Relevant bibliographies by topics / Internalizing and externalizing behaviors

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Internalizing and externalizing behaviors'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Internalizing and externalizing behaviors"

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Camisasca, Elena. "Traiettorie di internalizzazione ed esternalizzazione in bambini maltrattati: il ruolo dell'attaccamento." MALTRATTAMENTO E ABUSO ALL'INFANZIA, no. 3 (September 2009): 65–82. http://dx.doi.org/10.3280/mal2009-003007.

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- This study explores in 56 child abused children the role of attachment as a mediator of the relation between child abuse and internalizing and externalizing behaviors. We assume that the type and the duration of child abuse predict both internalizing/ externalizing behaviors and the insecure attachments and that just these affective bonds could explain the different consequences in terms of adaptive and disadaptive developments. According to this aim, we administered to the sample: the SAT (Attili, 2001) to analyze the attachment bonds; the CBCL (Achenbach, 1991) to explore internalizing and externalizing behaviours. Results show that the type and the duration of child abuse predict both internalizing/externalizing behaviours and insecure attachments. In relation to the mediational role of attachment, data show a limited and partial confirm of the hypothesis. In fact, only the disorganized attachment mediates the relation between the type of child abuse and internalizing/externalizing behaviours.Key words: child abuse, attachment, internalizing and externalizing behaviors, mediators
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Bornstein, Marc H., Chun-Shin Hahn, and O. Maurice Haynes. "Social competence, externalizing, and internalizing behavioral adjustment from early childhood through early adolescence: Developmental cascades." Development and Psychopathology 22, no. 4 (October 1, 2010): 717–35. http://dx.doi.org/10.1017/s0954579410000416.

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AbstractThis study used a three-wave longitudinal design to investigate developmental cascades among social competence and externalizing and internalizing behavioral adjustment in a normative sample of 117 children seen at 4, 10, and 14 years. Children, mothers, and teachers provided data. A series of nested path analysis models was used to determine the most parsimonious and plausible cascades across the three constructs over and above their covariation at each age and stability across age. Children with lower social competence at age 4 years exhibited more externalizing and internalizing behaviors at age 10 years and more externalizing behaviors at age 14 years. Children with lower social competence at age 4 years also exhibited more internalizing behaviors at age 10 years and more internalizing behaviors at age 14 years. Children who exhibited more internalizing behaviors at age 4 years exhibited more internalizing behaviors at age 10 years and more externalizing behaviors at age 14 years. These cascades among social competence and behavioral adjustment obtained independent of child intelligence and maternal education and social desirability of responding.
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FINE, SARAH E., CARROLL E. IZARD, ALLISON J. MOSTOW, CHRISTOPHER J. TRENTACOSTA, and BRIAN P. ACKERMAN. "First grade emotion knowledge as a predictor of fifth grade self-reported internalizing behaviors in children from economically disadvantaged families." Development and Psychopathology 15, no. 2 (June 2003): 331–42. http://dx.doi.org/10.1017/s095457940300018x.

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In this longitudinal study, we examined the relations between emotion knowledge in first grade, teacher reports of internalizing and externalizing behaviors from first grade, and children's self-reported internalizing behaviors in fifth grade. At Time 1, we assessed emotion knowledge, expressive vocabulary, caregiver-reported earned income, and teacher-rated internalizing and externalizing behaviors in 7-year-old children from economically disadvantaged families (N = 154). At Time 2, when the children were age 11, we collected children's self-reports of negative emotions, depression, anxiety, and loneliness. First grade teacher-reported externalizing behaviors, but not first grade internalizing behaviors, were positively related to children's self-reports of internalizing behaviors in fifth grade. First grade emotion knowledge accounted for a significant amount of variance in children's self-reports of internalizing symptoms 4 years later, after controlling for per capita earned income, expressive vocabulary, and teacher-reported internalizing and externalizing behaviors in first grade.
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BARRIGA, ALVARO Q., JENNIFER R. LANDAU, BOBBY L. STINSON, ALBERT K. LIAU, and JOHN C. GIBBS. "Cognitive Distortion and Problem Behaviors in Adolescents." Criminal Justice and Behavior 27, no. 1 (February 2000): 36–56. http://dx.doi.org/10.1177/0093854800027001003.

