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Myers A, Halpern-Manners A, McLeod JD. Invisible disabilities and college academic success: New evidence from a mediation analysis. SOCIAL SCIENCE RESEARCH 2024; 123:103058. [PMID: 39256022 PMCID: PMC11399884 DOI: 10.1016/j.ssresearch.2024.103058] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/05/2024] [Revised: 06/30/2024] [Accepted: 08/07/2024] [Indexed: 09/12/2024]
Abstract
Students with "invisible" disabilities-including autism spectrum disorder (ASD), attention deficit disorder (ADD/ADHD), learning disorders, and mental health conditions-make up an increasingly large share of college students in the United States. Despite these gains in access, students with invisible disabilities remain disadvantaged relative to their neurotypical and non-disabled peers in many parts of the college experience, including academically. Researchers have hypothesized that inequalities in pre-college academic preparation, barriers to social integration, and lower levels of engagement on college campuses may be at least partially to blame. We test this hypothesis using newly available survey data on college students in the state of Indiana (n = 2728). Based on a series of decompositions, we show that students with invisible disabilities face a series of interrelated challenges, beginning with their academic preparation and extending into their social and academic experiences on college campuses. That these disadvantages feed into one another suggests the presence of a cumulative advantage/disadvantage process, in which early advantages and disadvantages compound as disabled and non-disabled students move through the educational system.
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Affiliation(s)
- Andrew Myers
- Department of Sociology, Indiana University, Bloomington, IN, USA
| | | | - Jane D McLeod
- Department of Sociology, Indiana University, Bloomington, IN, USA
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2
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Bortolato M, Braccagni G, Pederson CA, Floris G, Fite PJ. "Weeding out" violence? Translational perspectives on the neuropsychobiological links between cannabis and aggression. AGGRESSION AND VIOLENT BEHAVIOR 2024; 78:101948. [PMID: 38828012 PMCID: PMC11141739 DOI: 10.1016/j.avb.2024.101948] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2024]
Abstract
Recent shifts in societal attitudes towards cannabis have led to a dramatic increase in consumption rates in many Western countries, particularly among young people. This trend has shed light on a significant link between cannabis use disorder (CUD) and pathological reactive aggression, a condition involving disproportionate aggressive and violent reactions to minor provocations. The discourse on the connection between cannabis use and aggression is frequently enmeshed in political and legal discussions, leading to a polarized understanding of the causative relationship between cannabis use and aggression. However, integrative analyses from both human and animal research indicate a complex, bidirectional interplay between cannabis misuse and pathological aggression. On the one hand, emerging research reveals a shared genetic and environmental predisposition for both cannabis use and aggression, suggesting a common underlying biological mechanism. On the other hand, there is evidence that cannabis consumption can lead to violent behaviors while also being used as a self-medication strategy to mitigate the negative emotions associated with pathological reactive aggression. This suggests that the coexistence of pathological aggression and CUD may result from overlapping vulnerabilities, potentially creating a self-perpetuating cycle where each condition exacerbates the other, escalating into externalizing and violent behaviors. This article aims to synthesize existing research on the intricate connections between these issues and propose a theoretical model to explain the neurobiological mechanisms underpinning this complex relationship.
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Affiliation(s)
- Marco Bortolato
- Department of Pharmacology and Toxicology, College of Pharmacy, University of Utah, Salt Lake City, UT, USA
- Consortium for Translational Research on Aggression and Drug Abuse (ConTRADA), University of Kansas, Lawrence, KS, USA
| | - Giulia Braccagni
- Department of Pharmacology and Toxicology, College of Pharmacy, University of Utah, Salt Lake City, UT, USA
| | - Casey A. Pederson
- Department of Psychiatry, Indiana University School of Medicine, Indianapolis, IN, USA
| | - Gabriele Floris
- Department of Pharmacology and Toxicology, College of Pharmacy, University of Utah, Salt Lake City, UT, USA
- Center for Substance Abuse Research, Temple University, Philadelphia, PA, USA
- Department of Neural Sciences, Temple University, Philadelphia, PA, USA
| | - Paula J. Fite
- Consortium for Translational Research on Aggression and Drug Abuse (ConTRADA), University of Kansas, Lawrence, KS, USA
- Clinical Child Psychology Program, University of Kansas, Lawrence, KS, USA
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3
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Hinshaw SP, Porter PA, Ahmad SI. Developmental psychopathology turns 50: Applying core principles to longitudinal investigation of ADHD in girls and efforts to reduce stigma and discrimination. Dev Psychopathol 2024:1-15. [PMID: 39188249 DOI: 10.1017/s0954579424000981] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/28/2024]
Abstract
The seminal contributions of Dante Cicchetti to the field/paradigm/metaparadigm of developmental psychopathology (DP) - and its continuing ascendance as a guiding force for multidisciplinary investigation of normative and atypical development - are legion. Our aim is to illustrate a number of DP's core principles in the context of (a) prospective longitudinal research on children (particularly girls) with attention-deficit hyperactivity disorder and (b) theoretical and empirical work dedicated to alleviating the stigma and discrimination toward those experiencing mental health, substance use, and neurodevelopmental challenges. We feature (i) the mutual interplay of perspectives on normative and non-normative development, (ii) reciprocal and transactional processes, and the constructs of equifinaliy and multifinality; (iii) continuities and discontinuities in developmental processes and outcomes, with particular focus on heterotypic continuity; (iv) the inseparability of heritable and environmental risk; (v) multiple levels of analysis, and (vi) the benefits of qualitative perspectives. We highlight that interventions promoting recovery, along with the multi-level facilitation of protective factors/strengths, lie at the heart of both DP and anti-stigma efforts. The ongoing youth mental-health crisis provides a sobering counterpoint to the gains of the DP enterprise over the past half century.
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Affiliation(s)
- Stephen P Hinshaw
- University of California, Berkeley, CA, USA
- University of California, San Francisco, CA, USA
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4
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Roberts GJ, Capin P, Handy A, Coté B, Jimenez Z. A Family-Based Intervention for Early Elementary Students With Reading and Behavioral Difficulties: A Pilot Study. JOURNAL OF LEARNING DISABILITIES 2024:222194241263649. [PMID: 39092930 DOI: 10.1177/00222194241263649] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/04/2024]
Abstract
We created and tested a family-based intervention with families of children in Grades 1 and 2 with reading and behavioral difficulties to investigate its impact on text comprehension. Developed with input from parents, reading experts, and behavior specialists, Family-RISE (Reading Intervention with Supports for Engagement) integrates evidence-based practices for enhancing students' knowledge of narrative texts with effective behavioral supports to maximize student engagement and minimize disruptive behaviors to help parents engage successfully in shared storybook reading. We assessed the effects of Family-RISE on children's narrative text comprehension using a multiple-baseline design. A functional relation was established between Family-RISE and narrative text comprehension, indicating Family-RISE substantially improved narrative text comprehension. Furthermore, nonoverlap of all pairs, Tau-U, and standard mean difference effect sizes were all considered large in favor of the intervention. Family members reported that the intervention was highly usable, feasible to implement, and socially valid. These findings underscore the promise of the Family-RISE intervention and the value of developing interventions that simultaneously support reading and behavior for children with co-occurring difficulties in these areas.
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Al-Hendawi M, Alodat A, Al-Zoubi S, Bulut S. A PERMA model approach to well-being: a psychometric properties study. BMC Psychol 2024; 12:414. [PMID: 39080800 PMCID: PMC11290191 DOI: 10.1186/s40359-024-01909-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2023] [Accepted: 07/15/2024] [Indexed: 08/02/2024] Open
Abstract
Psychological well-being influences all the facets of adolescent success. This study examined the psychometric properties of PERMA, a subjective well-being measure consisting of five domains: positive emotions, engagement, relationships, meaning, and accomplishment. The sample size consisted of 502 high school students from public schools in Qatar. Contrary to expectations, the five-factor structure for PERMA did not fit our data well; however, after refining the model by the errors of the covariances between items, the one-factor model was found to be applicable. Multivariate analysis revealed that socioeconomic status (SES) and level of academic performance were independently and positively associated with overall well-being scores, whereas internalizing and externalizing behaviors were negatively associated. Notably, no significant effects of gender or age on well-being were observed. These findings suggest that interventions specific to socioeconomic status, academic excellence, and internalizing and externalizing behaviors in the school setting can produce more effective outcomes concerning student well-being.
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Affiliation(s)
- Maha Al-Hendawi
- Department of Psychological Sciences, College of Education, Qatar University, P.O.Box: 2713, Doha, Qatar.
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Zerrouk M, Ann Bell M. Examining Conduct Problems in a Community Sample during Middle Childhood: The Role of Frontal EEG Asymmetry, Temperament, and Working Memory. Res Child Adolesc Psychopathol 2024; 52:1119-1133. [PMID: 38502403 PMCID: PMC11217093 DOI: 10.1007/s10802-024-01191-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/07/2024] [Indexed: 03/21/2024]
Abstract
Previous literature shows that aspects of temperament, executive functioning, and EEG frontal asymmetry are related to externalizing behaviors in children. We examined whether frontal EEG asymmetry measured at age 6 would moderate the impact of negative affectivity, attentional control, and working memory at age 6 on conduct problems at age 9. Behavioral tasks were given to assess children's attentional control and working memory. Parents completed questionnaires about their children's negative affectivity and conduct problems. Results showed that greater negative affectivity reported at age 6 predicted for more conduct problems reported at age 9, regardless of EEG frontal asymmetry. Lower levels of attentional control and working memory at age 6 predicted for more conduct problems reported at age 9 when children also exhibited greater left EEG frontal asymmetry, which has been linked to approach motivation. These findings illustrate the importance of assessing multiple intrinsic factors, both independent and interactive, that contribute to children's conduct problems.
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Affiliation(s)
- Mohamed Zerrouk
- Department of Psychology, Virginia Tech, 890 Drillfield Dr., Blacksburg, VA, 24060, USA.
| | - Martha Ann Bell
- Department of Psychology, Virginia Tech, 890 Drillfield Dr., Blacksburg, VA, 24060, USA
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Hosch A, Swanson B, Harris JL, Oleson JJ, Hazeltine E, Petersen IT. Explaining Brain-Behavior Relations: Inhibitory Control as an Intermediate Phenotype Between the N2 ERP and the Externalizing Spectrum in Childhood. Res Child Adolesc Psychopathol 2024; 52:505-520. [PMID: 38224420 PMCID: PMC10963155 DOI: 10.1007/s10802-023-01162-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/12/2023] [Indexed: 01/16/2024]
Abstract
Identifying neural and cognitive mechanisms in externalizing problems in childhood is important for earlier and more targeted intervention. Meta-analytic findings have shown that smaller N2 event-related potential (ERP) amplitudes, thought to reflect inhibitory control, are associated with externalizing problems in children. However, it is unclear how (i.e., through which cognitive processes) N2 amplitudes relate to externalizing problems. We examined whether inhibitory control may be a cognitive process that links N2 amplitudes and externalizing problems in early childhood. Children (N = 147, 74 girls) were assessed at four time points, spanning 3-7 years of age. Children's externalizing behavior was assessed via questionnaires completed by mothers, fathers, and teachers/secondary caregivers. Children's inhibitory control was assessed using eleven performance-based tasks and two questionnaires. Developmental scaling linked differing measures of inhibitory control and externalizing behavior across ages onto the same scale. Children's N2 amplitudes were extracted from electroencephalography data collected during a go/no-go task. Smaller N2 amplitudes were associated with externalizing problems and poorer inhibitory control. A concurrent analysis of indirect effects revealed that poorer inhibitory control partially explained the association between smaller N2 amplitudes and externalizing problems, even when controlling for the child's age, sex, and socioeconomic status. This is among the first studies to link N2 amplitudes, inhibitory control, and externalizing problems during early childhood. Findings suggest that smaller N2 amplitudes may be an early neural indicator of inhibitory control deficits and externalizing psychopathology. Moreover, inhibitory control may be an important target for early intervention in the development of externalizing psychopathology.
