Externalizing Behavior Problems Research Articles

Het psychologisch welbevinden van Nederlandse adolescenten met lesbische moeders die gebruik maakten van een bekende, niet-anonieme of anonieme spermadonor

Abstract Self-esteem and problem behavior in Dutch adolescents conceived through sperm donation in planned lesbian-mother families: Is donor type of importance? Until 2004, Dutch women seeking donor insemination through medical facilities could opt for open-identity or anonymous donors. Currently, Dutch medical facilities are only allowed to use sperm from open-identity donors. Focusing on adolescents who were born before 2004, the present study provides a unique opportunity to compare the well-being of those conceived through different donor types: known, open-identity, or anonymous. The present study is based on 67 Dutch adolescents (meanage=16.04) conceived through sperm donation in lesbian-mother families. Participating adolescents were asked to complete the Rosenberg Self-Esteem Scale, the Youth Self-Report, and to answer questions about their donor. Thirty-three adolescents were conceived through known, 22 through open-identity, and 12 through anonymous donors. No significant differences were found on self-esteem or problem behavior among adolescents conceived through the three donor types. Likewise, no significant differences were found on these variables for adolescents with known donors who indicated that these men did or did not play important roles in their lives. Feeling uncomfortable about not knowing one’s donor was associated with lower levels of self-esteem and more externalizing problem behavior. That donor type has no bearing on adolescent self-esteem and problem behavior may help in guiding the donor choices of prospective lesbian parents.

Positive peer interaction as a protective factor in the pathway between early maternal depression and later externalizing problem behavior: The role of child gender

Positive peer interaction as a protective factor in the pathway between early maternal depression and later externalizing problem behavior: The role of child gender

Parental Divorce and Externalizing Problem Behavior in Adulthood. A Study on Lasting Individual, Family and Peer Risk Factors for Externalizing Problem Behavior when Experiencing a Parental Divorce

ABSTRACTThis study explored the relationship between experiencing a parental divorce in childhood and externalizing problem behavior (EPB) in adulthood. We examined individual, family, and peer influences for those growing up in a broken home. Our findings indicate that growing up in a broken home has enduring consequences for EPB. However, factors influencing EPB in adulthood did not differ according to family structure. Regarding changes in EPB in adulthood, having more deviant friends was more hazardous for those growing up in a broken home, while parental rejection and low self-control were more hazardous for those from an intact family.

Measuring and understanding social-emotional behaviors in preschoolers from rural Pakistan.

The Strengths and Difficulties Questionnaire (SDQ) is widely-used to measure symptoms of common childhood behavioral problems that may lead to mental health difficulties. In a sample of 1,302 highly-disadvantaged mothers and their preschoolers, we evaluated the factor structure and reliability of the parent-report version of the SDQ in rural Pakistan. Confirmatory factor analyses suggested that the original structure of the SDQ was not appropriate for our data. We created conceptually- and empirically-coherent measures of children’s externalizing behavior problems and prosocial skills. Child and family correlates of social-emotional behaviors were similar to those found in other countries, supporting the validity of our new composites. Girls and children with more siblings had fewer externalizing behavior problems and more prosocial behaviors at four years. Further, maternal depressive symptoms and food insecurity were uniquely linked to more externalizing behavior problems at four years. In contrast, maternal education, home environment quality, and social-emotional skills at two years were associated with more prosocial behaviors at four years.

Behavioural and emotional issues among primary school pupils with congenital colour vision deficiency in the Federal Territory of Kuala Lumpur, Malaysia: A case-control study.

