Relevant bibliographies by topics / Youth externalizing

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Youth externalizing'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Youth externalizing"

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Ruhland, Ebony L., Laurel Davis, Julie Atella, and Rebecca J. Shlafer. "Externalizing Behavior Among Youth With a Current or Formerly Incarcerated Parent." International Journal of Offender Therapy and Comparative Criminology 64, no. 1 (June 14, 2019): 3–21. http://dx.doi.org/10.1177/0306624x19855317.

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This study examined associations between parental incarceration and youths’ externalizing behaviors (e.g., damage to property, fighting, theft, etc.). Data were drawn from the 2016 Minnesota Student Survey, a statewide sample of 126,868 youth in public schools. Logistic regression analyses examined associations between youths’ experience of parental incarceration and their self-reported externalizing behaviors, controlling for key demographic characteristics. Youth with a currently or formerly incarcerated parent reported significantly more externalizing behaviors compared with youth who never had a parent incarcerated. In addition, youth with a currently incarcerated parent reported significantly more externalizing behaviors than youth who had a formerly incarcerated parent in six out of the eight externalizing behaviors. However, youth who reported having a formerly incarcerated parent were more likely to report lying or conning and more likely to have difficulty paying attention than youth who currently had an incarcerated parent. Results illustrate that parental incarceration has important implications for youths’ own risk for delinquency and high-risk behavior.
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Gonzales, Nancy A., Yu Liu, Michaeline Jensen, Jenn Yun Tein, Rebecca M. B. White, and Julianna Deardorff. "Externalizing and internalizing pathways to Mexican American adolescents’ risk taking." Development and Psychopathology 29, no. 4 (April 3, 2017): 1371–90. http://dx.doi.org/10.1017/s0954579417000323.

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AbstractThis study used four waves of data from a longitudinal study of 749 Mexican origin youths to test a developmental cascades model linking contextual adversity in the family and peer domains in late childhood to a sequence of unfolding processes hypothesized to predict problem substance use and risky sexual activity (greater number of sex partners) in late adolescence. Externalizing and internalizing problems were tested as divergent pathways, with youth-reported and mother-reported symptoms examined in separate models. Youth gender, nativity, and cultural orientation were tested as moderators. Family risk, peer social rejection, and their interaction were prospectively related to externalizing symptoms and deviant peer involvement, although family risk showed stronger effects on parent-reported externalizing and peer social rejection showed stronger effects on youth-reported externalizing. Externalizing symptoms and deviant peers were related, in turn, to risk taking in late adolescence, including problem alcohol–substance use and number of sexual partners. Peer social rejection predicted youth-reported internalizing symptoms, and internalizing was related, in turn, to problem alcohol and substance use in late adolescence. Tests of moderation showed some of these developmental cascades were stronger for adolescents who were female, less oriented to mainstream cultural values, and more oriented to Mexican American cultural values.
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Zajac, Kristyn, Jeff Randall, and Cynthia Cupit Swenson. "Multisystemic Therapy for Externalizing Youth." Child and Adolescent Psychiatric Clinics of North America 24, no. 3 (July 2015): 601–16. http://dx.doi.org/10.1016/j.chc.2015.02.007.

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Yeung, Jerf W. K., Eileen Y. H. Tsang, and Hui-Fang Chen. "Parental Socialization and Development of Chinese Youths: A Multivariate and Comparative Approach." International Journal of Environmental Research and Public Health 16, no. 10 (May 16, 2019): 1730. http://dx.doi.org/10.3390/ijerph16101730.

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Parental socialization has been recently reported as a multifaceted concept, which includes parenting practices and family processes. Nevertheless, prior family research generally treated parental socialization tantamount to parenting behavior only and overlooked its different effects on multiple youth outcomes simultaneously, especially in the Chinese population. This study, with a sample of 223 Chinese parent-youth dyads (80.7% mothers; 55.6% male youths; meanage = 16.7 years), found that both authoritative parenting and positive family processes, as measured by a multi-informant approach, significantly predicted higher self-esteem, self-control, future orientation, other perspective taking and lower externalizing problem behavior of Chinese youths concomitantly. Furthermore, youth self-esteem was found to significantly mediate the effects of authoritative parenting and positive family processes on their self-control, future orientation, other perspective taking and externalizing problem behavior, and different facets of parental socialization significantly predicted the youth outcomes differentially. Results of this study highlight importance of considering the multifaceted nature of parental socialization and interrelations of youth development.
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Salbach-Andrae, Harriet, Klaus Lenz, and Ulrike Lehmkuhl. "Patterns of agreement among parent, teacher and youth ratings in a referred sample." European Psychiatry 24, no. 5 (June 2009): 345–51. http://dx.doi.org/10.1016/j.eurpsy.2008.07.008.