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Affiliation(s)
- Alexis Hosch
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, IA, USA.
| | - Benjamin Swanson
- Department of Psychological Science, University of Arkansas, Fayetteville, USA
| | - Jordan L Harris
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, IA, USA
| | - Jacob J Oleson
- Department of Biostatistics, University of Iowa, Iowa City, USA
| | - Eliot Hazeltine
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, IA, USA
| | - Isaac T Petersen
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, IA, USA
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8
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Sharpe J, Lin L, Wang Z, Franke N. Investigating behaviour from early- to mid-childhood and its association with academic outcomes in a cohort of children born at risk of neonatal hypoglycaemia. Early Hum Dev 2024; 190:105970. [PMID: 38354454 DOI: 10.1016/j.earlhumdev.2024.105970] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/15/2023] [Revised: 02/06/2024] [Accepted: 02/07/2024] [Indexed: 02/16/2024]
Abstract
High rates of academic underachievement at 9-10 years have been identified in children born at risk of neonatal hypoglycaemia. This study investigated the stability of behaviour from early to mid-childhood and how this relates to academic outcomes in children born with at least one risk factor of neonatal hypoglycaemia in Aotearoa, New Zealand. Behaviour data was collected using the Bayley Scales of Infant and Toddler Development, Child Behaviour Checklist 1.5-5, and the Strengths and Difficulties Questionnaire for 466 children (52 % male; 27 % Māori, 60 % New Zealand European, 2 % Pacific, 11 % Other) at multiple timepoints between ages 2 and 10 years. Academic data was collected at 9-10 years using the e-asTTle online learning and assessment tool. Findings revealed a link between early childhood behaviour and academic outcomes could be detected as early as age 2, suggesting that identifying and addressing early behavioural issues in children at risk of neonatal hypoglycaemia could aid in targeted interventions.
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Affiliation(s)
- Jozie Sharpe
- Liggins Institute, University of Auckland, New Zealand
| | - Luling Lin
- Liggins Institute, University of Auckland, New Zealand
| | - Zeke Wang
- Liggins Institute, University of Auckland, New Zealand
| | - Nike Franke
- Liggins Institute, University of Auckland, New Zealand.
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9
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Feeney K, Pintos Lobo R, Hare MM, Morris SSJ, Laird AR, Musser ED. Parental Deprivation- and Threat-Based Factors Associated with Youth Emotion-Based Neurocircuitry and Externalizing Behavior: A Systematic Review. Res Child Adolesc Psychopathol 2024; 52:311-323. [PMID: 37831222 DOI: 10.1007/s10802-023-01138-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/02/2023] [Indexed: 10/14/2023]
Abstract
Parental factors, including negative parenting practices (e.g., family conflict, low monitoring), parental depression, and parental substance use, are associated with externalizing behaviors among youth. However, the ways in which these parental factors are associated with youth brain function and consequent externalizing behavior has been less studied. Both the dimensional and stress acceleration models provide frameworks for understanding how parental factors may be associated with frontolimbic and frontoparietal networks implicated in emotional attention and regulation processes. The current review builds upon this work by examining how deprivation- and threat-based parental factors are associated with youth neurocircuitry involved in emotional functioning and externalizing behaviors. A systematic review using PRISMA guidelines was completed and included five studies assessing parenting behaviors, six studies assessing parental depressive symptoms and/or diagnosis, and 12 studies assessing parental history of substance use. Synthesis of reviewed studies discusses support for the dimensional and stress acceleration models within the context of deprivation and threat. Further, a limited number of studies tested (i.e., six studies) and supported (i.e., three studies) youth neural structure and function as a mediator of the association between parental factors and youth externalizing behavior. Specific recommendations for future work include more deliberate planning related to sample composition, improved clarity related to parental constructs, consistency in methodology, and longitudinal study design in order to better understand associations between contextual parental influences and youth neural and behavioral functioning.
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Affiliation(s)
- Kathleen Feeney
- Department of Psychology, Florida International University, Miami, FL, USA.
| | | | - Megan M Hare
- Department of Psychology, Florida International University, Miami, FL, USA
| | | | - Angela R Laird
- Department of Physics, Florida International University, Miami, FL, USA
| | - Erica D Musser
- Department of Psychology, Florida International University, Miami, FL, USA
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10
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Osornio AC, Lane SP, Urizar GG, Gonzalez A, Halim MLD. Developmental trajectories of internalizing distress among ethnic minoritized mothers following childbirth: Associations with early child psychological adjustment. Dev Psychopathol 2024; 36:135-143. [PMID: 36376075 PMCID: PMC10183476 DOI: 10.1017/s0954579422001031] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
A substantial body of work has established that mothers' internalizing distress can negatively affect children's socioemotional development. Yet few studies have examined how distinct patterns of mothers' distress over time differentially impact child behaviors across early childhood. To address this gap, the current study explored developmental trajectories of mothers' internalizing distress and examined the associations of these patterns with child adjustment outcomes. Mexican immigrant, Dominican immigrant, and African American mothers (N = 272) were annually assessed for internalizing distress over the first 6 years following childbirth. Children's psychological adjustment (internalizing, externalizing, and hyperactivity behaviors) was measured at the last yearly assessment in first grade. A growth mixture model revealed two distinct classes of distress where mothers were classified as having low stable distress (82.4%) or moderate distress that began as stable then declined when their children were 64 months old (17.6%). Children of mothers in the moderate, late decline class showed greater internalizing, externalizing, and hyperactivity behaviors in the first grade compared to children of mothers in the low stable class. Findings highlight the necessity of supporting the mental health of ethnic minoritized mothers following childbirth and further expand our knowledge of family psychopathology to promote healthy psychological adjustment in children.
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Affiliation(s)
| | - Sean P. Lane
- Purdue University, West Lafayette, IN, USA
- University of Missouri, Columbia, MO, USA
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11
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Vasiou A, Kassis W, Krasanaki A, Aksoy D, Favre CA, Tantaros S. Exploring Parenting Styles Patterns and Children's Socio-Emotional Skills. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1126. [PMID: 37508623 PMCID: PMC10378631 DOI: 10.3390/children10071126] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/29/2023] [Revised: 06/09/2023] [Accepted: 06/27/2023] [Indexed: 07/30/2023]
Abstract
In this study, we adopted parenting styles as a multidimensional and latent construct that includes different aspects of parenting, rather than solely focusing on a single parenting style. In a Web-based survey with 1203 Greek parents, we identified parenting styles and their SDQ reports on their children. According to our results by Latent Profile Analysis, we must use a more complex approach concerning parenting styles. We identified a "Highly Authoritative style" profile with high levels of authoritative, low levels of authoritarian and middle levels of permissive parenting styles. We additionally identified a profile called "Relaxed Authoritative style", with still high but lower levels of authoritative style, low but slightly heightened levels of authoritarian style, and middle levels of permissive style. A further profile, named "Permissive Focused Authoritative style", had a mix of high levels of authoritative, moderate levels of permissive, and elevated levels of authoritarian parenting styles. Finally, in a profile named "Inconsistent Parenting style", we identified parents with a blend of still high, but the lowest of all four levels of authoritative and highest levels of permissive and authoritarian parenting styles. When combining the four identified parenting patterns with the SDQ results, we identified the "highly authoritative parenting style" profile to be the least connected to internalizing or externalizing problems of the respective children.
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Affiliation(s)
- Aikaterini Vasiou
- Department of Primary Education, University of Crete, 74100 Rethymno, Greece
| | - Wassilis Kassis
- Department of Research & Development, School of Education, University of Applied Sciences and Arts Northwestern Switzerland, 5210 Windisch, Switzerland
| | | | - Dilan Aksoy
- Department of Research & Development, School of Education, University of Applied Sciences and Arts Northwestern Switzerland, 5210 Windisch, Switzerland
| | - Céline Anne Favre
- Department of Research & Development, School of Education, University of Applied Sciences and Arts Northwestern Switzerland, 5210 Windisch, Switzerland
| | - Spyridon Tantaros
- Department of Psychology, National and Kapodistrian University of Athens, 15784 Athens, Greece
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Torres-Rosado L, Lozano OM, Sanchez-Garcia M, Fernández-Calderón F, Diaz-Batanero C. Operational definitions and measurement of externalizing behavior problems: An integrative review including research models and clinical diagnostic systems. World J Psychiatry 2023; 13:278-297. [PMID: 37383280 PMCID: PMC10294133 DOI: 10.5498/wjp.v13.i6.278] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/27/2022] [Revised: 03/04/2023] [Accepted: 04/20/2023] [Indexed: 06/19/2023] Open
Abstract
Measurement of externalizing disorders such as antisocial disorders, attention-deficit/hyperactivity disorder or borderline disorder have relevant implications for the daily lives of people with these disorders. While the Diagnostic and Statistical Manual of Mental Disorders (DSM) and the International Classification of Diseases (ICD) have provided the diagnostic framework for decades, recent dimensional frameworks question the categorical approach of psychopathology, inherent in traditional nosotaxies. Tests and instruments develop under the DSM or ICD framework preferentially adopt this categorical approach, providing diagnostic labels. In contrast, dimensional measurement instruments provide an individualized profile for the domains that comprise the externalizing spectrum, but are less widely used in practice. Current paper aims to review the operational definitions of externalizing disorders defined under these different frameworks, revise the different measurement alternatives existing, and provide an integrative operational definition. First, an analysis of the operational definition of externalizing disorders among the DSM/ICD diagnostic systems and the recent Hierarchical Taxonomy of Psychopathology (HiTOP) model is carried out. Then, in order to analyze the coverage of operational definitions found, a description of measurement instruments among each conceptualization is provided. Three phases in the development of the ICD and DSM diagnosis systems can be observed with direct implications for measurement. ICD and DSM versions have progressively introduced systematicity, providing more detailed descriptions of diagnostic criteria and categories that ease the measurement instrument development. However, it is questioned whether the DSM/ICD systems adequately modelize externalizing disorders, and therefore their measurement. More recent theoretical approaches, such as the HiTOP model seek to overcome some of the criticism raised towards the classification systems. Nevertheless, several issues concerning this model raise mesasurement challenges. A revision of the instruments underneath each approach shows incomplete coverage of externalizing disorders among the existing instruments. Efforts to bring nosotaxies together with other theoretical models of psychopathology and personality are still needed. The integrative operational definition of externalizing disorders provided may help to gather clinical practice and research.
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Affiliation(s)
- Lidia Torres-Rosado
- Department of Clinical and Experimental Psychology, University of Huelva, Huelva 21071, Spain
| | - Oscar M Lozano
- Department of Clinical and Experimental Psychology, University of Huelva, Huelva 21071, Spain
- Research Center for Natural Resources, Health and Environment, University of Huelva, Huelva 21071, Spain
| | - Manuel Sanchez-Garcia
- Department of Clinical and Experimental Psychology, University of Huelva, Huelva 21071, Spain
- Research Center for Natural Resources, Health and Environment, University of Huelva, Huelva 21071, Spain
| | - Fermín Fernández-Calderón
- Department of Clinical and Experimental Psychology, University of Huelva, Huelva 21071, Spain
- Research Center for Natural Resources, Health and Environment, University of Huelva, Huelva 21071, Spain
| | - Carmen Diaz-Batanero
- Department of Clinical and Experimental Psychology, University of Huelva, Huelva 21071, Spain
- Research Center for Natural Resources, Health and Environment, University of Huelva, Huelva 21071, Spain
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13
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Dollar JM, Perry NB, Calkins SD, Shanahan L, Keane SP, Shriver L, Wideman L. Longitudinal associations between specific types of emotional reactivity and psychological, physical health, and school adjustment. Dev Psychopathol 2023; 35:509-523. [PMID: 35034683 PMCID: PMC9288564 DOI: 10.1017/s0954579421001619] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Using a multimethod, multiinformant longitudinal design, we examined associations between specific forms of positive and negative emotional reactivity at age 5, children's effortful control (EC), emotion regulation, and social skills at age 7, and adolescent functioning across psychological, academic, and physical health domains at ages 15/16 (N = 383). We examined how distinct components of childhood emotional reactivity directly and indirectly predict domain-specific forms of adolescent adjustment, thereby identifying developmental pathways between specific types of emotional reactivity and adjustment above and beyond the propensity to express other forms of emotional reactivity. Age 5 high-intensity positivity was associated with lower age 7 EC and more adolescent risk-taking; age 5 low-intensity positivity was associated with better age 7 EC and adolescent cardiovascular health, providing evidence for the heterogeneity of positive emotional reactivity. Indirect effects indicated that children's age 7 social skills partially explain several associations between age 5 fear and anger reactivity and adolescent adjustment. Moreover, age 5 anger reactivity, low-, and high-intensity positivity were associated with adolescent adjustment via age 7 EC. The findings from this interdisciplinary, long-term longitudinal study have significant implications for prevention and intervention work aiming to understand the role of emotional reactivity in the etiology of adjustment and psychopathology.
