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Books on the topic 'Internalizing and externalizing behaviors'

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

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1

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

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2

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

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3

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

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4

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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5

(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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6

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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7

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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8

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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9

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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10

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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11

Lerner, Matthew D., Tamara E. Rosen, Erin Kang, Cara M. Keifer, and Alan H. Gerber. Autism Spectrum Disorder. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.15.

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Autism spectrum disorder (ASD) is a neurodevelopmental condition consisting of deficits in social communication and presentation of restricted and repetitive behaviors and interests. An increasingly large proportion of youth are diagnosed with ASD. ASD evinces a complex clinical presentation, ranging from a severe early impact on functioning to manifestations that present similarly to other (often comorbid) internalizing and externalizing conditions. In recent years, the reliability and standardization of ASD assessment has improved considerably. Likewise, there is now a fairly wide range of treatment options and prognoses, with several psychosocial interventions attaining empirically supported status and a nontrivial percentage of youth with ASD showing significant symptom reduction over time. This chapter describes ASD and reviews key empirically supported assessment and intervention practices. A case example is presented of an adolescent with ASD. Finally, challenges and future directions are described, as are implications for clinical practice for youth with ASD.
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12

Kearney, Christopher A., and Anne Marie Albano. When Children Refuse School. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190604080.001.0001.

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When Children Refuse School: A Cognitive-Behavioral Therapy Approach, Parent Workbook is designed to help parents work with a therapist to help their children who currently have difficulties attending school. This workbook defines school refusal behavior, describes how situations might be evaluated, and shows what parents and therapists can do to get children back into school with less distress. Parents should use this workbook with a qualified therapist who is concurrently using the therapist guide to treat the child’s school refusal behavior. Problematic school absenteeism is the primary focus of the treatment program covered in the workbook. Youths who complete high school are more likely to be successful at social, academic, occupational, and economic aspects of functioning than youths who do not. Youths with problematic school absenteeism are at risk for lower academic performance and achievement, lower reading and mathematics test scores, fewer literacy skills, internalizing and externalizing behavior problems, grade retention, involvement with the juvenile justice system, and dropout. The treatment program presented in this guide is designed for youths with primary and acute school refusal behavior. The program is based on a functional model of school refusal behavior that classifies youths on the basis of what reinforces their absenteeism.
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13

Cicchetti, Dante, and Sheree L. Toth, eds. Internalizing and Externalizing Expressions of Dysfunction. Psychology Press, 2014. http://dx.doi.org/10.4324/9781315807256.

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14

Bagley, Erika, and Mona El-Sheikh. Children’s Sleep and Internalizing and Externalizing Symptoms. Edited by Amy Wolfson and Hawley Montgomery-Downs. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199873630.013.0027.

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15

Kearney, Christopher A., and Anne Marie Albano. When Children Refuse School. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190604059.001.0001.

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Problematic school absenteeism is the primary focus of When Children Refuse School: A Cognitive-Behavioral Therapy Approach, Therapist Guide. Youths who complete high school are more likely to experience greater success at social, academic, occupational, and economic aspects of functioning than youths who do not. Youths with problematic school absenteeism are at risk for lower academic performance and achievement, lower reading and mathematics test scores, fewer literacy skills, internalizing and externalizing behavior problems, grade retention, involvement with the juvenile justice system, and dropout. The treatment program presented here is designed for youths with primary and acute school refusal behavior. The program is based on a functional model of school refusal behavior that classifies youths on the basis of what reinforces absenteeism. For children who refuse school to avoid school-based stimuli that provoke negative affectivity, the treatment uses child-based psychoeducation, somatic control exercises, gradual reintroduction (exposure) to the regular classroom setting, and self-reinforcement. For children who refuse school to escape aversive social and/or evaluative situations, the treatment uses child-based psychoeducation, somatic control exercises, cognitive restructuring, gradual reintroduction (exposure) to the regular classroom setting, and self-reinforcement. For youths who refuse school to pursue attention from significant others, parent-based treatment includes modifying parent commands, establishing regular daily routines, developing rewards, reducing excessive reassurance-seeking behavior, and engaging in forced school attendance. For youths who refuse school to pursue tangible rewards outside of school, family-based treatment includes contingency contracts, communication skills, escorting the child to school and from class to class, and peer refusal skills.
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16

Beauchaine, Theodore P., and Sheila E. Crowell, eds. The Oxford Handbook of Emotion Dysregulation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190689285.001.0001.

