Relevant bibliographies by topics / Internalizing and externalizing behaviors

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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"

1

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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2

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 (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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3

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 (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 (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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5

Lane, Kathleen Lynne, Wendy Peia Oakes, Eric Alan Common, et al. "A Comparison Between SRSS-IE and BASC-2 BESS Scores at the Middle School Level." Behavioral Disorders 44, no. 3 (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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6

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 (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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7

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 (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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8

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 (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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9

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 (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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10

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 (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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