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Affiliation(s)
- Jessica M. Dollar
- Department of Kinesiology and Psychology, University of North Carolina at Greensboro
| | - Nicole B. Perry
- Department of Human Development and Family Sciences, University of Texas at Austin
| | - Susan D. Calkins
- Department of Human Development and Family Studies, University of North Carolina at Greensboro
| | - Lilly Shanahan
- Department of Psychology and Jacobs Center for Productive Youth Development, University of Zurich
| | - Susan P. Keane
- Department of Psychology, University of North Carolina at Greensboro
| | - Lenka Shriver
- Department of Nutrition, University of North Carolina at Greensboro
| | - Laurie Wideman
- Department of Kinesiology, University of North Carolina at Greensboro
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14
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Paes TM, Duncan R, Purpura DJ, Schmitt SA. The relations between teacher-child relationships in preschool and children's outcomes in kindergarten. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2023. [DOI: 10.1016/j.appdev.2023.101534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/05/2023]
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15
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Kysar-Moon A. The power of family? Family social capital and the risk of externalising behaviours among youth with multiple childhood adversities. SOCIOLOGY OF HEALTH & ILLNESS 2023; 45:810-836. [PMID: 36802071 DOI: 10.1111/1467-9566.13621] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/22/2021] [Accepted: 01/06/2023] [Indexed: 05/04/2023]
Abstract
Externalising behaviour problems (EBP), or aggressive and delinquent behaviours, among youth pose a significant problem for their peers, parents, teachers and society. Many types of childhood adversities increase the risk of EBP, including maltreatment, physical punishment, domestic violence, family poverty and living in violent neighbourhoods. This study asks, to what extent do children who face multiple adversities during childhood suffer an increased risk of EBP and is family social capital (FSC) associated with a lower risk? Using seven waves of panel data from the Longitudinal Studies of Child Abuse and Neglect, I examine the accumulation of adversities associated with greater risk of EBP among youth and investigate whether FSC-family network, support and cohesion-in early childhood is associated with a reduction in EBP risk. Experiencing early and multiple adversities resulted in the worst EBP trajectories throughout childhood. Although, among youth with the highest adversities, if early family support was also high, their EBP trajectories are more favourable than their disadvantaged peers with less support. FSC may protect against EBP when multiple childhood adversities are experienced. The need for early EBP interventions and bolstering FSC are discussed.
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Affiliation(s)
- Ashleigh Kysar-Moon
- Sociology, Anthropology, & Criminology, University of Northern Iowa, Cedar Falls, Iowa, USA
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16
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Tennity CL, Grassetti SN, Boniface RL, Charles NE, Paprzycki P. Do Externalizing Problems Impact Change in Post-Traumatic Stress Symptoms for Youth in a School-Based Group Intervention? SCHOOL MENTAL HEALTH 2023. [DOI: 10.1007/s12310-023-09583-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/09/2023]
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17
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Taylor A, Kong C, Zhang Z, Herold F, Ludyga S, Healy S, Gerber M, Cheval B, Pontifex M, Kramer AF, Chen S, Zhang Y, Müller NG, Tremblay MS, Zou L. Associations of meeting 24-h movement behavior guidelines with cognitive difficulty and social relationships in children and adolescents with attention deficit/hyperactive disorder. Child Adolesc Psychiatry Ment Health 2023; 17:42. [PMID: 36973804 PMCID: PMC10042421 DOI: 10.1186/s13034-023-00588-w] [Citation(s) in RCA: 9] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/23/2023] [Accepted: 03/08/2023] [Indexed: 03/29/2023] Open
Abstract
BACKGROUND Evidence-based 24-h movement behavior (24-HMB) guidelines have been developed to integrate recommendations for the time spent on physical activity, sedentary behavior, and sleep. For children and adolescents, these 24-HMB guidelines recommend a maximum of two hours of recreational screen time (as part of sedentary behavior), a minimum of 60 min per day of moderate to vigorous physical activity (MVPA), and an age-appropriate sleep duration (9-11 h for 5 to 13-year-olds; 8-10 h for 14 to 17-year-olds). Although adherence to the guidelines has been associated with positive health outcomes, the effects of adhering to the 24-HMB recommendations have not been fully examined in children and adolescents with attention eficit/hyperactive disorder (ADHD). Therefore, this study examined potential associations between meeting the 24-HMB guidelines and indicators of cognitive and social difficulties in children and adolescents with ADHD. METHODS Cross-sectional data on 3470 children and adolescents with ADHD aged between 6 and 17 years was extracted from the National Survey for Children's Health (NSCH 2020). Adherence to 24-HMB guidelines comprised screen time, physical activity, and sleep. ADHD-related outcomes included four indicators; one relating to cognitive difficulties (i.e., serious difficulties in concentrating, remembering, or making decisions) and three indicators of social difficulties (i.e., difficulties in making or keeping friends, bullying others, being bullied). Logistic regression was performed to determine the associations between adherence to 24-HMB guidelines and the cognitive and social outcomes described above, while adjusting for confounders. RESULTS In total, 44.8% of participants met at least one movement behavior guideline, while only 5.7% met all three. Adjusted logistic regressions further showed that meeting all three guidelines was associated with lower odds of cognitive difficulties in relation to none of the guidelines, but the strongest model included only screen time and physical activity as predictors (OR = 0.26, 95% CI 0.12-0.53, p < .001). For social relationships, meeting all three guidelines was associated with lower odds of difficulty keeping friends (OR = 0.46, 95% CI 0.21-0.97, p = .04) in relation to none of the guidelines. Meeting the guideline for screen time was associated with lower odds of being bullied (OR = 0.61, 95% CI 0.39-0.97, p = .04) in relation to none of the guidelines. While screen time only, sleep only and the combination of both were associated with lower odds of bullying others, sleep alone was the strongest predictor (OR = 0.44, 95% CI 0.26-0.76, p = .003) in relation to none of the guidelines. CONCLUSION Meeting 24-HMB guidelines was associated with reduced likelihood of cognitive and social difficulties in children and adolescents with ADHD. These findings highlight the importance of adhering to healthy lifestyle behaviors as outlined in the 24-HMB recommendations with regard to cognitive and social difficulties in children and adolescents with ADHD. These results need to be confirmed by longitudinal and interventional studies with a large sample size.
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Affiliation(s)
- Alyx Taylor
- School of Rehabilitation, Sport and Psychology, AECC University College, Bournemouth, BH5 2DF, UK
- Body-Brain-Mind Laboratory; The Shenzhen Humanities & Social Sciences Key Research Bases of the Center for Mental Health School of Psychology, Shenzhen University, Shenzhen, 518061, China
| | - Chuidan Kong
- Body-Brain-Mind Laboratory; The Shenzhen Humanities & Social Sciences Key Research Bases of the Center for Mental Health School of Psychology, Shenzhen University, Shenzhen, 518061, China
| | - Zhihao Zhang
- Body-Brain-Mind Laboratory; The Shenzhen Humanities & Social Sciences Key Research Bases of the Center for Mental Health School of Psychology, Shenzhen University, Shenzhen, 518061, China
| | - Fabian Herold
- Research Group Degenerative and Chronic Diseases, Movement, Faculty of Health Sciences Brandenburg, University of Potsdam, 14476, Potsdam, Germany
| | - Sebastian Ludyga
- Department of Sport, Exercise, and Health, University of Basel, 4052, Basel, Switzerland
| | - Sean Healy
- Community Health Academic Group, School of Nursing, Psychotherapy and Community Health, Dublin City University, Dublin, 9, Ireland
| | - Markus Gerber
- Department of Sport, Exercise, and Health, University of Basel, 4052, Basel, Switzerland
| | - Boris Cheval
- Swiss Center for Affective Sciences, University of Geneva, Geneva, Switzerland
| | - Matthew Pontifex
- Departments of Kinesiology, Michigan State University, East Lansing, USA
| | - Arthur F Kramer
- Center for Cognitive and Brain Health, Northeastern University, Boston, MA, 02115, USA
- Beckman Institute, University of Illinois at Urbana-Champaign, Champaign, IL, 61820, USA
| | - Sitong Chen
- Institute for Health and Sport, Victoria University, Melbourne, 8001, Australia
| | - Yanjie Zhang
- Physical Education Unit, School of Humanities and Social Science, The Chinese University of Hong Kong, Shenzhen, 518172, China
| | - Notger G Müller
- Research Group Degenerative and Chronic Diseases, Movement, Faculty of Health Sciences Brandenburg, University of Potsdam, 14476, Potsdam, Germany
| | - Mark S Tremblay
- Healthy Active Living and Obesity Research Group, CHEO Research Institute, Ottawa, ON, K1H 8L1, Canada
- Department of Pediatrics, University of Ottawa, Ottawa, ON, K1N 6N5, Canada
| | - Liye Zou
- Body-Brain-Mind Laboratory; The Shenzhen Humanities & Social Sciences Key Research Bases of the Center for Mental Health School of Psychology, Shenzhen University, Shenzhen, 518061, China.
- Research Group Degenerative and Chronic Diseases, Movement, Faculty of Health Sciences Brandenburg, University of Potsdam, 14476, Potsdam, Germany.
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18
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Iines R. P, Sami J. M, Vesa M. N, Hannu K. S. ADHD symptoms and maladaptive achievement strategies: the reciprocal prediction of academic performance beyond the transition to middle school. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2023. [DOI: 10.1080/13632752.2023.2189404] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/17/2023]
Affiliation(s)
- Palmu Iines R.
- Department of Education, University of Jyväskylä, Jyvaskyla, Finland
- Valteri National Centre for Learning and Support, Finland
| | | | - Närhi Vesa M.
- Department of Education, University of Jyväskylä, Jyvaskyla, Finland
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19
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McLeod JD. Invisible Disabilities and Inequality. SOCIAL PSYCHOLOGY QUARTERLY 2023. [DOI: 10.1177/01902725231153307] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/10/2023]
Abstract
In this address, I consider the realized and potential contributions of sociological social psychology to research on inequality based on invisible disabilities and the challenges that invisible disabilities pose to current social psychological theories. Drawing from the social structure and personality framework, I advance the general notion of invisible disability as a dimension of inequality, consider how four basic social psychological processes (social categorization, identity, status, and stigmatization) have and can help us understand how invisible disabilities shape outcomes over the life course, and suggest new lines of research social psychologists could pursue. I close with brief comments about the benefits of such an agenda for sociological social psychology as well as how these lines of research can inform theories of stratification.
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20
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Kardan O, Stier AJ, Cardenas-Iniguez C, Schertz KE, Pruin JC, Deng Y, Chamberlain T, Meredith WJ, Zhang X, Bowman JE, Lakhtakia T, Tindel L, Avery EW, Lin Q, Yoo K, Chun MM, Berman MG, Rosenberg MD. Differences in the functional brain architecture of sustained attention and working memory in youth and adults. PLoS Biol 2022; 20:e3001938. [PMID: 36542658 DOI: 10.1371/journal.pbio.3001938] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2022] [Revised: 01/05/2023] [Accepted: 11/30/2022] [Indexed: 12/24/2022] Open
Abstract
Sustained attention (SA) and working memory (WM) are critical processes, but the brain networks supporting these abilities in development are unknown. We characterized the functional brain architecture of SA and WM in 9- to 11-year-old children and adults. First, we found that adult network predictors of SA generalized to predict individual differences and fluctuations in SA in youth. A WM model predicted WM performance both across and within children-and captured individual differences in later recognition memory-but underperformed in youth relative to adults. We next characterized functional connections differentially related to SA and WM in youth compared to adults. Results revealed 2 network configurations: a dominant architecture predicting performance in both age groups and a secondary architecture, more prominent for WM than SA, predicting performance in each age group differently. Thus, functional connectivity (FC) predicts SA and WM in youth, with networks predicting WM performance differing more between youths and adults than those predicting SA.