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The authors investigated the prevalence of self-serving and self-debasing cognitive distortions and their specific relations to externalizing and internalizing problem behaviors in 96 incarcerated male and female delinquents and a comparison sample of 66 high school students. The incarcerated participants evidenced higher levels of cognitive distortion (self-serving and self-debasing) and problem behavior (externalizing and internalizing) than did comparison participants. Both self-serving and self-debasing cognitive distortions were associated with unique variance in overall problem behaviors. Most notably, self-serving cognitive distortions specifically related to externalizing behaviors, whereas self-debasing cognitive distortions specifically related to internalizing behaviors. The theoretical and treatment implications of the findings are discussed.
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Lane, Kathleen Lynne, Wendy Peia Oakes, Eric Alan Common, Nelson Brunsting, Kris Zorigian, Tyler Hicks, and Nathan A. Lane. "A Comparison Between SRSS-IE and BASC-2 BESS Scores at the Middle School Level." Behavioral Disorders 44, no. 3 (September 23, 2018): 162–74. http://dx.doi.org/10.1177/0198742918794843.

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We report findings of a psychometric study comparing scores from two screening tools: Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE, an adapted version of the Student Risk Screening Scale) and Behavior Assessment System for Children–Second Edition, Behavioral and Emotional Screening System (BASC-2 BESS). Participants were 624 sixth-, seventh-, and eighth-grade students attending a rural middle school in a southeastern state. Pearson correlation coefficients indicated statistically significant, positive relations between SRSS-IE and BASC-2 BESS scores, with very strong relations on externalizing and comorbid (internalizing and externalizing) scales. Results of concurrent classification accuracy analyses, kappa, and receiver operating curve analyses suggest the seven externalizing items on the SRSS (SRSS-E7) and BASC-2 BESS scores function in a similar manner with respect to detecting students with externalizing behaviors, but less so in detecting students with internalizing behaviors. Limitations and future direction are discussed.
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Duprey, Erinn Bernstein, Assaf Oshri, and Sihong Liu. "Developmental pathways from child maltreatment to adolescent suicide-related behaviors: The internalizing and externalizing comorbidity hypothesis." Development and Psychopathology 32, no. 3 (August 13, 2019): 945–59. http://dx.doi.org/10.1017/s0954579419000919.

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AbstractChild maltreatment is a robust risk factor for suicidal ideation and behaviors during adolescence. Elevations in internalizing and externalizing symptomology have been identified as two distinct developmental pathways linking child maltreatment and adolescent risk for suicide. However, recent research suggests that the co-occurrence of internalizing and externalizing symptomology may form a distinct etiological pathway for adolescent risk behaviors. Using the Longitudinal Studies on Child Abuse and Neglect (LONGSCAN) sample (N = 1,314), the present study employed a person-centered approach to identify patterns of concurrent change in internalizing and externalizing psychopathology over five time points from early childhood to adolescence in relation to previous experiences of child maltreatment and subsequent suicidal ideation and behaviors. Results indicated four distinct bivariate externalizing and internalizing growth trajectories. Group membership in a heightened comorbid internalizing and externalizing symptom trajectory mediated the association between childhood abuse and adolescent suicidal ideation and suicidal behaviors. These findings suggest that the concurrent development of externalizing and internalizing symptoms in childhood and adolescence may constitute a unique developmental trajectory that confers risk for suicide-related outcomes.
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Jung, Hyunzee, Todd I. Herrenkohl, Jungeun Olivia Lee, Sheryl A. Hemphill, Jessica A. Heerde, and Martie L. Skinner. "Gendered Pathways From Child Abuse to Adult Crime Through Internalizing and Externalizing Behaviors in Childhood and Adolescence." Journal of Interpersonal Violence 32, no. 18 (August 11, 2015): 2724–50. http://dx.doi.org/10.1177/0886260515596146.