Background: Congenital colour vision deficiency (CCVD) is an untreatable disorder which has lifelong consequences. Increasing use of colours in schools has raised concern for pupils with CCVD. This case-control study was conducted to compare behavioural and emotional issues among age, gender and class-matched pupils with CCVD and normal colour vision (NCV). Methods: A total of 1732 pupils from 10 primary schools in the Federal Territory of Kuala Lumpur were screened, of which 46 pupils (45 males and 1 female) had CCVD. Mothers of male pupils with CCVD (n=44) and NCV (n=44) who gave consent were recruited to complete a self-administered parent report form, Child Behaviour Checklist for Ages 4-18 (CBCL/ 4-18) used to access behavioural and emotional problems. The CBCL/ 4-18 has three broad groupings: Internalising, Externalising and Total Behaviour Problems. Internalising Problems combines the Withdrawn, Somatic Complaints and Anxiety/ Depression sub constructs, while Externalising Problems combines the Delinquent and Aggressive Behaviour sub constructs. Results: Results from CBCL/ 4-18 showed that all pupils from both groups had scores within the normal range for all constructs. However, results from the statistical analysis for comparison, Mann-Whitney U test, showed that pupils with CCVD scored significantly higher for Externalising Problems (U=697.50, p=0.02) and Total Behaviour Problems (U=647.00, p= 0.01). Significantly higher scores were observed in Withdrawn (U=714.00, p=0.02), Thought Problems (U=438.50, p<0.001) and Aggressive Behaviour (U=738.00, p=0.04). Odds ratios, 95% CI, showed significant relative risk for high Total Behaviour Problem (OR:2.39 ,CI:1.0-5.7), Externalising Problems (OR:2.32, CI:1.0-5.5), Withdrawn (OR:2.67, CI:1.1-6.5), Thought Problems (OR:9.64, CI:3.6-26.1) and Aggressive Behaviour (OR:10.26, CI:3.4-31.0) scores among pupils with CCVD. Conclusion: Higher scores among CCVD pupils indicates that they present more behavioural and emotional problems compared to NCV pupils. Therefore, school vision screenings in Malaysia should also include colour vision to assist in the early clinical management of CCVD children.

Psychometric properties of the Dynamic Risk Outcome Scales (DROS) for individuals with mild intellectual disability or borderline intellectual functioning and externalizing behaviour problems.

The present study examined the psychometric properties of the Dynamic Risk Outcome Scales (DROS), an instrument developed to measure dynamic risk factors in individuals with mild intellectual disabilities or borderline intellectual functioning (MID-BIF) and externalizing (including offending-like) behaviour problems. The sample consisted of 606 clients (86% male) from inpatient treatment wards at a facility for individuals with MID-BIF and externalizing behaviour problems. The DROS showed an acceptable factor structure, good internal consistency, significant test-retest reliability and fair to excellent inter-rater reliabilities for most subscales and total score. Compared to the Adult Behavior Checklist (ABCL; Achenbach & Rescorla, 2003 Manual for the ASEBA adult forms and profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, & Families), the DROS showed convergent and divergent validity, concurrent and longitudinal validity. The DROS is a reliable and valid instrument to measure dynamic risk factors in clients with MID-BIF. Future research on the DROS will focus on the assessment of recidivism and the inclusion of internalizing problems.

Social-emotional learning through a drumming intervention

The growth of social and emotional competence is considered a developmental goal of childhood and adolescence. While early caregiving and family environment are key to children’s wellbeing and developmental trajectories, social-emotional learning (SEL) interventions may reduce young people’s vulnerability to internalising and externalising problem behaviours if family or environment factors present some risk. The purpose of this study was to evaluate the impact of the SEL program DRUMBEAT (Discovering Relationships Using Music, Beliefs, Emotions, Attitudes and Thoughts), a 10-week school-based intervention. Students who took part in the DRUMBEAT program (N = 75, 64% male, 59% Primary School, 18% Indigenous) across six Australian schools, and their teachers, completed pre and post measures of Self-Esteem and the Strengths and Difficulties Questionnaire. Linear mixed model analyses showed there were significant improvements in students’ self-esteem, and internalising and externalising behaviours, as reported by students and teachers. Drumming has the potential to draw young people into an educative environment where rhythm, collaboration and discussion can enhance understanding of intra- and interpersonal processes.

Development and Initial Validation of the Adolescent Routines Questionnaire: Parent and Self-Report

It is well documented that family routines contribute to children’s wellbeing. Yet, the impact of routines on adolescent adjustment is not fully understood. The paucity of research examining the role of routines in adolescent adjustment is likely due to the lack of empirically derived instruments measuring routines in adolescent populations. Thus, the objective of the current study was to develop psychometrically sound parent and self-report measures of adolescents’ daily routines: The Adolescent Routines Questionnaire: Parent- and Self-Report (ARQ:PR/SR). Following item generation and elimination, a 26-item parent version with a five-factor solution and a 20-item adolescent self-report version with a four-factor solution were derived. Initial reliability and validity estimates suggest adequate to good internal consistency across all subscales and total scores, as well as moderate to good evidence of concurrent and convergent validity for both parent and self-report scales. Additionally, both the parent and self-report versions of the ARQ were positively correlated with adolescent adjustment and negatively correlated with parent-child conflict and externalizing behavior problems. Finally, both measures demonstrated incremental validity in predicting adolescent positive adjustment and adaptive skills above and beyond an existing measure of family routines. These results suggest that the ARQ:PR/SR is a promising new assessment tool for measuring adolescents’ daily routines.