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Affiliation(s)
- Omid Kardan
- University of Chicago, Chicago, Illinois, United States of America
- University of Michigan, Ann Arbor, Michigan, United States of America
| | - Andrew J Stier
- University of Chicago, Chicago, Illinois, United States of America
| | | | | | - Julia C Pruin
- University of Chicago, Chicago, Illinois, United States of America
| | - Yuting Deng
- University of Chicago, Chicago, Illinois, United States of America
| | | | - Wesley J Meredith
- University of California, Los Angeles, California, United States of America
| | - Xihan Zhang
- University of Chicago, Chicago, Illinois, United States of America
- Yale University, New Haven, Connecticut, United States of America
| | - Jillian E Bowman
- University of Chicago, Chicago, Illinois, United States of America
| | - Tanvi Lakhtakia
- University of Chicago, Chicago, Illinois, United States of America
| | - Lucy Tindel
- University of Chicago, Chicago, Illinois, United States of America
| | - Emily W Avery
- Yale University, New Haven, Connecticut, United States of America
| | - Qi Lin
- Yale University, New Haven, Connecticut, United States of America
| | - Kwangsun Yoo
- Yale University, New Haven, Connecticut, United States of America
| | - Marvin M Chun
- Yale University, New Haven, Connecticut, United States of America
| | - Marc G Berman
- University of Chicago, Chicago, Illinois, United States of America
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21
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Martins‐Silva T, Bauer A, Matijasevich A, Santos I, Barros A, Ekelund U, Tovo‐Rodrigues L, Murray J. Educational performance and conduct problem trajectories from childhood to adolescence: Observational and genetic associations in a Brazilian birth cohort. JCPP ADVANCES 2022; 2:e12105. [PMID: 37431415 PMCID: PMC10242956 DOI: 10.1002/jcv2.12105] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2022] [Accepted: 08/24/2022] [Indexed: 11/14/2023] Open
Abstract
Background Educational difficulties are an important potential influence on both the onset and course of children's conduct problems. This study evaluated the association between school failure and children's conduct problems in Brazil, a context with high rates of both conditions, using both observational and genetic approaches. Methods Prospective, population-based, birth cohort study in Pelotas city, Brazil. Parents reported on conduct problems four times between ages 4-15 years, and group-based trajectory analysis was used to classify 3469 children into trajectories of childhood-limited, early-onset persistent, adolescence-onset, or low conduct problems. School failure was measured as having repeated a school grade up to age 11, and a polygenic risk score (PRS) predicting educational attainment was calculated. Multinomial adjusted regression models were used to estimate the association between school failure (observational measure and the PRS) and conduct problem trajectories. To consider possible variation in effects of school failure by social context, interactions were tested with family income and school environment (using both observational and PRS methods). Results Children repeating a school grade had increased odds of being on to childhood-limited (OR: 1.57; 95% CI 1.21; 2.03), adolescence-onset (OR: 1.96; 95% CI 1.39; 2.75), or early-onset persistent trajectory (OR: 2.99; 95% CI 1.85; 4.83), compared to the low conduct problem trajectory. School failure also predicted increased risk for early-onset persistent problems versus the childhood-limited problems (OR: 1.91; 95% CI 1.17; 3.09). Using a genetic PRS approach, similar findings were observed. Associations varied according to the school environment: school failure had larger effects on children in better school environments. Conclusion School performance, whether measured in terms of repeating school grades or genetic susceptibility, was consistently associated with trajectories of child conduct problems into mid-adolescence. We also found a larger association for children in better school environments.
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Affiliation(s)
- Thais Martins‐Silva
- Human Development and Violence Research Centre (DOVE)Federal University of PelotasPelotasBrazil
- Post‐Graduate Program in EpidemiologyFederal University of PelotasPelotasBrazil
| | - Andreas Bauer
- Human Development and Violence Research Centre (DOVE)Federal University of PelotasPelotasBrazil
- Post‐Graduate Program in EpidemiologyFederal University of PelotasPelotasBrazil
| | - Alicia Matijasevich
- Post‐Graduate Program in EpidemiologyFederal University of PelotasPelotasBrazil
- Departamento de Medicina PreventivaFaculdade de Medicina FMUSPUniversidade de São PauloSão PauloBrazil
| | - Iná Santos
- Post‐Graduate Program in EpidemiologyFederal University of PelotasPelotasBrazil
- Postgraduate Program in Pediatrics and Child HealthSchool of MedicinePontifical Catholic University of Rio Grande do SulPorto AlegreBrazil
| | - Aluísio Barros
- Post‐Graduate Program in EpidemiologyFederal University of PelotasPelotasBrazil
- International Center for Equity in HealthFederal University of PelotasPelotasBrazil
| | - Ulf Ekelund
- Department of Sport MedicineNorwegian School of Sport SciencesOsloNorway
- Department of Chronic Diseases and AgeingNorwegian Institute of Public HealthOsloNorway
| | - Luciana Tovo‐Rodrigues
- Human Development and Violence Research Centre (DOVE)Federal University of PelotasPelotasBrazil
- Post‐Graduate Program in EpidemiologyFederal University of PelotasPelotasBrazil
| | - Joseph Murray
- Human Development and Violence Research Centre (DOVE)Federal University of PelotasPelotasBrazil
- Post‐Graduate Program in EpidemiologyFederal University of PelotasPelotasBrazil
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22
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Mundy LK, Canterford L, Moreno-Betancur M, Hoq M, Viner RM, Bayer JK, Lietz P, Redmond G, Patton GC. Learning outcomes in primary school children with emotional problems: a prospective cohort study. Child Adolesc Ment Health 2022. [PMID: 36400427 DOI: 10.1111/camh.12607] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/30/2022] [Indexed: 11/21/2022]
Abstract
BACKGROUND Academic difficulties are common in adolescents with mental health problems. Although earlier childhood emotional problems, characterised by heightened anxiety and depressive symptoms are common forerunners to adolescent mental health problems, the degree to which mental health problems in childhood may contribute independently to academic difficulties has been little explored. METHODS Data were drawn from a prospective cohort study of students in Melbourne, Australia (N = 1239). Data were linked with a standardised national assessment of academic performance at baseline (9 years) and wave three (11 years). Depressive and anxiety symptoms were assessed at baseline and wave two (10 years). Regression analyses estimated the association between emotional problems (9 and/or 10 years) and academic performance at 11 years, adjusting for baseline academic performance, sex, age and socioeconomic status, and hyperactivity/inattention symptoms. RESULTS Students with depressive symptoms at 9 years of age had lost nearly 4 months of numeracy learning two years later after controlling for baseline academic performance and confounders. Results were similar for anxiety symptoms. Regardless of when depressive symptoms occurred there were consistent associations with poorer numeracy performance at 11 years. The association of depressive symptoms with reading performance was weaker than for numeracy if they were present at wave two. Persistent anxiety symptoms across two waves led to nearly a 4 month loss of numeracy learning at 11 years, but the difference was not meaningful for reading. Findings were similar when including hyperactivity/inattention symptoms. CONCLUSIONS Childhood anxiety and depression are not only forerunners of later mental health problems but predict academic achievement. Partnerships between education and health systems have the potential to not only improve childhood emotional problems but also improve learning.
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Affiliation(s)
- Lisa K Mundy
- Murdoch Children's Research Institute, Parkville, VIC, Australia.,Department of Paediatrics, The University of Melbourne, Parkville, VIC, Australia
| | | | - Margarita Moreno-Betancur
- Murdoch Children's Research Institute, Parkville, VIC, Australia.,Department of Paediatrics, The University of Melbourne, Parkville, VIC, Australia
| | - Monsurul Hoq
- Murdoch Children's Research Institute, Parkville, VIC, Australia.,Department of Paediatrics, The University of Melbourne, Parkville, VIC, Australia
| | - Russell M Viner
- UCL Great Ormond Street Institute of Child Health, London, UK
| | - Jordana K Bayer
- Murdoch Children's Research Institute, Parkville, VIC, Australia.,Department of Paediatrics, The University of Melbourne, Parkville, VIC, Australia.,School of Psychology and Public Health, La Trobe University, Bundoora, VIC, Australia
| | - Petra Lietz
- Australian Council for Educational Research, Adelaide, SA, Australia
| | - Gerry Redmond
- College of Business, Government and Law, Flinders University, Bedford Park, SA, Australia
| | - George C Patton
- Murdoch Children's Research Institute, Parkville, VIC, Australia.,Department of Paediatrics, The University of Melbourne, Parkville, VIC, Australia
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23
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Stelnicki AM, Jamshidi L, Taillieu TL, Carleton RN, Afifi TO. Mental Health and Well-Being among Children of Public Safety Personnel in Canada. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:14030. [PMID: 36360909 PMCID: PMC9654265 DOI: 10.3390/ijerph192114030] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Revised: 10/19/2022] [Accepted: 10/24/2022] [Indexed: 06/16/2023]
Abstract
Public safety personnel (PSP) often experience stress due to their occupational demands that affect the family environment (e.g., work-family conflict, marital breakdown, disruption to home routines, and holidays). A substantial base of research has focused on the impact of PSP work on the marital relationship, but fewer studies have focused specifically on children's functioning within PSP families. The current study investigated mental health, well-being, and functioning among children of PSP in Canada, as reported by PSP. Data were collected between 2016 and 2017 as part of a large pan-Canadian study of PSP. Participants (n = 2092; 72.5% women) were PSP parents who responded to questions about their 4- to 17-year-old children. Overall, a substantial proportion of PSP parents reported their children have at least some difficulties with sadness (15.4%), worries and fear (22.0%), disobedience or anger (22.0%), attention (21.0%), and friendships (11.4%). Firefighters reported the fewest problems among their children compared to other PSP groups. Almost 40% of participants indicated that their child's problems were related to their work as a PSP. The results highlight the need to find ways to identify children that are struggling and provide support to those families. Organizations and PSP leadership should develop and prioritize efforts to support families of PSP members, with the likely outcome of enhancing PSP member well-being.
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Affiliation(s)
| | - Laleh Jamshidi
- Department of Psychology, University of Regina, Regina, SK S4S 0A2, Canada
| | - Tamara L. Taillieu
- Department of Community Health Sciences, University of Manitoba, Winnipeg, MB R3E 0W3, Canada
| | | | - Tracie O. Afifi
- Department of Community Health Sciences, University of Manitoba, Winnipeg, MB R3E 0W3, Canada
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24
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Dias P, Veríssimo L, Carneiro A, Figueiredo B. Academic achievement and emotional and behavioural problems: The moderating role of gender. Clin Child Psychol Psychiatry 2022; 27:1184-1196. [PMID: 35114813 PMCID: PMC9574906 DOI: 10.1177/13591045211059410] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The present study aimed to explore the association between academic achievement and emotional and behavioural problems and the moderation role of gender in this association. 1350 Portuguese school-aged children and adolescents from first to ninth grade (6-15-year-old), part of a national representative sample, were assessed by teachers and parents with questionnaires from the Achenbach System of Empirically Based Assessment (ASEBA). Results show that academic achievement significantly predicts child and adolescent's internalizing, externalizing, and total problems. Gender moderates the association between academic achievement and child and adolescent's externalizing and total problems, both at school and in the family context. The results underscore the relevance of academic achievement in children and adolescent's emotional and behavioural problems, and particularly in boys.
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Affiliation(s)
- Pedro Dias
- Universidade Católica Portuguesa, Research Centre for Human Development, Porto, Portugal.,Faculty of Education and Psychology, 59207Universidade Católica Portuguesa, Porto, Portugal
| | - Lurdes Veríssimo
- Universidade Católica Portuguesa, Research Centre for Human Development, Porto, Portugal.,Faculty of Education and Psychology, 59207Universidade Católica Portuguesa, Porto, Portugal
| | - Alexandra Carneiro
- Universidade Católica Portuguesa, Research Centre for Human Development, Porto, Portugal.,Faculty of Education and Psychology, 59207Universidade Católica Portuguesa, Porto, Portugal
| | - Bárbara Figueiredo
- Psychology Research Center, School of Psychology, 56059University of Minho, Braga, Portugal
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25
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Kulkarni T, Sullivan AL. Academic achievement and relations to externalizing behavior: Much ado about nothing? J Sch Psychol 2022; 94:1-14. [DOI: 10.1016/j.jsp.2022.07.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2021] [Revised: 04/23/2022] [Accepted: 07/22/2022] [Indexed: 11/28/2022]
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26
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Yu W, Abbey C, Qian Y, Wang H, Rozelle S, Singh MK. Behavioral Strengths and Difficulties and Their Associations with Academic Performance in Math among Rural Youth in China. Healthcare (Basel) 2022; 10:healthcare10091642. [PMID: 36141254 PMCID: PMC9498325 DOI: 10.3390/healthcare10091642] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2022] [Revised: 08/16/2022] [Accepted: 08/23/2022] [Indexed: 11/16/2022] Open
Abstract
Behavioral strengths and difficulties among children and adolescents may be significantly associated with their academic performance; however, the evidence on this issue for rural youth in developing contexts is limited. This study explored the prevalence and correlates of mental health from three specific dimensions—internalizing problems, externalizing problems, and prosocial behavior—measured by the Strengths and Difficulties Questionnaire (SDQ), and the association of these dimensions with academic performance in math among a sample of 1500 students in rural China. Our findings indicated that students in rural China had worse behavioral difficulties and poorer prosocial skills when compared to most past studies conducted inside and outside of China. In addition, total difficulties and prosocial scores on the SDQ were significantly associated with student math test scores, as students whose externalizing, internalizing, and prosocial scores were in the abnormal range scored lower in math by 0.35 SD, 0.23 SD, and 0.33 SD, respectively. The results add to the growing body of empirical evidence related to the links between social environment, mental health, and academic performance in developing countries, highlighting the importance of students’ mental health for their academic performance, and of understanding risk factors in the social environment among rural youth in developing countries.