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Gender differences in externalizing and internalizing pathways from child abuse to adult crime were examined across four waves of an extended longitudinal study ( N = 186 males and 170 females) using multiple-group structural equation modeling. Results show that child abuse was associated with both internalizing and externalizing behaviors in the elementary school years for both males and females. However, gender differences were found such that internalizing behaviors increased the risk of adult crime for females only, and externalizing behaviors increased the risk of adult crime for males only. Internalizing behaviors among males actually lessened the risk of adult crime, and externalizing behaviors were unrelated to adult crime among females. Findings confirm distinct pathways leading from child abuse to later crime for males and females, which is important for prevention and intervention strategies.
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Tsai, Mei-Hsiang. "Application of Standardized Observation Form in School Counselling in Taiwan: Exploratory Study with Children Exhibiting Internalizing and Externalizing Behavior Concerns." International Journal of Psychological Studies 10, no. 2 (May 1, 2018): 25. http://dx.doi.org/10.5539/ijps.v10n2p25.

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The exploratory study investigated the impact of Child-Centered Play Therapy (CCPT) on children who present with internalizing and externalizing behavioral concerns through a single-case design. Two second-grade male children in northern Taiwan displaying clinical levels of internalizing or externalizing behavior problems underwent 9 weeks of weekly 40-minute CCPT sessions. The children’s parents and teachers completed the Child Behavior Checklist and Teacher’s Report Form before and after play therapy. Observational data were collected via the Direct Observation Form throughout the baseline, intervention, and follow-up phases. Observation data were evaluated through visual analysis. In-session play therapy notes and the children’s play therapy behavior scores were also analyzed. The participants’ internalizing and externalizing problem behaviors demonstrated slight decreases.
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Gau, J. S., J. L. Silberg, M. T. Erickson, and J. K. Hewitt. "Childhood Behavior Problems: A Comparison of Twin and Non-twin Samples." Acta geneticae medicae et gemellologiae: twin research 41, no. 1 (January 1992): 53–63. http://dx.doi.org/10.1017/s0001566000002518.

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AbstractThis study compares standardized measures of childhood behavior problems in a community-based twin sample with those for normative samples from the general population. Maternal parent ratings on the Child Behavior Checklist (CBCL) for 1824 twins were compared with the CBCL normative sample. The results indicated that twins showed small but consistently higher levels of problem behaviors. These elevations were significant for older children on both internalizing and externalizing behaviors; for younger children the elevations were significant for externalizing but not internalizing behaviors.
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Hatoum, Alexander S., Soo Hyun Rhee, Robin P. Corley, John K. Hewitt, and Naomi P. Friedman. "Do executive functions explain the covariance between internalizing and externalizing behaviors?" Development and Psychopathology 30, no. 4 (November 16, 2017): 1371–87. http://dx.doi.org/10.1017/s0954579417001602.

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AbstractThis study examined whether executive functions (EFs) might be common features of internalizing and externalizing behavior problems across development. We examined relations between three EF latent variables (a common EF factor and factors specific to updating working memory and shifting sets), constructed from nine laboratory tasks administered at age 17, to latent growth intercept (capturing stability) and slope (capturing change) factors of teacher- and parent-reported internalizing and externalizing behaviors in 885 individual twins aged 7 to 16 years. We then estimated the proportion of intercept–intercept and slope–slope correlations predicted by EF as well as the association between EFs and a common psychopathology factor (P factor) estimated from all 9 years of internalizing and externalizing measures. Common EF was negatively associated with the intercepts of teacher-rated internalizing and externalizing behavior in males, and explained 32% of their covariance; in the P factor model, common EF was associated with the P factor in males. Shifting-specific was positively associated with the externalizing slope across sex. EFs did not explain covariation between parent-rated behaviors. These results suggest that EFs are associated with stable problem behavior variation, explain small proportions of covariance, and are a risk factor that that may depend on gender.
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Dissertations / Theses on the topic "Internalizing and externalizing behaviors"

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Godinez, Brenda. "Psychological distress, externalizing and internalizing behaviors among Latino adolescents." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1603559.

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The purpose of this study was to examine psychological effects, including internalizing and externalizing behaviors, among Latino adolescents. Secondary data were utilized from the California Health Survey administered in 2011–2012. Internalizing behaviors include feelings of depression, hopelessness, nervousness, restlessness, worthlessness, and feeling that everything is an effort. Externalizing behaviors include drinking alcohol and smoking cigarettes. Findings in the study suggested a significant relationship between U.S. citizenship and internalizing and externalizing behaviors. Findings of this study also suggested significant relationships between external and internal behaviors. Additionally, the results showed significance in receiving psychological-emotional counseling.