Maternal and paternal trajectories of depressive symptoms predict family risk and children's emotional and behavioral problems after the birth of a sibling.

The current study examined trajectories of maternal and paternal depression in the year following the birth of an infant sibling, and relations with family risk factors and firstborn children's internalizing and externalizing behavior problems. Latent class growth analysis was conducted on 231 families in a longitudinal investigation (prebirth and 1, 4, 8, and 12 months postbirth) and revealed four classes of families: both mother and father low in depressive symptoms (40.7%); mother high-father low (25.1%); father high-mother low (24.7%), and both mother and father high (9.5%). Families with both mothers and fathers high on depressive symptoms were higher on marital negativity, parenting stress, and children's internalizing and externalizing problems, and lower on marital positivity and parental efficacy than other classes. Children, parents, and marital relationships were more problematic in families with fathers higher on depressive symptoms than in families in which mothers were higher, indicating the significant role of paternal support for firstborn children undergoing the transition to siblinghood. Maternal and paternal depression covaried with an accumulation of family risks over time, no doubt increasing the likelihood of children's problematic adjustment after the birth of their infant sibling.

Infant regulatory behavior problems during first month of life and neurobehavioral outcomes in early childhood

Whether infant regulatory behavior problems already in the first month of life indicate an increased risk of childhood neurobehavioral problems, and whether maternal depression in the postpartum and early childhood underpins these associations remain unclear. Altogether, 2049–2364 mothers from the Prediction and Prevention of Pre-eclampsia and Intrauterine Growth Restriction (PREDO) study completed the Neonatal Perception Inventory on regulatory behavior problems at the infant’s age of 15.6 days (SD 3.2, range 1–30), the Infant Behavior Questionnaire-Revised on temperament at 6.5 months (SD 0.9, range 4.2–12.4), and the Ages and Stages Questionnaire-3 on developmental milestones and the Child Behavior Checklist on behavioral problems at 3.5 years (SD 0.7, range 1.9–6.0). Maternal depressive symptoms were measured by the Center for Epidemiological Studies Depression Scale (infancy follow-ups) and Beck Depression Inventory-II (childhood follow-up). Father-rated infant temperament and paternal depressive symptoms were also available (n = 1474). Higher levels of infant regulatory behavior problems predicted higher levels of mother- and father-rated negative affectivity temperament (0.13 SD units per SD unit, 95% confidence interval 0.09–0.17; and 0.09, 0.04–0.14, respectively), lower levels of mother-rated orienting/regulation temperament (− 0.09, − 0.13 to − 0.05) and problem-solving skills (− 0.12, − 0.21 to − 0.04), and higher levels of Externalizing (0.07, 0.03–0.11) and Total behavioral problems (0.07, 0.03–0.11). Regulatory behaviors partially mediated the effect of maternal depressive symptoms. Regulatory behavior problems already during the first month of life predict neurobehavioral outcomes, and partially mediate the effect of maternal depressive symptoms. Our study may inform design of interventions aimed at timely prevention in children at risk.

Does early executive function predict teacher-child relationships from kindergarten to second grade?

Teacher-child relationships have been linked to children's classroom engagement and to academic achievement. However, researchers have paid minimal attention to individual child factors that predict the development of these relationships. In the current study, we examined executive function (EF) prior to school entry as a predictor of teacher-child relationships at kindergarten through second grade. We also examined externalizing behavior problems, verbal intelligence, and academic achievement as mediators of these associations. Data were from the Family Life Project, a prospective, longitudinal sample of N = 1,292 families from predominantly low-socioeconomic status (SES) and rural communities in Pennsylvania and North Carolina. Children were administered a multidimensional battery of EF when they were 48 months old and standardized measures of verbal intelligence and academic achievement at prekindergarten. Parents reported on externalizing behavior problems when children were 60 months old. Kindergarten, first-, and second-grade teachers reported on teacher-child relationships. Growth curve models revealed that EF at 48 months positively predicted closeness and negatively predicted conflict with teachers in kindergarten but not change in closeness or conflict over time. Verbal intelligence mediated the associations between EF and both closeness and conflict. EF continued to significantly predict conflict, but not closeness, with kindergarten teachers when the mediator was included in the model. The results of this study are discussed in the context of the implications of children's self-regulation for classroom engagement in a low-SES sample. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Early elementary teacher ratings of behavior as predictors of grade retention: Race, gender, and socioeconomic status as potential moderators