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Affiliation(s)
- Wenjing Yu
- China Academy for Rural Development, Zhejiang University, Hangzhou 310058, China
- Stanford Center on China’s Economy and Institutions, Stanford University, Stanford, CA 94305-6055, USA
| | - Cody Abbey
- Stanford Center on China’s Economy and Institutions, Stanford University, Stanford, CA 94305-6055, USA
| | - Yiwei Qian
- Research Institute of Economics and Management, Southwestern University of Finance and Economics, Chengdu 610074, China
- Correspondence:
| | - Huan Wang
- Stanford Center on China’s Economy and Institutions, Stanford University, Stanford, CA 94305-6055, USA
| | - Scott Rozelle
- Stanford Center on China’s Economy and Institutions, Stanford University, Stanford, CA 94305-6055, USA
| | - Manpreet K. Singh
- Stanford School of Medicine, Stanford University, Stanford, CA 94305-5101, USA
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27
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Chen CC, Cheng SL, Xu Y, Rudasill K, Senter R, Zhang F, Washington-Nortey M, Adams N. Transactions between Problem Behaviors and Academic Performance in Early Childhood. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19159583. [PMID: 35954939 PMCID: PMC9367882 DOI: 10.3390/ijerph19159583] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/02/2022] [Revised: 07/29/2022] [Accepted: 07/29/2022] [Indexed: 01/25/2023]
Abstract
This study aimed to further the understanding of transactional relationships that exist between problem behaviors and academic performance in early childhood. Early academic and behavior difficulties increase the risk of school disengagement, academic failure, and dropout. Although children’s academic and behavioral difficulties have been shown to be intercorrelated, little research has focused on how the relationship reciprocates and progresses in early childhood. This study investigated how problem behaviors (i.e., externalizing and internalizing) influence and are influenced by academic performance (i.e., poor reading and math) from kindergarten to third grade. Participants included 18,135 students (51.22% boys) derived from a nationally representative sample in the Early Childhood Longitudinal Study, Kindergarten Class of 2011 (ECLS-K: 2011). Teacher ratings of children’s internalizing (low self-esteem, anxiety, loneliness, or sadness) and externalizing (fighting, arguing, showing anger, impulsively acting, and disruptive behaviors) problem behaviors, as well as direct assessments of children’s academic performance (reading and math), were collected yearly. Cross-lagged panel modeling (CLPM) was employed to examine reciprocal relationships between problem behaviors and academic performance over time from kindergarten to third grade. The results supported the transactional relationships in early childhood, with higher externalizing as well as internalizing problem behaviors predicting lower academic performance and lower academic performance predicting higher externalizing and internalizing problem behaviors. The implications for research, prevention, and early intervention regarding the progression of academic and behavioral problems are discussed.
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Affiliation(s)
- Chin-Chih Chen
- Department of Counseling and Special Education, Virginia Commonwealth University, Richmond, VA 23284, USA
- Correspondence:
| | - Sheng-Lun Cheng
- Department of Library Science and Technology, Sam Houston State University, Huntsville, TX 77341, USA
| | - Yaoying Xu
- Department of Counseling and Special Education, Virginia Commonwealth University, Richmond, VA 23284, USA
| | - Kathleen Rudasill
- School of Education, Virginia Commonwealth University, Richmond, VA 23284, USA
| | - Reed Senter
- Department of Counseling and Special Education, Virginia Commonwealth University, Richmond, VA 23284, USA
| | - Fa Zhang
- Department of Education, Open University of China, Beijing 100039, China
| | | | - Nikki Adams
- Ph.D. Program in Special Education, University of Illinois at Urbana-Champaign, Champaign, IL 61820, USA
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28
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Salvas MC, Archambault I, Olivier E, Vitaro F, Cantin S, Guimond FA, Robert-Mazaye C. Interplay between peer experiences and classroom behavioral engagement throughout early childhood: Intraindividual and interindividual differences. J Sch Psychol 2022; 93:138-153. [DOI: 10.1016/j.jsp.2022.06.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2021] [Revised: 03/31/2022] [Accepted: 06/22/2022] [Indexed: 10/16/2022]
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Tobe RH, MacKay-Brandt A, Lim R, Kramer M, Breland MM, Tu L, Tian Y, Trautman KD, Hu C, Sangoi R, Alexander L, Gabbay V, Castellanos FX, Leventhal BL, Craddock RC, Colcombe SJ, Franco AR, Milham MP. A longitudinal resource for studying connectome development and its psychiatric associations during childhood. Sci Data 2022; 9:300. [PMID: 35701428 PMCID: PMC9197863 DOI: 10.1038/s41597-022-01329-y] [Citation(s) in RCA: 17] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2021] [Accepted: 04/20/2022] [Indexed: 12/14/2022] Open
Abstract
Most psychiatric disorders are chronic, associated with high levels of disability and distress, and present during pediatric development. Scientific innovation increasingly allows researchers to probe brain-behavior relationships in the developing human. As a result, ambitions to (1) establish normative pediatric brain development trajectories akin to growth curves, (2) characterize reliable metrics for distinguishing illness, and (3) develop clinically useful tools to assist in the diagnosis and management of mental health and learning disorders have gained significant momentum. To this end, the NKI-Rockland Sample initiative was created to probe lifespan development as a large-scale multimodal dataset. The NKI-Rockland Sample Longitudinal Discovery of Brain Development Trajectories substudy (N = 369) is a 24- to 30-month multi-cohort longitudinal pediatric investigation (ages 6.0-17.0 at enrollment) carried out in a community-ascertained sample. Data include psychiatric diagnostic, medical, behavioral, and cognitive phenotyping, as well as multimodal brain imaging (resting fMRI, diffusion MRI, morphometric MRI, arterial spin labeling), genetics, and actigraphy. Herein, we present the rationale, design, and implementation of the Longitudinal Discovery of Brain Development Trajectories protocol.
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Affiliation(s)
- Russell H Tobe
- Nathan S. Kline Institute for Psychiatric Research, Orangeburg, NY, 10962, USA.
- Center for the Developing Brain, Child Mind Institute, New York, NY, 10022, USA.
- Columbia University Medical Center, New York, NY, 10032, USA.
| | - Anna MacKay-Brandt
- Nathan S. Kline Institute for Psychiatric Research, Orangeburg, NY, 10962, USA
| | - Ryan Lim
- Nathan S. Kline Institute for Psychiatric Research, Orangeburg, NY, 10962, USA
| | - Melissa Kramer
- Nathan S. Kline Institute for Psychiatric Research, Orangeburg, NY, 10962, USA
| | - Melissa M Breland
- Nathan S. Kline Institute for Psychiatric Research, Orangeburg, NY, 10962, USA
| | - Lucia Tu
- Nathan S. Kline Institute for Psychiatric Research, Orangeburg, NY, 10962, USA
| | - Yiwen Tian
- Nathan S. Kline Institute for Psychiatric Research, Orangeburg, NY, 10962, USA
| | | | - Caixia Hu
- Nathan S. Kline Institute for Psychiatric Research, Orangeburg, NY, 10962, USA
| | - Raj Sangoi
- Nathan S. Kline Institute for Psychiatric Research, Orangeburg, NY, 10962, USA
| | - Lindsay Alexander
- Center for the Developing Brain, Child Mind Institute, New York, NY, 10022, USA
| | - Vilma Gabbay
- Nathan S. Kline Institute for Psychiatric Research, Orangeburg, NY, 10962, USA
- Department of Psychiatry and Behavioral Science, Albert Einstein College of Medicine, Bronx, NY, 10461, USA
| | - F Xavier Castellanos
- Nathan S. Kline Institute for Psychiatric Research, Orangeburg, NY, 10962, USA
- Department of Child and Adolescent Psychiatry, New York University Grossman School of Medicine, New York, NY, 10016, USA
| | | | - R Cameron Craddock
- Department of Diagnostic Medicine, The University of Texas at Austin Dell Medical School, Austin, TX, 78712, USA
| | - Stanley J Colcombe
- Nathan S. Kline Institute for Psychiatric Research, Orangeburg, NY, 10962, USA
- Department of Psychiatry, New York University Grossman School of Medicine, New York, NY, 10016, USA
| | - Alexandre R Franco
- Nathan S. Kline Institute for Psychiatric Research, Orangeburg, NY, 10962, USA
- Center for the Developing Brain, Child Mind Institute, New York, NY, 10022, USA
- Department of Psychiatry, New York University Grossman School of Medicine, New York, NY, 10016, USA
| | - Michael P Milham
- Nathan S. Kline Institute for Psychiatric Research, Orangeburg, NY, 10962, USA.
- Center for the Developing Brain, Child Mind Institute, New York, NY, 10022, USA.
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Schuurmans IK, Tamayo Martinez N, Blok E, Hillegers MHJ, Ikram MA, Luik AI, Cecil CAM. Child mental health problems as a risk factor for academic underachievement: A multi-informant, population-based study. Acta Psychiatr Scand 2022; 145:578-590. [PMID: 35298839 PMCID: PMC9313785 DOI: 10.1111/acps.13426] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/24/2021] [Revised: 02/14/2022] [Accepted: 03/13/2022] [Indexed: 01/18/2023]
Abstract
OBJECTIVE To investigate whether child mental health problems prospectively associate with IQ-achievement discrepancy (i.e., academic under- and over-achievement) in emerging adolescence. The secondary aims were to test whether these associations are specific to certain mental health problems, to assess potential sex differences, and to examine whether associations are robustly observed across multiple informants (i.e., maternal and teacher-reports). METHODS This study included 1,577 children from the population-based birth cohort the Generation R Study. Child mental health problems at age 6 were assessed by mothers and teachers using the Child Behavior Checklist and the Teacher's Report Form. The IQ-achievement discrepancy was quantified as the standardized residuals of academic achievement regressed on IQ, where IQ was measured with four tasks from the Wechsler Intelligence Scale for Children-Fifth Edition around age 13 and academic attainment was measured with the Cito test, a national Dutch academic test, at the end of elementary school (12 years of age). RESULTS Mental health problems at age 6 were associated with IQ-achievement discrepancy at age 12, with more problems associating with greater academic underachievement. When examining specific mental health problems, we found that attention problems was the only mental health problem to independently associate with the IQ-achievement discrepancy (adjusted standardized difference per 1-standard deviation, mother: -0.11, p < 0.001, 95% CI [-0.16, -0.06]; teacher: -0.13, p < 0.001, 95% CI [-0.18, -0.08]). These associations remained after adjusting for co-occurring mental health problems. The overall pattern of associations was consistent across boys and girls and across informants. CONCLUSION Mental health problems during the transition from kindergarten to elementary school associate with academic underachievement at the end of elementary school. These associations were primarily driven by attention problems, as rated by both mothers and teachers-suggesting that strategies targeting attention problems may be a particularly promising avenue for improving educational performance irrespective of IQ, although this should be established more thoroughly through further research.
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Affiliation(s)
- Isabel K. Schuurmans
- Department of EpidemiologyErasmus MC University Medical Center RotterdamRotterdamThe Netherlands,The Generation R Study GroupErasmus MC University Medical Center RotterdamRotterdamThe Netherlands
| | - Nathalie Tamayo Martinez
- The Generation R Study GroupErasmus MC University Medical Center RotterdamRotterdamThe Netherlands,Department of Child and Adolescent Psychiatry/PsychologyErasmus MC–Sophia Children”s HospitalUniversity Medical Center RotterdamRotterdamThe Netherlands
| | - Elisabet Blok
- The Generation R Study GroupErasmus MC University Medical Center RotterdamRotterdamThe Netherlands,Department of Child and Adolescent Psychiatry/PsychologyErasmus MC–Sophia Children”s HospitalUniversity Medical Center RotterdamRotterdamThe Netherlands
| | - Manon H. J. Hillegers
- Department of Child and Adolescent Psychiatry/PsychologyErasmus MC–Sophia Children”s HospitalUniversity Medical Center RotterdamRotterdamThe Netherlands
| | - M. Arfan Ikram
- Department of EpidemiologyErasmus MC University Medical Center RotterdamRotterdamThe Netherlands
| | - Annemarie I. Luik
- Department of EpidemiologyErasmus MC University Medical Center RotterdamRotterdamThe Netherlands,Department of Child and Adolescent Psychiatry/PsychologyErasmus MC–Sophia Children”s HospitalUniversity Medical Center RotterdamRotterdamThe Netherlands
| | - Charlotte A. M. Cecil
- Department of EpidemiologyErasmus MC University Medical Center RotterdamRotterdamThe Netherlands,Department of Child and Adolescent Psychiatry/PsychologyErasmus MC–Sophia Children”s HospitalUniversity Medical Center RotterdamRotterdamThe Netherlands,Molecular EpidemiologyDepartment of Biomedical Data SciencesLeiden University Medical CenterLeidenThe Netherlands
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31
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Colins OF, Bisback A, Reculé C, Batky BD, López-Romero L, Hare RD, Salekin RT. The Proposed Specifiers for Conduct Disorder (PSCD) Scale: Factor Structure and Validation of the Self-Report Version in a Forensic Sample of Belgian Youth. Assessment 2022; 30:1302-1320. [PMID: 35575157 DOI: 10.1177/10731911221094256] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
This is the first study to test the psychometric properties of the self-report version of the Proposed Specifiers for Conduct Disorder (PSCD) in detained youth. The PSCD is a measure of the broad psychopathy construct, with grandiose-manipulative, callous-unemotional, daring-impulsive, and conduct disorder (CD) components. Participants (227 males) completed the PSCD along with other measures, including a diagnostic interview to assess Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5) CD. Results support the PSCD's proposed hierarchical four-factor structure. Correlations with an alternate measure of psychopathy and symptoms of CD support the convergent validity of PSCD scores. PSCD scores showed positive associations with criterion variables of emotional and regulatory functioning, aggression, substance use, and school problems. Finally, PSCD scores were unrelated to anxiety and depression, supporting the PSCD's discriminant validity. Findings indicate that the PSCD is a promising measure for assessing psychopathic traits in detained male adolescents, though its incremental validity is in need of further scrutiny.