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Fisher, Sheehan David. "Mediators of interparental conflict and adolescent internalizing/externalizing behaviors." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3293.

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Interparental conflict has been shown to be associated with child psychopathology (internalizing and externalizing behaviors). Adolescents are at risk for developing internalizing and externalizing behaviors because they are aware of the implications of the interparental conflict, they can attempt to mediate the conflict, and because of age-related responsibilities, they often experience new and unfamiliar stressors. A comprehensive review of the literature revealed four mediational models with substantial empirical support that explain the relation between interparental conflict and adolescent psychopathology: the cognitive-contextual model, the triangulation model, the spillover model, and the interparental conflict-parental psychopathology model. Typically, the mediators of these models (self-blame/perceived threat; triangulation; negative parenting behaviors; parental psychopathology, respectively) have been examined individually. The aim of this study was threefold: 1) examine the specificity of adolescent psychopathology (dimension versus diagnosis), 2) test each theoretical model, and 3) develop and test an integrative model that included the mediational mechanisms from the individual models. A community sample of 152 families (mother, father, adolescent) was recruited from the contiguous United States. Considering specific psychiatric diagnoses did not improve the fit of models that included the respective adolescent dimensional internalizing or externalizing behaviors. The hypotheses of the cognitive-contextual model (mediator: perceived threat), spillover model (mediators: maternal/paternal parenting), and the interparental conflict-parental psychopathology model (mediators: maternal/paternal internalizing) were supported in this study, but mediation was not supported for the triangulation model. Considering the mediators together, adolescent perceived threat, negative parenting, maternal internalizing and paternal externalizing behaviors were key in predicting adolescent psychopathology. Overall, the findings from the integrative models suggest that externalizing behaviors (interparental conflict, negative parenting, paternal externalizing behavior) lead to both adolescent internalizing and externalizing behaviors; whereas, parental internalizing behaviors leads to internalizing behaviors only. The implications of these findings, especially from the integrative model, have clinical implications and provide guidance for future research.
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Koledin, Myriah. "Internalizing, and externalizing behaviors in preschoolers physiological mechanisms, parental ratings, and lunchtime observations /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2530.

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Thesis (M.A.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Dept. of Human Development/Institute for Child Study. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Chen, Nan. "Co-development of internalizing and externalizing behaviors during middle childhood and potential moderators of the process." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/52571.

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Child internalizing and externalizing problems co-vary during development and lead to maladjustment outcomes, such as substance abuse, academic failure, antisocial behaviors and psychopathology. The proposed study aims to examine the co-development process of internalizing and externalizing problems during middle childhood and the potential moderators of this reciprocal relationship. Children and their families recruited in the Study of Early Childhood Care and Youth Development (SECCYD) constitute the sample of the current study. Participants in the study were recruited from nine states in the United States and followed from birth to adolescence. Though a few studies have examined the developmental trajectories of internalizing and externalizing problems over time, the findings are not consistent in terms of the directions of the relationship and very few have examined individual difference in the co-development process. To address this gap in knowledge, two moderating effects are examined, with one moderator being time-invariant, i.e., children's gender, and the other moderator being time-variant, i.e. parent-child conflicts. Longitudinal growth modeling and longitudinal difference score modeling are used to examine the dynamic relationship and the moderating effects. Comparisons of the two approaches are made with respect to the specific hypotheses of change tested by each model, model convergence, parameter and fit estimates, and the interpretation of the results.
Ph. D.
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Guller, Leila. "INTERNALIZING AND EXTERNALIZING DYSFUNCTION: AN INTEGRATIVE MODEL OF ADOLESCENT DRINKING." UKnowledge, 2017. http://uknowledge.uky.edu/psychology_etds/118.