AbstractOur goals in this study were to examine (a) the degree to which teacher perceptions of children’s behavior in kindergarten (averaged across fall and spring for each child) predict retention by Grade 5 and (b) whether these relationships are moderated by student race, gender, or socioeconomic status (SES). Data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998‐99 (ECLS‐K) were used to examine how Externalizing Problem Behavior (EPB; e.g., aggression, defiance) and Weak Approaches To Learning (WATL; low enthusiasm for/engagement in learning) were related to retention among children identified as Black or White ( N = 6,750). Results showed that both types of behavior ratings were significant predictors of retention. There was a 46% increase in the odds of retention for every one‐unit increase in EPB (OR = 1.46, p &lt; 0.001) and a 261% increase in the odds of retention for every one‐unit increase in WATL (OR = 3.61, p &lt; 0.001). Gender moderated the relationship between EPB and retention and WATL and retention. Students who were female with EPB or WATL were at higher risk for being retained than their male peers. Implications for educators, researchers, and policymakers are discussed.

Moderation effects of early adolescents’ emotional empathy on the relationship between attachment of parents and peers and internal and external problem behaviors

Moderation effects of early adolescents’ emotional empathy on the relationship between attachment of parents and peers and internal and external problem behaviors

Maternal Personality and Child Temperamental Reactivity: Differential Susceptibility for Child Externalizing Behavioral Problems in China.

It is important to identify the developmental antecedents of externalizing behavioral problems in early childhood. The current study examined the main effects of maternal personality and its interactive effects with child temperamental reactivity in predicting child externalizing behavioral problems, indicated by impulsivity and aggression. This study was composed of 70 children (Mage = 17.6 months, SD = 3.73) and their mothers. The results showed that maternal agreeableness was negatively associated with child impulsivity. Child temperamental reactivity moderated the effect of maternal conscientiousness on child impulsivity in support of the differential susceptibility model. Specifically, for highly reactive children, maternal conscientiousness was negatively associated with child impulsivity whereas this association was non-significant for low reactive children. Child reactivity also moderated the contribution of maternal neuroticism to child impulsivity. That is, maternal neuroticism was negatively associated with impulsivity, only for highly reactive children.

A cognitive versus behavioral approach to emotion regulation training for externalizing behavior problems in adolescence: Study protocol of a randomized controlled trial

BackgroundInterventions for adolescents with externalizing behavior problems are generally found to be only moderately effective, and treatment responsiveness is variable. Therefore, this study aims to increase intervention effectiveness by examining effective approaches to train emotion regulation, which is considered to be a crucial mechanism involved in the development of externalizing behavior problems. Specifically, we aim to disentangle a cognitive and behavioral approach to emotion regulation training.MethodsA randomized controlled parallel-group study with two arms will be used. Participants are adolescents between 12 and 16 years old, with elevated levels of externalizing behavior problems. Participants will be randomly assigned to either the control condition or the intervention condition. Participants in the intervention condition receive both a cognitive and behavioral emotion regulation module, but in different sequences. Primary outcome measures are emotion regulation skills, emotion regulation strategies, and externalizing behavior problems. Questionnaires will be completed at pre-test, in-between modules, and post-test. Moreover, intensive longitudinal data is collected, as adolescents will complete weekly and daily measures.DiscussionGaining insight into which approaches to emotion regulation training are more effective, and for whom, is important because it may lead to the adaptation of effective intervention programs for adolescents with externalizing behavior problems. Eventually, this could lead to individually tailored evidence-based interventions.Trial registrationThe trial is registered at the Central Committee on Research Involving Human Subjects (NL61104.041.17, September 20th, 2017) and the Dutch Trial Register (NTR7334, July 10th, 2018).

Young offenders caught in the act: A population-based cohort study comparing internationally adopted and non-adopted adolescents

Empirical research has shown an elevated risk for externalizing behavior problems in international adoptees. To address the extent to which this risk exists for more serious externalizing problems we compared the rates of registered criminal offending of internationally adopted adolescents with those of non-adopted adolescents in the Netherlands. In a large population-based cohort study (N = 3,758,506 including n = 10,563 international adoptees) on Dutch youth with ages up to 19 years we examined registrations in the program on juvenile crime and in the national police system from 2005 to 2013. Controlling for time lapse and background variables we found that international adoptees had been in contact with the criminal justice system more frequently than non-adoptees. However, the findings differed across region of adoption: Adoptees from South America and from Africa had been in contact with the criminal justice system most frequently (and more often than non-adoptees), whereas adoptees from China (total n = 4569) had the least contacts (and less often than non-adoptees). The percentages of criminal offending of adoptees ranged between 1.16% and 15.83% across regions of adoption (versus 10.86% in non-adoptees). The large majority of adoptees – including those from South America and Africa – were not involved in criminal acts. We hypothesize that the higher and lower risks of criminal offending found for adoptees from certain countries are associated with the varying levels of pre-adoption adversity (e.g., neglect and abuse) that the adoptees have experienced.