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Affiliation(s)
| | | | | | | | | | - Robert D Hare
- The University of British Columbia, Vancouver, Canada
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Balvardi S, Rahbari N, Jolicoeur-Martineau A, Rudy L, Arnovitz M, Laplante DP, Brown M, Habib P, Zelkowitz P, Guzder J, Wazana AD. Effectiveness and Predictors of Outcomes in a Psychiatric Day Treatment Program for Elementary-Age. CANADIAN JOURNAL OF PSYCHIATRY. REVUE CANADIENNE DE PSYCHIATRIE 2022; 67:268-279. [PMID: 33715475 PMCID: PMC9099084 DOI: 10.1177/07067437211000627] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
OBJECTIVE In this study, we aimed to (1) assess the effectiveness of an intensive multimodal day treatment program in improving externalizing problems and function in elementary-age children and (2) examine 3 predictors of the treatment outcome (i.e., family functioning, baseline severity, and comorbid disorders). METHODS The sample included 261 children (80.9% boys) between ages of 5 and 12. A retrospective chart review, from 2013 to 2018, and a prospective chart review, from 2018 to 2019, were conducted to extract all relevant data for the present study. Parents and teachers provided reports on children's externalizing problems (i.e., aggressive behavior, attention problems, and rule-breaking behavior) and their level of function across different domains. The level of family functioning was also reported by parents, while clinicians assessed children's severity of disturbance and their diagnoses at intake. RESULTS Based on both parents' and teachers' reports, children showed significant improvement in their externalizing problems. Moreover, children showed functional improvement at home, at school, with peers, and in hobbies by the end of the program. Based on teacher's reports, children with lower level of severity showed less improvement in their attention problems, and those with comorbid developmental problems showed less improvement in their aggressive and rule-breaking behaviors. Family functioning did not predict any treatment outcome. CONCLUSION An intensive multimodal day treatment program was effective in reducing the symptoms of externalizing problems in elementary-age children. However, children with less severe difficulties and comorbid developmental problems showed less improvement in their externalizing problems.
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Affiliation(s)
- Sahar Balvardi
- Department of Psychiatry, McGill University, Montreal, Quebec, Canada
| | - Noriyeh Rahbari
- Department of Psychiatry, Jewish General Hospital, Montreal, Quebec, Canada
| | - Alexia Jolicoeur-Martineau
- Department of Psychiatry, Jewish General Hospital, Montreal, Quebec, Canada.,Department of Computer Science, Université de Montréal, Montreal, Quebec, Canada
| | - Lauren Rudy
- Department of Psychology, University of New Brunswick, Fredericton, New Brunswick, Canada
| | | | - David P Laplante
- Department of Psychiatry, Jewish General Hospital, Montreal, Quebec, Canada
| | - Maria Brown
- Department of Education, McGill University, Montreal, Quebec, Canada
| | - Paola Habib
- Department of Psychiatry, McGill University, Montreal, Quebec, Canada.,Department of Psychiatry, Jewish General Hospital, Montreal, Quebec, Canada
| | - Phyllis Zelkowitz
- Department of Psychiatry, McGill University, Montreal, Quebec, Canada.,Department of Psychiatry, Jewish General Hospital, Montreal, Quebec, Canada
| | - Jaswant Guzder
- Department of Psychiatry, McGill University, Montreal, Quebec, Canada.,Department of Psychiatry, Jewish General Hospital, Montreal, Quebec, Canada
| | - Ashley D Wazana
- Department of Psychiatry, McGill University, Montreal, Quebec, Canada.,Department of Psychiatry, Jewish General Hospital, Montreal, Quebec, Canada
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33
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Yu X, Wang L, Liu M, Li Q, Dai X. Externalizing Behavior Problems Among Hui Ethnicity Left-Behind Children in Rural China: A Cross-Sectional Study. Psychiatry Investig 2022; 19:289-301. [PMID: 35500902 PMCID: PMC9058266 DOI: 10.30773/pi.2021.0119] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/08/2021] [Accepted: 01/27/2022] [Indexed: 11/27/2022] Open
Abstract
OBJECTIVE This study aimed to investigate the prevalence of externalizing behavior problems (EBPs) and its influencing factors among Hui left-behind children (LBC) in rural China. METHODS A cross-sectional study was conducted among school students from the southern rural areas in Ningxia, China (2012-2013). The general self-made questionnaire, Egma Minnen av Bardndosna Uppforstran, Eysenck Personality Questionnaire (for Children), Piers-Harris Children's Self-Concept Scale, and Achenbach's Child Behavior Checklist (for parents) were used to investigate the related information. Binary logistic regressions were conducted. RESULTS The prevalence of EBPs in boys Hui LBC was significantly higher than that of non-LBC (12.37% vs. 6.84%, χ2=4.09, and p=0.04). Multivariate logistic regression analysis showed that low self-awareness of behavior (odds ratio [OR]=29.78), introversion (OR=21.67) and intermediate personality (OR=15.83), poor academic performance (OR=11.65) and both parent migrating (OR=2.73) were the risk factors for the EBPs of Hui LBC, while middle and high father refusal and denial (OR=0.11, OR=0.09) were their protective factors. CONCLUSION Our findings suggest that both parent migrating is a potential risk factor for EBPs among Hui LBC. Hui boys LBC should be paid more attention when formulating relevant policies.
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Affiliation(s)
- Xue Yu
- Department of Psychiatry, Beijing First Hospital of Integrated Traditional Chinese and Western Medicine-First Affiliated Hospital of Institute of Basic Theory, Beijing, China
| | - Lingling Wang
- Clinical Psychiatry 16, Luoyang Fifth People's Hospital-Fifth Affiliated Hospital of Henan University of Science and Technology, Luoyang, China
| | | | - Qiuli Li
- Mental Health Education Consulting Center, College of Clinic Medicine, Ningxia Medical University, Yinchuan, China
| | - Xiuying Dai
- Mental Health Education Consulting Center, College of Clinic Medicine, Ningxia Medical University, Yinchuan, China
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Mire SS, Keller‐Margulis MA, Izuno‐Garcia AK, Jellinek ER, Loría Garro ES. Evaluating the feasibility of remotely administered curriculum‐based measurement for students with autism: A pilot study. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22668] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Sarah S. Mire
- Department of Psychological, Health, and Learning Sciences University of Houston Houston Texas USA
| | | | - Amy K. Izuno‐Garcia
- Department of Psychological, Health, and Learning Sciences University of Houston Houston Texas USA
| | - Emily R. Jellinek
- Department of Psychological, Health, and Learning Sciences University of Houston Houston Texas USA
| | - Elías S. Loría Garro
- Department of Psychological, Health, and Learning Sciences University of Houston Houston Texas USA
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35
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Reinke WM, Herman KC, Huang F, McCall C, Holmes S, Thompson A, Owens S. Examining the validity of the Early Identification System - Student Version for screening in an elementary school sample. J Sch Psychol 2022; 90:114-134. [PMID: 34969483 DOI: 10.1016/j.jsp.2021.10.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2019] [Revised: 05/22/2021] [Accepted: 10/15/2021] [Indexed: 10/19/2022]
Abstract
As many as 1 in 5 youth in the United States experience social, emotional, and behavioral problems. However, many students with mental health concerns are unidentified and do not receive adequate care. The purpose of this study was to evaluate the factor structure, measurement invariance, and the concurrent and predictive validity of the Early Identification System-Student Report (EIS-SR), a screener for social, emotional, and behavioral problems, using a sample of over 5000 students from Grades 3 to 5. The EIS-SR was developed by using extant literature on the risk indicators that lead to social, emotional, and behavioral challenges among children and youth. As expected, seven subscales were identified as having adequate factor loadings. Furthermore, the measure was determined to be invariant across grade level (n = 5005), gender (n = 5005), and between Black and White students (n = 1582). The concurrent validity of the Internalizing Behavior, Attention and Academic Issues, Emotion Dysregulation, and School Disengagement subscales was supported by correlations with comparable subscales of the Behavior Assessment System for Children-3rd Edition (BASC-3; n = 382). Additionally, the EIS-SR subscales administered in the fall of the school year were predictive of important outcomes in spring, including attendance (n = 4780), disciplinary referrals (n = 4938), bully victimization (n = 4670), math academic achievement scores (n = 4736), and reading (n = 4772) academic achievement scores. The EIS-SR holds promise as a feasible and technically adequate screening tool for use in elementary schools.
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Affiliation(s)
- Wendy M Reinke
- University of Missouri, Missouri Prevention Science Institute, United States of America.
| | - Keith C Herman
- University of Missouri, Missouri Prevention Science Institute, United States of America
| | - Francis Huang
- University of Missouri, Missouri Prevention Science Institute, United States of America
| | - Chynna McCall
- University of Missouri, Missouri Prevention Science Institute, United States of America
| | - Shannon Holmes
- University of Missouri, Missouri Prevention Science Institute, United States of America
| | - Aaron Thompson
- University of Missouri, Missouri Prevention Science Institute, United States of America
| | - Sarah Owens
- University of Missouri, Missouri Prevention Science Institute, United States of America
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Sasaki Y, Usami M, Sasaki S, Sunakawa H, Toguchi Y, Tanese S, Saito K, Shinohara R, Kurokouchi T, Sugimoto K, Hakoshima Y, Inazaki K, Yoshimura Y, Mizumoto Y, Okada T. Case-control study on clinical characteristics of child and adolescent psychiatric outpatients with child-to-parent violence. BMJ Open 2021; 11:e048222. [PMID: 34949605 PMCID: PMC8710868 DOI: 10.1136/bmjopen-2020-048222] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
OBJECTIVES To the best of our knowledge, no case-control study on child and adolescent psychiatric outpatients has investigated the clinical characteristics of patients with child-to-parent violence (CPV). The current study aimed to evaluate the clinical characteristics of child and adolescent psychiatric patients with CPV. SETTING AND PARTICIPANTS This research included child and adolescent psychiatric patients who were aged 10-15 years during their initial consultation. The participants were allocated to one of two groups: children with CPV (CPV group, n=109) and without CPV (non-CPV group, n=713). OUTCOME MEASURES This study analysed data including age, sex, diagnostic classification of the primary diagnosis, antisocial behaviour, suicidal attempt or self-harm and refusal to attend school. Moreover, a history of abuse by parents was investigated. Psychological rating scales such as the Spence Children's Anxiety Scale, Depression Self-Rating Scale for Children, Tokyo Autistic Behavior Scale, Attention-deficit/Hyperactivity Disorder-Rating Scale and Oppositional Defiant Behavior Inventory were used. RESULTS Of 822 patients who sought consultation in our department, 109 (13.26%) were included in the CPV group during the first consultation. Compared with the non-CPV group, the CPV group had significantly higher proportions of patients who experienced physical abuse, psychological abuse and who witnessed violence between parents. Meanwhile, the proportion of patients with neurodevelopmental disorders was significantly higher in the CPV group than in the non-CPV group. Regarding developmental characteristics, impulsivity might be correlated with CPV. Moreover, violence and behavioural problems outside of home were associated with CPV. CONCLUSIONS In patients with CPV who sought consultation, the findings of the current study should be considered to understand invisible side and to facilitate the use of appropriate treatment approaches. However, a prospective study should be performed to investigate the causality between CPV and clinical characteristics.