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Emotion dysregulation—which is often defined as the inability to modulate strong affective states including impulsivity, anger, fear, sadness, and anxiety—is observed in nearly all psychiatric disorders. These include internalizing disorders such as panic disorder and major depression, externalizing disorders such as conduct disorder and antisocial personality disorder, and various other disorders including schizophrenia, autism, and borderline personality disorder. Among many affected individuals, precursors to emotion dysregulation appear early in development, and often predate the emergence of diagnosable psychopathology. Collaborative work by Drs. Crowell and Beauchaine, and work by many others, suggests that emotion dysregulation arises from both familial (coercion, invalidation, abuse, neglect) and extrafamilial (deviant peer group affiliations, social reinforcement) mechanisms. These studies point toward strategies for prevention and intervention. The Oxford Handbook of Emotion Dysregulation brings together experts whose work cuts across levels of analysis, including neurobiological, cognitive, and social, in studying emotion dysregulation. Contributing authors describe how early environmental risk exposures shape emotion dysregulation, how emotion dysregulation manifests in various forms of mental illness, and how emotion dysregulation is most effectively assessed and treated. This is the first text to assemble a highly accomplished group of authors to address conceptual issues in emotion dysregulation research; define the emotion dysregulation construct at levels of cognition, behavior, and social dynamics; describe cutting-edge assessment techniques at neural, psychophysiological, and behavioral levels of analysis; and present contemporary treatment strategies. Conceptualizing emotion dysregulation as a core vulnerability to psychopathology is consistent with modern transdiagnostic approaches to diagnosis and treatment, including the Research Domain Criteria and the Unified Protocol, respectively.
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17

Currie, Fiona Jill. The relational goals of children with externalizing and internalizing symptoms. 2001.

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18

Schwartz, David, and Daryaneh Badaly. Internalizing and Externalizing Disorders during Childhood: Implications for Social Play. Oxford University Press, 2010. http://dx.doi.org/10.1093/oxfordhb/9780195393002.013.0016.

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19

Hoffman, Leon, Timothy Rice, and Tracy Prout. Manual of Regulation-Focused Psychotherapy for Children (RFP-C) with Externalizing Behaviors. Routledge, 2015. http://dx.doi.org/10.4324/9781315736648.

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20

Holly, Lindsay E., Ryan D. Stoll, Amy M. Rapp, Armando A. Pina, and Denise A. Chavira. Psychosocial Treatments That “Work” for Ethnic Minority Youth. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.10.

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This chapter critically evaluates treatments for internalizing and externalizing disorders in ethnic minority youth based on empirically supported treatment criteria and the methodological robustness of the scientific evidence. There continues to be no well-established treatment for externalizing or internalizing disorders in ethnic minority youth. There continues to be no evidence that treatments are robust across cultures and subcultures, and there is a lack of attention to explanatory variables (e.g., acculturation, cultural orientation, values). In the meantime, an articulation for providers is suggested based on data about putative mediators of change and best practices for working in the contexts of cultural diversity. For researchers, the chapter articulates four avenues believed to be the core to advancing treatment science for ethnic minority youth.
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21

Manual of Regulation-Focused Psychotherapy for Children with Externalizing Behaviors: A Psychodynamic Approach. Taylor & Francis Group, 2015.

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22

Rice, Timothy, Leon Hoffman, and Tracy Prout. Manual of Regulation-Focused Psychotherapy for Children with Externalizing Behaviors: A Psychodynamic Approach. Taylor & Francis Group, 2015.

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23

Runions, Kevin C. L. Social and temperamental antecedents of young children's maladaptive social information processing in the development of internalizing and externalizing tendencies. 2004.

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24

Temkin, Andrea B., Mina Yadegar, Christine Cho, and Brian C. Chu. Transdiagnostic Approaches With Children. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.48.

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In recent years, the field of clinical psychology has seen a growing movement toward the research and development of transdiagnostic treatments. Transdiagnostic approaches have the potential to address numerous issues related to the development and treatment of mental disorders. Among these are the high rates of comorbidity across disorders, the increasing need for efficient protocols, and the call for treatments that can be more easily disseminated. This chapter provides a review of the current transdiagnostic treatment approaches for the treatment of youth mental disorders. Three different types of transdiagnostic protocols are examined: mechanism-based protocols, common elements treatments, and general treatment models that originated from single-disorder approaches to have broader reach. A case study illuminates how a mechanism-based approach would inform case conceptualization for a client presenting with internalizing and externalizing symptoms and how a transdiagnostic framework translates into practice.
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25

Greven, Corina U., Jennifer S. Richards, and Jan K. Buitelaar. Sex differences in ADHD. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0016.

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This chapter reviews sex differences in ADHD, focusing on differences in prevalence, comorbidity, and impairment, and discusses potential mechanisms underlying these differences. ADHD is more common in males than females (sex ratio ~3:1). Males with ADHD show greater comorbidity with comorbid externalizing (conduct) problems, while females with ADHD show internalizing problems. Females with ADHD may experience greater subjective impairment than males with ADHD. Referral and diagnostic issues, relating to sex-specific display of ADHD symptoms (more overt and disruptive in males, more subtle in females), underdiagnosis, or misdiagnosis in girls, as well as biases due to informant source, likely contribute to sex differences in ADHD. Potential biological mechanisms include endocrine factors (testosterone, glucocorticoids, and hypothalamic–pituitary–adrenal axis activation differences), aetiological sex differences (sex-chromosome genes), sex differences in neurocognitive functioning, and differences in brain structure and function. The chapter provides an outlook for future research and clinical implications.
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26

Beauchaine, Theodore P., Aimee R. Zisner, and Elizabeth P. Hayden. Neurobiological Mechanisms of Psychopathology and Treatment Action. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.54.