Longitudinal effects of acculturation and enculturation on mental health: Does the measure matter?

A great deal of research has focused on acculturation and enculturation, which represent the processes of adapting to a new culture. Despite this growing literature, results have produced inconsistent findings that may be attributable to differences in terms of the instruments used to assess acculturation and enculturation. Utilizing a 3-year longitudinal data set (with 1-year lags between assessments), the present study explored the psychometric properties of the Bicultural Involvement Questionnaire-Short Version (BIQ-S) and the Acculturation Rating Scale for Mexican Americans II (ARSMA-II) and examined the overlap between changes in these measures as they relate to internalizing and externalizing problem behavior. The present sample consisted of 216 immigrant Latino youth (43% boys; mean age 13.6 years at baseline; SD = 1.44 years, range 10 to 17). Exploratory structural equation modeling identified factor structures for the BIQ-S and ARSMA-II that diverged from their hypothesized structure. Growth curve models also indicate divergence between the BIQ-S and ARSMA-II in terms of change in acculturation and enculturation processes. Finally, the present findings emphasized that measures of acculturation and enculturation are not equivalent in terms of their effects on internalizing and externalizing problems.

Associations Between Perceived Material Deprivation, Parents' Discipline Practices, and Children's Behavior Problems: An International Perspective.

This study investigated the association between perceived material deprivation, children's behavior problems, and parents' disciplinary practices. The sample included 1,418 8- to 12-year-old children and their parents in China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States. Multilevel mixed- and fixed-effects regression models found that, even when income remained stable, perceived material deprivation was associated with children's externalizing behavior problems and parents' psychological aggression. Parents' disciplinary practices mediated a small share of the association between perceived material deprivation and children's behavior problems. There were no differences in these associations between mothers and fathers or between high- and low- and middle-income countries. These results suggest that material deprivation likely influences children's outcomes at any income level.

25.2 Reducing Preschool Behavior Problems in an Urban Mental Health Clinic: Comparing the Effectiveness and Cost of Two Evidence-Based Parenting Programs for Low-Income Families

Although parent management training (PMT) is the first line of treatment for preschoolers with externalizing behavior problems, current PMT models tend to be less effective for families in poverty. This pragmatic randomized trial compared the effectiveness and cost of 2 different PMT models among low-income, predominantly African American families of children aged 2–5 years seeking treatment for behavior problems. Parent satisfaction, PMT completion rates, and the impact of psychosocial adversity on completion rates were also compared.

Associations Between Disruptive Behavior Problems, Parenting Factors, and Sleep Problems Among Young Children.

To examine within an at-risk/clinical sample of preschool-aged children with externalizing problems: (1) which disruptive behavior and attention disorder symptoms (i.e., inattention, hyperactivity/impulsivity, and oppositionality/aggression) and (2) what aspects of parenting (e.g., discipline practices or stress) are related to children's sleep problems (e.g., sleep habit and night waking problems). The sample consisted of 148 children (meanage = 5.06 years, 82% male) with at-risk/clinically elevated levels of externalizing behavior problems and their primary caregiver. As part of a larger study, parents reported on their stress and parenting practices and their children's behavioral and sleep functioning. Positive and negative parenting behaviors ("do" and "don't" skills, respectively) were also observed during a 15-minute parent-child interaction during play. Oppositionality/aggression was the only disruptive behavior and attention disorder symptom associated with more sleep habit problems. Higher levels of inconsistent discipline and "don't" skills were also associated with more sleep habit problems. Within a combined model, an interaction emerged such that the association between "don't" skills and elevated sleep habit problems was only evident at low levels of inconsistent discipline. In terms of night waking problems, there was only an association with parenting stress, whereas the other parenting factors and disruptive behavior and attention disorder symptoms were unrelated. Although the directionality of our associations cannot be ascertained because of the cross-sectional nature of our study, these findings, nevertheless, highlight the importance of parenting factors (e.g., inconsistent discipline and parenting stress) when considering sleep difficulties in young children with disruptive behavior and attention disorders.