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Affiliation(s)
- Yoshinori Sasaki
- Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University, Tokyo, Japan
- Department of Child and Adolescent Psychiatry, Kohnodai Hospital, National Center for Global Health and Medicine, Ichikawa, Japan
| | - Masahide Usami
- Department of Child and Adolescent Psychiatry, Kohnodai Hospital, National Center for Global Health and Medicine, Ichikawa, Japan
| | - Shoko Sasaki
- Department of Child and Adolescent Psychiatry, Kohnodai Hospital, National Center for Global Health and Medicine, Ichikawa, Japan
| | - Hikaru Sunakawa
- Department of Child and Adolescent Psychiatry, Kohnodai Hospital, National Center for Global Health and Medicine, Ichikawa, Japan
| | - Yusuke Toguchi
- Department of Child and Adolescent Psychiatry, Kohnodai Hospital, National Center for Global Health and Medicine, Ichikawa, Japan
| | - Shuichi Tanese
- Department of Child and Adolescent Psychiatry, Kohnodai Hospital, National Center for Global Health and Medicine, Ichikawa, Japan
| | - Kiyoshi Saito
- Department of Child and Adolescent Psychiatry, Kohnodai Hospital, National Center for Global Health and Medicine, Ichikawa, Japan
| | - Rena Shinohara
- Department of Child and Adolescent Psychiatry, Kohnodai Hospital, National Center for Global Health and Medicine, Ichikawa, Japan
| | - Toshinari Kurokouchi
- Department of Child and Adolescent Psychiatry, Kohnodai Hospital, National Center for Global Health and Medicine, Ichikawa, Japan
| | - Kaori Sugimoto
- Department of Child and Adolescent Psychiatry, Kohnodai Hospital, National Center for Global Health and Medicine, Ichikawa, Japan
| | - Yuki Hakoshima
- Department of Child and Adolescent Psychiatry, Kohnodai Hospital, National Center for Global Health and Medicine, Ichikawa, Japan
| | - Kumi Inazaki
- Department of Child and Adolescent Psychiatry, Kohnodai Hospital, National Center for Global Health and Medicine, Ichikawa, Japan
| | - Yuta Yoshimura
- Department of Child and Adolescent Psychiatry, Kohnodai Hospital, National Center for Global Health and Medicine, Ichikawa, Japan
| | - Yuki Mizumoto
- Department of Child and Adolescent Psychiatry, Kohnodai Hospital, National Center for Global Health and Medicine, Ichikawa, Japan
| | - Takayuki Okada
- Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University, Tokyo, Japan
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Sun J, Singletary B, Jiang H, Justice LM, Lin TJ, Purtell KM. Child behavior problems during COVID-19: Associations with parent distress and child social-emotional skills. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021; 78:101375. [PMID: 34924662 PMCID: PMC8668344 DOI: 10.1016/j.appdev.2021.101375] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2021] [Revised: 10/16/2021] [Accepted: 12/09/2021] [Indexed: 12/31/2022]
Abstract
The COVID-19 pandemic and associated government-mandated shutdowns disrupted schooling, socialization, and family life for school-aged children during spring 2020. These disruptions may have contributed to increased child behavior problems. Thus, we examined behavior problems in 247 children aged 7 to 9 years during Ohio's shutdown period. We investigated whether differences in parent-reported child behavior problems were associated with concurrent parent distress during spring 2020 and/or children's social-emotional skills measured via teacher-reports from the previous year (spring 2019). Parent distress significantly predicted behavior problems, such that more distressed parents also reported more child behavior problems. Child pre-pandemic peer social skills also significantly predicted behavior problems, such that more skilled children exhibited fewer behavior problems. There were no interaction effects between parent distress and children's social-emotional skills on child behavior problems. Further research is needed to understand how children's social-emotional skills impact their ability to cope during times of epidemiological crisis.
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Affiliation(s)
- Jing Sun
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States of America
| | - Britt Singletary
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States of America
| | - Hui Jiang
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States of America
| | - Laura M Justice
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States of America
| | - Tzu-Jung Lin
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States of America.,Department of Educational Studies, The Ohio State University, Columbus, OH, United States of America
| | - Kelly M Purtell
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States of America.,Department of Human Development and Family Studies, The Ohio State University, Columbus, OH, United States of America
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38
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Inofuentes RA, Fuente LDL, Ortega E, García-García J. Victimización y Problemas de Conducta Externalizante y Antisocial en Menores Extranjeros no Acompañados en Europa: Revisión Sistemática. ANUARIO DE PSICOLOGÍA JURÍDICA 2021. [DOI: 10.5093/apj2021a24] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
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39
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Inofuentes RA, Fuente LDL, Ortega E, García-García J. Victimización y Problemas de Conducta Externalizante y Antisocial en Menores Extranjeros no Acompañados en Europa: Revisión Sistemática. ANUARIO DE PSICOLOGÍA JURÍDICA 2021. [DOI: 10.5093/apj2021a27] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
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40
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Skaar NR. Confirmation of a Reconceptualized Definition and Measure of Adolescent Risk Behavior: Adolescent Viewpoints. JOURNAL OF ADOLESCENT RESEARCH 2021. [DOI: 10.1177/07435584211064566] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The goal of this project was to substantiate a more positive conceptualization of adolescent risk behavior and to compare adolescent viewpoints of risk behavior to the items on the Prosocial and Health Adolescent Risk Behavior Scale (PHARBS). A total of 57 high school students participated in the research. Researchers recruited students from an Advanced Placement (AP) Psychology course at a large Midwestern high school. The high school serves approximately 1,750 students in grades 9 through 12. The university Institutional Review Board approved the study procedures. Families provided informed consent, and students assented to participating in one of eight focus group discussions. The focus groups were audio taped, transcribed, and coded. Researchers analyzed the coded data using word count analysis. Students discussed prosocial risk behaviors in addition to health risk behaviors, providing support for the PHARBS and suggesting that adolescents view taking some risks as positive. A more positive conceptualization of risk behavior may better align with how adolescents view risk behavior. Researchers and clinicians might approach adolescent risk behavior measurement and research on the importance of understanding risk behaviors as a normal and potentially positive aspect of adolescent development.
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Porter BM, Douglas IJ, Larguinho TL, Aristizabal M, Mitchell ME, Roe MA, Church JA. Examination of Pre-pandemic Measures on Youth Well-being During Early Stages of the COVID-19 Pandemic. BIOLOGICAL PSYCHIATRY GLOBAL OPEN SCIENCE 2021; 1:252-260. [PMID: 34549203 PMCID: PMC8446746 DOI: 10.1016/j.bpsgos.2021.08.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2021] [Revised: 08/04/2021] [Accepted: 08/08/2021] [Indexed: 11/23/2022] Open
Abstract
BACKGROUND The COVID-19 pandemic has affected our lives in numerous ways. How youth have been impacted by the pandemic and which preexisting factors best relate to COVID-19 responses are of high importance for effective identification and treatment of those most vulnerable. Youth with pre-pandemic mental health difficulties such as attention-deficit/hyperactivity disorder (ADHD) could be at risk for worse well-being during and after the pandemic. METHODS The current study tested potential risk factors (i.e., pre-pandemic mental health, age, and parental education) and their relationship to family experiences during early months of the COVID-19 pandemic. Participants were previously enrolled in an ongoing, yearly longitudinal study examining the relationship between mental health and executive functions in youth. Families with 1-4 annual pre-pandemic lab visits filled out an online COVID-19 survey in May-July 2020 to assess how the pandemic impacted their well-being (n = 135 youth). RESULTS Youth pre-pandemic mental health difficulties, especially ADHD symptoms, related to worse well-being during the early pandemic. Trajectories of recent ADHD symptoms over time also predicted cognitive difficulties during the pandemic. We found that youth age was a strong predictor of pandemic response, with younger youth showing fewer negative responses. Parental education level buffered family economic impact during early COVID-19. Families showed synchrony in their pandemic responses. CONCLUSIONS Pre-pandemic ADHD severity and slope, youth age, and parental education (a proxy for socioeconomic status) were risk factors that influenced youth or family well-being early in the COVID-19 pandemic; this information can help identify those who may need more community and educational support.
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Affiliation(s)
- Blaire M. Porter
- Department of Psychology, The University of Texas at Austin, Austin, Texas
| | - Ian J. Douglas
- Department of Psychology, The University of Texas at Austin, Austin, Texas
| | - Tyler L. Larguinho
- Department of Psychology, The University of Texas at Austin, Austin, Texas
| | | | - Mackenzie E. Mitchell
- Department of Psychology & Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
| | - Mary Abbe Roe
- Department of Psychology, The University of Texas at Austin, Austin, Texas
| | - Jessica A. Church
- Department of Psychology, The University of Texas at Austin, Austin, Texas
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Dings A, Spinath FM. Motivational and personality variables distinguish academic underachievers from high achievers, low achievers, and overachievers. SOCIAL PSYCHOLOGY OF EDUCATION 2021. [DOI: 10.1007/s11218-021-09659-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
AbstractPrevious studies have associated several variables concerning motivation and other domains with underachievement, i. e. a student's academic achievement falling short of what their cognitive abilities, as the best predictor of academic performance, would indicate. The present study extends these findings using a more rigorous approach in defining underachievers and suitable control groups. Using discriminant analysis, underachievers identified in a German twin family study were compared not only to achievers with comparable IQ scores, but also with students of lower aptitude, but comparably low grades, as well as overachieving students. Results confirm previous findings that compared to successful students, underachievers report lower levels of motivation and parental support; beyond this comparison, underachievers also differed from other low achievers, mostly in terms of their personality. In total, 40% of the variance between the groups were explained. Additionally, the data shed doubt on the common assumption that underachievers are an unusually heterogenous group of students.
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Hand ED, Lonigan CJ. Examining the Relations between Preschooler's Externalizing Behaviors and Academic Performance Using an S-1 Bifactor Model. Res Child Adolesc Psychopathol 2021; 50:577-589. [PMID: 34460050 DOI: 10.1007/s10802-021-00861-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/10/2021] [Indexed: 11/29/2022]
Abstract
Externalizing behaviors are associated with poor academic outcomes in community-based samples of children as young as preschool-age. However, there remains debate as to which specific externalizing dimensions link externalizing behaviors to early academic skills. Recently, research has supported the use of S-1 bifactor models to examine the hierarchical structure of externalizing behaviors and the unique relations between externalizing factors and academic impairment in samples of school-age children. The primary goals of this study were to extend the age range at which S-1 bifactor models are applied to externalizing behaviors and to determine if factors derived from an S-1 bifactor model had differing relations to early academic skills. In this study, the early academic skills of 1,356 preschool-age children (mean age = 49.98 months; SD = 8.08) were assessed, and preschool and childcare teachers rated children's externalizing behaviors. Results indicated that an S-1 bifactor model with a Hyperactive-Impulsive reference factor yielded the best-fitting model for preschool-age children's externalizing behaviors. Structural models revealed that both the Hyperactive-Impulsive reference factor and the Inattention factor uniquely predicted preschool children's early academic skills. The degree to which the results applied across the primary groups in the sample (i.e., White versus Black/African American children, girls versus boys) was examined for measurement and structural models.
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Affiliation(s)
- Eric D Hand
- Department of Psychology, Florida State University, 1107 W. Call Street, Tallahassee, FL, 32306-4301, US.
| | - Christopher J Lonigan
- Department of Psychology and the Florida Center for Reading Research, Florida State University, 1107 W. Call Street, Tallahassee, FL, 32306-4301, US.
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Hicks BM, Clark DA, Deak JD, Schaefer JD, Liu M, Jang S, Durbin CE, Johnson W, Wilson S, Iacono WG, McGue M, Vrieze SI. Polygenic scores for smoking and educational attainment have independent influences on academic success and adjustment in adolescence and educational attainment in adulthood. PLoS One 2021; 16:e0255348. [PMID: 34403414 PMCID: PMC8370636 DOI: 10.1371/journal.pone.0255348] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2021] [Accepted: 07/14/2021] [Indexed: 12/11/2022] Open
Abstract
Educational success is associated with greater quality of life and depends, in part, on heritable cognitive and non-cognitive traits. We used polygenic scores (PGS) for smoking and educational attainment to examine different genetic influences on facets of academic adjustment in adolescence and educational attainment in adulthood. PGSs were calculated for participants of the Minnesota Twin Family Study (N = 3225) and included as predictors of grades, academic motivation, and discipline problems at ages 11, 14, and 17 years-old, cigarettes per day from ages 14 to 24 years old, and educational attainment in adulthood (mean age 29.4 years). Smoking and educational attainment PGSs had significant incremental associations with each academic variable and cigarettes per day. About half of the adjusted effects of the smoking and education PGSs on educational attainment in adulthood were mediated by the academic variables in adolescence. Cigarettes per day from ages 14 to 24 years old did not account for the effect of the smoking PGS on educational attainment, suggesting the smoking PGS indexes genetic influences related to general behavioral disinhibition. In sum, distinct genetic influences measured by the smoking and educational attainment PGSs contribute to academic adjustment in adolescence and educational attainment in adulthood.
