immigrant adolescence using latent growth curve modeling. Then, we examined the impacts of general self-efficacy and class environment on growing trend and rate of change on immigrant adolescence’s behavior problems. Results: 1) The descending developmental trend of behavior problems during the 27 months, was significant on the whole. The descending speed (p < 0.000) and variation of intercept (σ2 = 272.328, p < 0.05) was greater than zero. Besides, the rake ratio was not significantly correlated with intercept; 2) The gender and classmate relations also had a significant negative influence on the intercept (p < 0.001). The initial general self-efficacy had a significant negative influence on the rake ratio (B = −6.891, p < 0.05). Conclusion: The descending developmental trend of total behavior problems was obvious, while the initial level was not significantly correlated with the descending speed. The better classmate relations, the score of behavior problems’ initial level lower. The higher score of initial general self-efficacy, the speed descended faster.