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Separate externalizing and internalizing pathways to problem drinking have been described. However, internalizing and externalizing are substantially correlated, thus, there is good reason to believe that these two forms of dysfunction behaviors do not operate independently. We tested an integrative developmental model of transactions among internalizing symptomatology, externalizing personality, and psychosocial learning in the prediction of both drinking problems and future internalizing symptoms. To do so, we studied a large sample (n = 1910, 49.9% female) of children over a critical developmental period, from the spring of 5th (last year elementary school) grade through the spring of 9th grade (first year of high school). Using a battery of self-report questionnaires, we assessed demographics, pubertal status, negative urgency, depressive symptoms, positive drinking expectancies, and drinking behavior. Specifically, the present study tested whether internalizing symptomatology (depressive symptoms) in elementary school predicts a classic externalizing pathway ( to problem drinking in middle school, and whether problem drinking in middle school predicts increased depressive symptomatology in highschool. Structural equation modeling yielded significant findings for hypothesized direct and indirect pathways, with overall good model fit (CFI = .94; SRMR = .05; RMSEA = .05, 90% CI .04-.05): elementary school depressive symptomatology predicted middle school drinking problems (mediated by negative urgency and psychosocial learning) and middle school drinking problems predicted increased risk for depressive symptoms in high school, pointing to a reciprocal relationship between internalizing and externalizing dysfunction. The present study incorporated internalizing symptomatology into a traditional externalizing model of drinking risk, and demonstrated a reciprocal relationship between internalizing and externalizing dysfunction during adolescence. These findings are particularly noteworthy when considered in a developmental framework. The present study highlights the need to integrate both internalizing and externalizing forms of dysfunction into models of substance use risk.
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Popkave, Kyle Marissa. "The Relationship between Parent Identified Sleep Problems, Internalizing Behaviors, Externalizing Behaviors, and Adaptive Functioning in a Pediatric Population." Scholar Commons, 2007. http://scholarcommons.usf.edu/etd/3829.

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Pediatric sleep problems are among the most common pediatric health issues faced by families today. Sleep problems can have a deleterious impact on children's academics, behaviors, social-emotional development, health, and/or safety. Once sleep problems are identified and treated, many of the associated negative impacts can be ameliorated. The purpose of the current study was to examine prevalence rates of symptoms of sleep disorders in young children, and the relationship between these symptoms and various behavior problems. One hundred and four children, ages 2 to 5 years, attending a pediatric health clinic served as the participants in this study. Data on sleep disorder symptoms were derived from the Sleep Disorders Inventory for Students, Children's Form. The Child Behavior Checklist was used to measure internalizing and externalizing behaviors, and adaptive behavior was assessed through ratings on the Adaptive Behavior Assessment System, Second Edition. Results indicated that a total of 31% of the sampled children were at high risk for at least one type of sleep disorder. Children rated as high risk for having a sleep disorder displayed more externalizing and internalizing problems, as compared to children whose sleep was reported to be in the normal range. No significant differences were found between adaptive behavior scores and risk for having a sleep disorder. The implications of these results for school psychologists and directions for future practice and research are discussed.
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Harper, Christopher R. "Developmental Psychopathology and Childhood Obesity: A Developmental Cascade Model." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/psych_diss/117.

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Childhood obesity is a growing concern for practitioners and researchers. In addition to obesity being a risk factor for cardiovascular disease, children classified as obese are more likely to demonstrate other risk factors associated with cardiovascular disease. Furthermore, children classified as obese are more likely to be victims of bullying and discrimination. This dissertation tested a dynamic cascade model of the development of childhood obesity. It was hypothesized that externalizing behaviors and internalizing problems would lead to increased body mass index. This model was tested in Mplus v7 (Muthén & Muthén, 1998) using data from the NICHD Study of Early Child Care. This dissertation used parent report of externalizing behaviors and internalizing behaviors, teacher report of externalizing behaviors, and body mass index to examine several different ways in which developmental psychopathology related to childhood obesity. The results suggested that body mass index predicts the development of internalizing problems in late childhood. However, externalizing behaviors were not directly or indirectly associated with body mass index. These findings suggested that the assessment of children with internalizing problems should include an assessment of their weight and weight related concerns.
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Perry, Wendy H. "Homophily of internalizing and externalizing behaviours, selection and socialization in early adolescence." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22873.pdf.