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Affiliation(s)
- Brian M. Hicks
- Department of Psychiatry, University of Michigan, Ann Arbor, MI, United States of America
| | - D. Angus Clark
- Department of Psychiatry, University of Michigan, Ann Arbor, MI, United States of America
| | - Joseph D. Deak
- Department of Psychiatry, Yale University, New Haven, Connecticut, United States of America
- Department of Psychiatry, Veterans Affairs Connecticut Healthcare Center, Connecticut, United States of America
| | - Jonathan D. Schaefer
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, United States of America
| | - Mengzhen Liu
- Department of Psychology, University of Minnesota, Minneapolis, Minnesota, United States of America
| | - Seonkyeong Jang
- Department of Psychology, University of Minnesota, Minneapolis, Minnesota, United States of America
| | - C. Emily Durbin
- Department of Psychology, Michigan State University, East Lansing, Michigan, United States of America
| | - Wendy Johnson
- Department of Psychology, University of Edinburgh, Edinburgh, Scotland
| | - Sylia Wilson
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, United States of America
| | - William G. Iacono
- Department of Psychology, University of Minnesota, Minneapolis, Minnesota, United States of America
| | - Matt McGue
- Department of Psychology, University of Minnesota, Minneapolis, Minnesota, United States of America
| | - Scott I. Vrieze
- Department of Psychology, University of Minnesota, Minneapolis, Minnesota, United States of America
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Justicia-Arráez A, Pichardo MC, Romero-López M, Alba G. Can We Manage Behavioral Problems through the Development of Children's Social-Emotional Regulated Behavior? Longitudinal Study of a Preschool Program. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18168447. [PMID: 34444196 PMCID: PMC8394453 DOI: 10.3390/ijerph18168447] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/27/2021] [Revised: 08/05/2021] [Accepted: 08/07/2021] [Indexed: 12/04/2022]
Abstract
Behavioral problems are early indicators of antisocial behavior and should be targeted from a preventive perspective from early childhood. The purpose of the study was to analyze the effectiveness of the AC1 preschool program that develops social-emotional skills that facilitate the adjustment and regulation of the person. A total of 102 children aged 3–4 years old participated in the research, 52 belonging to the experimental group and 49 to the control group. Program-trained skills (ROAC-3), social skills (PKBS-2), and externalizing problems (CBCL C-TRF) were assessed in the pre- and post-intervention phase. Data analysis was carried out using a generalized linear mixed model analysis (GLMM). The results show that the children in the experimental group scored higher on the variables trained by the program and on social skills than those in the control group. They also obtained lower scores in the observed externalizing problems. The effect of the program was high in the emotion identification and expression, communication skills, prosocial behaviors (sharing and helping), problem-solving, and social interaction. Social-emotional learning in early childhood is essential for the prevention of behavioral problems to facilitate the development of adjusted and regulated behavior. Thus, preschool programs could play a key role.
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Roberts GJ, Vaughn S, Roberts G, Miciak J. Problem Behaviors and Response to Reading Intervention for Upper Elementary Students With Reading Difficulties. REMEDIAL AND SPECIAL EDUCATION : RASE 2021; 42:169-181. [PMID: 34305302 PMCID: PMC8297789 DOI: 10.1177/0741932519865263] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
This study investigated the extent to which problem behaviors were factors associated with response to a year-long multicomponent reading intervention for fourth- and fifth-grade students with reading difficulties. Students scoring ≤85 standard score on the Test of Silent Reading Efficiency and Comprehension (n = 108), a reading fluency and comprehension screener measure, were randomized to the researcher-provided treatment condition (n = 55) or the business-as-usual comparison condition (n = 53). Results indicated that problem behaviors were associated with lower reading comprehension outcomes. Findings also suggested that students with higher levels of overall problem behaviors and externalizing behaviors in the treatment condition outperformed similar students in the comparison condition on the Gates-MacGinitie Reading Test (p < .05). Future research is needed on how to best identify, develop, and adapt effective interventions for students with reading difficulties and problem behaviors within school-wide response to intervention frameworks.
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Affiliation(s)
| | - Sharon Vaughn
- The University of Texas at Austin, The Meadows Center for Preventing Educational Risk, USA
| | - Greg Roberts
- The University of Texas at Austin, The Meadows Center for Preventing Educational Risk, USA
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Measuring the Impact of Trauma-Focused, Cognitive Behavioral Group Therapy with Middle School Students. SCHOOL MENTAL HEALTH 2021. [DOI: 10.1007/s12310-021-09452-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Boomsma DI, van Beijsterveldt TCEM, Odintsova VV, Neale MC, Dolan CV. Genetically Informed Regression Analysis: Application to Aggression Prediction by Inattention and Hyperactivity in Children and Adults. Behav Genet 2021; 51:250-263. [PMID: 33259025 PMCID: PMC8093158 DOI: 10.1007/s10519-020-10025-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2020] [Accepted: 10/06/2020] [Indexed: 12/11/2022]
Abstract
We present a procedure to simultaneously fit a genetic covariance structure model and a regression model to multivariate data from mono- and dizygotic twin pairs to test for the prediction of a dependent trait by multiple correlated predictors. We applied the model to aggressive behavior as an outcome trait and investigated the prediction of aggression from inattention (InA) and hyperactivity (HA) in two age groups. Predictions were examined in twins with an average age of 10 years (11,345 pairs), and in adult twins with an average age of 30 years (7433 pairs). All phenotypes were assessed by the same, but age-appropriate, instruments in children and adults. Because of the different genetic architecture of aggression, InA and HA, a model was fitted to these data that specified additive and non-additive genetic factors (A and D) plus common and unique environmental (C and E) influences. Given appropriate identifying constraints, this ADCE model is identified in trivariate data. We obtained different results for the prediction of aggression in children, where HA was the more important predictor, and in adults, where InA was the more important predictor. In children, about 36% of the total aggression variance was explained by the genetic and environmental components of HA and InA. Most of this was explained by the genetic components of HA and InA, i.e., 29.7%, with 22.6% due to the genetic component of HA. In adults, about 21% of the aggression variance was explained. Most was this was again explained by the genetic components of InA and HA (16.2%), with 8.6% due to the genetic component of InA.
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Affiliation(s)
- Dorret I Boomsma
- Netherlands Twin Register, Department of Biological Psychology, Vrije Universiteit, Amsterdam, The Netherlands.
- Amsterdam Public Health (APH) and Amsterdam Reproduction and Development Research Institutes, Amsterdam, The Netherlands.
| | | | - Veronika V Odintsova
- Netherlands Twin Register, Department of Biological Psychology, Vrije Universiteit, Amsterdam, The Netherlands
- Amsterdam Public Health (APH) and Amsterdam Reproduction and Development Research Institutes, Amsterdam, The Netherlands
| | - Michael C Neale
- Departments of Psychiatry and Human & Molecular Genetics, Virginia Institute for Psychiatric and Behavioral Genetics, Virginia Commonwealth University, 1-156, P.O. Box 980126, Richmond, VA, 23298-0126, USA
| | - Conor V Dolan
- Netherlands Twin Register, Department of Biological Psychology, Vrije Universiteit, Amsterdam, The Netherlands
- Amsterdam Public Health (APH) and Amsterdam Reproduction and Development Research Institutes, Amsterdam, The Netherlands
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49
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Vuoksimaa E, Rose RJ, Pulkkinen L, Palviainen T, Rimfeld K, Lundström S, Bartels M, van Beijsterveldt C, Hendriks A, de Zeeuw EL, Plomin R, Lichtenstein P, Boomsma DI, Kaprio J. Higher aggression is related to poorer academic performance in compulsory education. J Child Psychol Psychiatry 2021; 62:327-338. [PMID: 32474928 DOI: 10.1111/jcpp.13273] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/27/2019] [Revised: 04/30/2020] [Accepted: 05/04/2020] [Indexed: 12/27/2022]
Abstract
BACKGROUND To conduct a comprehensive assessment of the association between aggression and academic performance in compulsory education. METHOD We studied aggression and academic performance in over 27,000 individuals from four European twin cohorts participating in the ACTION consortium (Aggression in Children: Unraveling gene-environment interplay to inform Treatment and InterventiON strategies). Individual level data on aggression at ages 7-16 were assessed by three instruments (Achenbach System of Empirically Based Assessment, Multidimensional Peer Nomination Inventory, Strengths and Difficulties Questionnaire) including parental, teacher and self-reports. Academic performance was measured with teacher-rated grade point averages (ages 12-14) or standardized test scores (ages 12-16). Random effect meta-analytical correlations with academic performance were estimated for parental ratings (in all four cohorts) and self-ratings (in three cohorts). RESULTS All between-family analyses indicated significant negative aggression-academic performance associations with correlations ranging from -.06 to -.33. Results were similar across different ages, instruments and raters and either with teacher-rated grade point averages or standardized test scores as measures of academic performance. Meta-analytical r's were -.20 and -.23 for parental and self-ratings, respectively. In within-family analyses of all twin pairs, the negative aggression-academic performance associations were statistically significant in 14 out of 17 analyses (r = -.17 for parental- and r = -.16 for self-ratings). Separate analyses in monozygotic (r = -.07 for parental and self-ratings), same-sex dizygotic (r's = -.16 and -.17 for parental and self-ratings) and opposite-sex dizygotic (r's = -.21 and -.19 for parental and self-ratings) twin pairs suggested partial confounding by genetic effects. CONCLUSIONS There is a robust negative association between aggression and academic performance in compulsory education. Part of these associations were explained by shared genetic effects, but some evidence of a negative association between aggression and academic performance remained even in within-family analyses of monozygotic twin pairs.
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Affiliation(s)
- Eero Vuoksimaa
- Institute for Molecular Medicine Finland (FIMM), HiLIFE, University of Helsinki, Helsinki, Finland
| | - Richard J Rose
- Department of Psychological & Brain Sciences, Indiana University, Bloomington, IN, USA
| | - Lea Pulkkinen
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
| | - Teemu Palviainen
- Institute for Molecular Medicine Finland (FIMM), HiLIFE, University of Helsinki, Helsinki, Finland
| | - Kaili Rimfeld
- Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - Sebastian Lundström
- Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
| | - Meike Bartels
- Department of Biological Psychology, Vrije Universiteit, Amsterdam, The Netherlands
| | | | - Anne Hendriks
- Department of Biological Psychology, Vrije Universiteit, Amsterdam, The Netherlands
| | - Eveline L de Zeeuw
- Department of Biological Psychology, Vrije Universiteit, Amsterdam, The Netherlands
| | - Robert Plomin
- Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - Paul Lichtenstein
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Stockholm, Sweden
| | - Dorret I Boomsma
- Department of Biological Psychology, Vrije Universiteit, Amsterdam, The Netherlands
| | - Jaakko Kaprio
- Institute for Molecular Medicine Finland (FIMM), HiLIFE, University of Helsinki, Helsinki, Finland
- Department of Public Health, University of Helsinki, Helsinki, Finland
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50
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Guerra C, Pereda N, Guilera G. Poly-Victimization and Coping Profiles: Relationship With Externalizing Symptoms in Adolescents. JOURNAL OF INTERPERSONAL VIOLENCE 2021; 36:1865-1882. [PMID: 29295013 DOI: 10.1177/0886260517744184] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Externalizing symptoms correspond to a set of behavioral problems related to aggressiveness and the violation of norms. These disorders are common during adolescence, especially in poly-victimized populations. However, not much is known about the mechanism underlying the relationship between poly-victimization and symptoms or about the factors that could play a protective role in this relationship. It is necessary to understand the factors that influence the development of these disorders to prevent them. The aim of this study was to evaluate the relationships among coping strategies, poly-victimization, and externalizing symptoms. The participants were 144 adolescent outpatients (M = 14.31, SD = 1.48) attending child and adolescent mental health services. The participants responded to three scales that examined their coping strategies, poly-victimization levels, and externalizing symptoms. The results showed that both poly-victimization and nonproductive coping were directly associated with externalizing symptomatology. In contrast, coping in reference to others and productive coping had inverse relationships with externalizing symptoms. Finally, the results of a cluster analysis revealed three groups of adolescents with different coping strategy profiles. The group with the least externalizing symptomatology was the "active-balanced" group (high use of coping in reference to others and productive coping combined with moderate use of nonproductive coping). The group with the greatest symptomatology was the "lonely" group (high use of productive and nonproductive coping but low use of coping in reference to others). The results suggest that poly-victimization and style of coping has an impact on the development of externalizing problems. These results may be useful for designing programs to prevent or treat externalizing disorders in adolescents.
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