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In recent years, it has become increasingly clear that common forms of psychopathology derive from complex interactions among neurobiological vulnerabilities and environmental adversities. These interactions can alter neurobehavioral development to yield progressively intractable forms of psychopathology across childhood and adolescence. This chapter focuses on neurobiological mechanisms of trait impulsivity, trait anxiety, stress reactivity, and emotion regulation/executive function. How these traits confer vulnerability to externalizing disorders, internalizing disorders, heterotypic comorbidity, and heterotypic continuity is described. Next, neurobiological mechanisms of treatment response are considered. Trait impulsivity and trait anxiety are highly heritable and derive initially from subcortical structures that mature early in life. In contrast, emotion regulation and executive function, which modulate trait impulsivity and trait anxiety, are more sensitive to environmental influence and derive from cortical structures that mature into young adulthood. Neurobiological mechanisms of psychosocial treatment response are represented largely in the cortex and its neuromodulatory connections with the subcortex.
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27

Neyrat, Frédéric. The Unconstructable Earth. Translated by Drew S. Burk. Fordham University Press, 2018. http://dx.doi.org/10.5422/fordham/9780823282586.001.0001.

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The Space Age is over? Not at all! A new planet has appeared: Earth. In the age of the Anthropocene, the Earth is a post-natural planet that can be remade at will, controlled and managed thanks to the prowess of geoengineering. This new imaginary is also accompanied by a new kind of power—geopower—which takes the entire Earth—in its social, biological and geophysical dimensions—as an object of knowledge, intervention, and governmentality. Far from merely being the fruit of the spirit of geo-capitalism, this new grand narrative has been championed by the theorists of the constructivist turn (be them ecomodernist, postenvironmentalist, or accelerationist to name a few) who have also called into question the great divide between nature and culture; but in the aftermath of the collapse of this divide, a cyborg, hybrid, flexible nature was built, an impoverished nature that does not exist without being performed by the technologies, human needs, and capitalist imperatives. Underneath this performative vision resides a hidden “a-naturalism” denying all otherness to nature and the Earth, no longer by externalizing it as a thing to be dominated, but by radically internalizing it as something to be digested. Constructivist ecology can hardly present itself in opposition to the geo-constructivist project, which also claims that there is no nature and that nothing will prevent human beings from replacing Earth with an Earth 2.0.
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28

Mendes, Wendy Berry, and Keely A. Muscatell. Affective Reactions as Mediators of the Relationship Between Stigma and Health. Edited by Brenda Major, John F. Dovidio, and Bruce G. Link. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190243470.013.10.

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This chapter provides an overview of how emotions can contribute to poorer health among stigmatized populations. First, it describes some of the primary affective responses that stigmatized individuals might experience, including externalizing emotions, uncertainty, and anxious affect. These affective responses can occur as a result of interacting with individuals who display subtle or overt signs of bias or perceiving a system as unfair, or they can occur from expectations based on prior experiences that shape perception. Second, this chapter reviews how these affective states may alter underlying biological processes to directly influence health. Finally, it examines indirect pathways whereby emotion processes potentiate health-damaging behaviors, such as poor eating habits, restless sleep, excessive alcohol and drug abuse, and risky behavior. Overall, research in this area suggests that affective experiences resulting from stigmatization can change biology and behavior in ways that can ultimately lead to poor health.
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29

Piehler, Timothy F. Coercion and Contagion in Child and Adolescent Peer Relationships. Edited by Thomas J. Dishion and James Snyder. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199324552.013.11.

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Peer relationships during adolescence play a powerful role in youth adjustment. This chapter summarizes research regarding two distinct yet related social processes that have been observed within adolescent peer interactions to be predictive of problem behaviors: coercion and contagion. The mechanisms underlying these two processes are outlined, including positive reinforcement involved in deviancy training (a form of contagion) as well as escape conditioning involved in coercion. The chapter details some of the commonalities between the two processes as seen in adolescence as well as key differences and risk factors unique to each. Several recent studies that simultaneously examined both coercion and contagion in peer interactions are highlighted. Finally, a number of future directions are outlined, including advancing analytic methods to better understand bidirectional effects and further investigating the role of these processes in internalizing symptoms in adolescence.
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30

Harrison, Judith R., Brandon K. Schultz, and Steven W. Evans, eds. School Mental Health Services for Adolescents. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780199352517.001.0001.

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School Mental Health Services for Adolescents is composed of 15 chapters, written by well-known authors in the fields of psychology, education, social work, and counseling, who discuss and describe services for adolescents that can be implemented in secondary schools by school-based professionals. The authors present methods of overcoming implementation barriers through strategic service-delivery models. The volume is divided into three sections. The first chapters describe the history and need for services, explore the identity of professionals that serve as school mental health providers, and describe methods of engaging adolescents in school. The next chapters focus on issues of identification and referral for treatment in schools and provide a description of interventions. Proposed service delivery models are organized by target topics, including attention and organization, disruptive behavior, internalizing behaviors, autism spectrum disorders, substance abuse, and chronic health concerns. The final chapters describe assessment and the integration of school mental health in schools.
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