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Ingman, Kathleen A. "The relationship between family environment and internalizing and externalizing childhood behavior problems." Thesis, This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-09182008-063019/.

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Walker, Frances (Frances Ann). "The Effect of Relationship Support and Parenting Style on Externalizing and Internalizing Behaviors of Children with ADHD." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279225/.

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Influences between quality of intimate heterosexual relationships, parenting style, and externalizing and internalizing behavior problems of children with Attention-deficit Hyperactivity Disorder (ADHD) were examined in a sample of intact and single parent families. The perspective on marital quality was expanded to include an examination of intimate adult relationships within single parent households. Associations between the quality of custodial parents' serious dating and/or cohabiting relationships, parenting style and the behavior problems of children with ADHD were studied. Results from this study found tentative support for previous findings that family functioning may mediate the development of conduct disorders among children with ADHD.
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Books on the topic "Internalizing and externalizing behaviors"

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Dante, Cicchetti, and Toth Sheree L, eds. Internalizing and externalizing expressions of dysfunction. Hillsdale, N.J: L. Erlbaum Associates, 1991.

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Cicchetti, Dante, and Sheree L. Toth. Internalizing and Externalizing Expressions of Dysfunction: Volume 2. Taylor & Francis Group, 2016.

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Williams-White, Sheila C. The association of attention processes and internalizing and externalizing symptoms among inpatient boys. 1992.

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Hussong, Andrea M., W. Andrew Rothenberg, Ruth K. Smith, and Maleeha Haroon. Implications of Heterogeneity in Alcohol Use Disorders for Understanding Developmental Pathways and Prevention Programming. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190676001.003.0003.

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This chapter discusses current conceptualizations of heterogeneity in alcohol use disorder (AUD), characterizes developmental pathways that lead to different subtypes of AUDs, and discusses how such pathways can inform preventive program design. Specifically, it reviews the “internalizing” and “externalizing” developmental pathways to AUDs. The externalizing pathway is characterized by a core deficit in behavioral control, whereas the internalizing pathway is characterized by a core deficit in emotion regulation. Both pathways predict drinking onset and escalation to AUD for some individuals. The chapter calls for the development of interventions to treat early childhood precursors to AUDs, innovative methods to identify individuals at risk for early emerging AUDs, additional investigation of how core pathway deficits operate across development, and greater consideration of how externalizing and internalizing pathways may interact within and across individuals.
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(Editor), Dante Cicchetti, and Sheree L. Toth (Editor), eds. Internalizing and Externalizing Expressions of Dysfunction: Volume 2 (Rochester Symposium on Developmental Psychopathology//(Proceedings)). Lawrence Erlbaum, 1991.

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Tully, Erin C., and William Iacono. An Integrative Common Liabilities Model for the Comorbidity of Substance Use Disorders with Externalizing and Internalizing Disorders. Edited by Kenneth J. Sher. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199381708.013.20.

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This chapter presents an integrative research-derived model to explain comorbidity among substance use disorders (SUDs), externalizing disorders, and internalizing disorders. This hierarchical model is based on phenotypic covariance among the disorders and latent common genetic liability. At the highest level of the hierarchy, general genetically influenced biological dispositions to negative emotionality and behavioral disinhibition each give rise to spectra of related personality traits, cognitive processes, behavioral tendencies, and psychopathology that account for the pattern of co-occurrence among mental disorders. At the lowest level of the hierarchy, disorder-specific genetic and environmental effects explain the presence of some and not other disorders associated with a given general liability. Interplay between the general liabilities and both other genes and environmental factors throughout development affect the likelihood of developing specific mental disorders.
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Chrzanowski, Daniel T., Elisabeth B. Guthrie, Matthew B. Perkins, and Moira A. Rynn. Child and Adolescent Psychiatry. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199326075.003.0015.

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Common disorders of children and adolescents include neurodevelopmental disorders (e.g., intellectual disability, autistic spectrum disorder, and learning disorders), internalizing disorders (e.g., mood and anxiety disorders), and externalizing disorders (e.g., oppositional defiant disorder and conduct disorder). The assessment of a child or adolescent patient always includes multiple informants, the context in which the child’s difficulties occur, and a functional behavioral assessment. Patients with autism spectrum disorder tend to have persistent deficits in social communication and social interaction, a restricted repertoire of behaviors and interests, and abnormal cognitive functioning. Children with disruptive mood dysregulation disorder experience chronic and severe irritability and frequent temper outbursts. Attention deficit hyperactivity disorder is characterized by hyperactivity, impulsivity, and inattention before 12 years of age. Behavior therapy has been effectively used to treat children and adolescents with neurodevelopmental disorders, attention deficit hyperactivity disorder, tic disorders, feeding and elimination disorders, and externalizing disorders. Fluoxetine is approved for treatment of depression in children and escitalopram, for adolescents. Methylphenidate and amphetamine preparations are first-line treatment for children with attention deficit hyperactivity disorder.
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Leadbeater, Bonnie, and Clea Sturgess. Relational Aggression and Victimization and Psychopathology. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.003.0007.

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Reviews of the cross-sectional research support the associations between relational victimization and relational aggression and the development of internalizing and externalizing problems. We review longitudinal research examining these associations and processes that may explain how relational victimization becomes linked to the development of psychopathology, particularly in late childhood and early adolescence. Longitudinal research is reviewed that locates mediators of the association between relational victimization and psychopathology in either faulty cognitive processes or problematic peer behaviors. Little research focuses on the longitudinal associations between relational aggression and psychopathology; however, research has begun to demonstrate considerable overlap of this type of aggression with other antisocial behaviors. We propose a conceptual framework that integrates the personal and social aspects of identity development in late childhood and early adolescence. We aim to advance our understanding of why peer victimization is associated with internalizing problems, and why, indeed, this association can become life threatening.
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Espinel, Zelde, and Jon A. Shaw. PTSD in Children. Edited by Charles B. Nemeroff and Charles R. Marmar. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190259440.003.0012.

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This chapter reviews the psychobiological effects on children and adolescents upon exposure to a traumatic happening where there is a real or imaginary threat of bodily harm or death to the self and/or others. Morbidity may involve the classic symptoms associated with post-traumatic stress disorder such as a readiness to re-experience the psychological and physiological effects of trauma exposure, autonomic arousal, somatic ills and subsequent avoidant behavior as well as a host of other psychological morbidities such as depression, mood dysregulation and other internalizing and externalizing symptoms. Multimodal treatment approaches implementing family and social supports, psychoeducation, and cognitive behavioral techniques have the strongest evidence base. Psychopharmacologic interventions are not generally used, but may be necessary as an adjunct to other interventions for children with severe reactions or coexisting psychiatric conditions.
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Andrews, Judy A., and Erika Westling. Substance Use in Emerging Adulthood. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.20.

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The prevalence of substance use and substance use disorders (SUDs) and the co-occurrence of SUDs with other mental health disorders peaks in emerging adulthood. This review examines prevalence as a function of gender, race/ethnicity, historical trends, and geographic regions across both the US and Western world. Prospective predictors reviewed include the effects of early life stress, parental factors (including parental use, support, and parenting skills), peer affiliations, internalizing and externalizing behaviors, educational attainment, personality, and timing of pubertal development. Concurrent predictors include assumption of adult roles and college attendance, stress associated with life events, changes in personality, and laws and taxation. Also reviewed are consequences of use, including neurological changes. The peak in prevalence across emerging adulthood may be due to several factors, including freedom from constraint, increased peer pressure, less than optimal decision-making skills, high disinhibition, and increased stress during this developmental period.
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Book chapters on the topic "Internalizing and externalizing behaviors"

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van der Lubbe, Laura M., Jan Treur, and Willeke van Vught. "Modeling Internalizing and Externalizing Behaviour in Autism Spectrum Disorders." In Computational Collective Intelligence, 13–26. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45243-2_2.

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Hansen, Laura K., and Sara S. Jordan. "Internalizing Behaviors." In Encyclopedia of Personality and Individual Differences, 2343–46. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_907.

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Hansen, Laura K., and Sara S. Jordan. "Internalizing Behaviors." In Encyclopedia of Personality and Individual Differences, 1–5. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_907-1.

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Baldwin, Joni L. "Internalizing Behaviors." In Managing Classrooms and Student Behavior, 239–60. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315193205-12.

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Forns, Maria, Judit Abad, and Teresa Kirchner. "Internalizing and Externalizing Problems." In Encyclopedia of Adolescence, 1464–69. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_261.

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Levesque, Roger J. R. "Externalizing and Internalizing Symptoms." In Encyclopedia of Adolescence, 903–5. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_539.

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Levesque, Roger J. R. "Externalizing and Internalizing Symptoms." In Encyclopedia of Adolescence, 1274–77. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_539.

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Forns, Maria, Judit Abad, and Teresa Kirchner. "Internalizing and Externalizing Problems." In Encyclopedia of Adolescence, 1965–70. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_261.

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Christman, Jennifer T. "Strategies for Externalizing Behaviors." In Managing Classrooms and Student Behavior, 221–38. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315193205-11.

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Barr, Peter B., and Danielle M. Dick. "The Genetics of Externalizing Problems." In Recent Advances in Research on Impulsivity and Impulsive Behaviors, 93–112. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/7854_2019_120.

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Conference papers on the topic "Internalizing and externalizing behaviors"

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Georgoulas, Nikolaos. "Behavioral disorders in children." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disorder in childhood and adolescence period will be discussed in more detail.
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Georgoulas, Nikolaos. "Behavioral disorders in children." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disorder in childhood and adolescence period will be discussed in more detail.
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Petric, Evelin. "THE PREVALENCE OF EXTERNALIZING AND INTERNALIZING BEHAVIOR PROBLEMS AMONG PREADOLESCENTS AND ADOLESCENTS IN TRANSYLVANIA." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/32/s11.052.

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Yeo, Kee Jiar, and Sii Jiing Chan. "Relationship Between Emotional Neglect of Parents and Children’s Internalizing, Externalizing Behavior Problems and Academic Achievement." In 5th Universitas Ahmad Dahlan Public Health Conference (UPHEC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200311.058.

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Wang, Yaqun. "Internalizing and Externalizing Problem Behaviours and Their Relations with Self-Concept and Parental Psychological Aggression among Junior Middle School Students." In 2018 2nd International Conference on Management, Education and Social Science (ICMESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icmess-18.2018.112.

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Popelková, Marta, and Erika Jurišová. "EXTERNALIZING AND INTERNALIZING PROBLEMS IN YOUNG SCHOOL - AGE PUPILS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0653.

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Cerniglia, Luca. "The Possible Role Of Genetic Features In Children’s Internalizing-Externalizing Problems." In 9th International Conference on Cognitive - Social, and Behavioural Sciences (icCSBs 2020). European Publisher, 2020. http://dx.doi.org/10.15405/epes.20121.26.

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Petric, Evelin. "EMOTION REGULATION STRATEGIES AS PREDICTORS OF EXTERNALIZING AND INTERNALIZING PROBLEMS IN SECONDARY SCHOOL STUDENTS." In 6th SWS International Scientific Conference on Social Sciences ISCSS 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscss.2019.3/s11.024.

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Sarmiento, Irene G., Chelsea Olson, GeckHong Yeo, Yuchi Anthony Chen, Catalina L. Toma, B. Bradford Brown, Amy Bellmore, and Marie-Louise Mares. "Does social media use improve or worsen adolescents' internalizing behaviors?" In TechMindSociety '18: Technology, Mind, and Society. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3183654.3183699.

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Petric, Evelin. "EXTERNALIZING AND INTERNALIZING PROBLEMS OF CHILDREN WITH AND WITHOUT OPPOSITIONAL DEFIANT DISORDER: THE MEDIATING ROLE OF SOCIAL-EMOTIONAL COMPETENCE." In 6th SWS International Scientific Conference on Social Sciences ISCSS 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscss.2019.3/s11.026.

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Reports on the topic "Internalizing and externalizing behaviors"

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Forehand, Gregory. An Investigation of the Relationships between Violence Exposure, Internalizing and Externalizing Problems, and Adolescent Alcohol Use. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.182.

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Early adoption protects against internalizing, but not externalizing, problems. ACAMH, February 2020. http://dx.doi.org/10.13056/acamh.11292.

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