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AbstractObjectiveThe purpose of this study was to investigate the degree of agreement among parents, teachers and adolescents with respect to the Child Behavior Checklist (CBCL), the Teacher's Report Form (TRF), and the Youth Self Report (YSR). In addition we evaluated the suitability of these three forms (CBCL, TRF and YSR) in terms of their contribution to understanding internalizing and externalizing disorders in youths being referred to a child and adolescent unit of a psychiatric care facility.MethodsA total of 611 patients aged 11–18 years (mean age 13.0, SD 1.6) were assessed using the CBCL, the TRF and the YSR.ResultsIntraclass coefficients (ICC) showed low to moderate agreement among informants. Furthermore, the level of agreement was generally less among patients suffering from internalizing disorders than for young patients who displayed externalizing disorders. Logistic regression revealed that the TRF internalizing syndrome scale, the CBCL internalizing syndrome scale and gender were relevant prognostic factors for the occurrence of internalizing disorders in youth. The YSR internalizing syndrome scale, on the other hand, was not a relevant factor among adolescents of a clinical target population. Likewise, only the TRF externalizing syndrome scale, the CBCL externalizing syndrome scale and gender were relevant prognostic factors for the occurrence of externalizing disorders in youth.ConclusionsParticularly the CBCL and TRF are useful instruments in assessing internalizing and externalizing disorders in adolescents referred to a mental health setting.
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Bozzay, Melanie L., Lendi N. Joy, and Edelyn Verona. "Family Violence Pathways and Externalizing Behavior in Youth." Journal of Interpersonal Violence 35, no. 23-24 (August 8, 2017): 5726–52. http://dx.doi.org/10.1177/0886260517724251.

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While studies suggest that youth who experience violence in the home are more likely to engage in externalizing behaviors (e.g., aggression, substance use, rule breaking), research is needed to understand factors that may explain how family violence is linked to externalizing, and whether there may be gender-specific trajectories to this outcome. The present study used a cross-sectional design and multigroup, path analytic modeling to test the degree to which personality traits (negative emotionality, constraint) in boys and girls (Model 1), as well as status offending primarily in girls (Model 2), may help explain relationships between exposure to familial adversity (witnessing family violence and child abuse) and adolescent externalizing behaviors in a mixed-gender, community sample with both caregiver and youth reports ( N = 237, 57% female, 10-17 years old). Results indicated that personality traits fully explained the relationship between witnessing family violence and externalizing and partially explained the relationship between child abuse and externalizing among youth. Despite theory suggesting a female-specific trajectory involving status offenses, both models were similarly relevant for boys and girls. These findings have implications for understanding processes by which adverse family circumstances may relate to externalizing behavior in youth. Preliminary suggestions are provided for future longitudinal research, policy changes, and clinical techniques that may be essential in preventing the progression to long-term adverse outcomes among youth.
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Perry, Nicole B., Carrie E. DePasquale, Bonny Donzella, and Megan R. Gunnar. "Associations between stress reactivity and behavior problems for previously institutionalized youth across puberty." Development and Psychopathology 32, no. 5 (December 2020): 1854–63. http://dx.doi.org/10.1017/s0954579420001297.

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AbstractMegan Gunnar's pubertal stress recalibration hypothesis was supported in a recent study of previously institutionalized (PI) youth such that increases in pubertal stage were associated with increases in cortisol stress reactivity. This work provides evidence that puberty may open up a window of recalibration for PI youth, resulting in a shift from a blunted to a more typical cortisol stress response. Using the same sample (N = 132), the current study aimed to elucidate whether increases in cortisol are associated with increases in adaptive functioning or whether they further underlie potential links to developmental psychopathology. Specifically, we examined the bidirectional associations between cortisol stress reactivity and both internalizing and externalizing symptoms across three timepoints during the pubertal period. Youth reported on their own internalizing symptoms and parents reported on youths’ externalizing symptoms. Cortisol reactivity was assessed during the Trier social stress test. Analyses revealed no associations between cortisol reactivity and externalizing symptoms across puberty for PI youth. However, longitudinal bidirectional associations did emerge for internalizing symptoms such that increases in cortisol reactivity predicted increases in internalizing symptoms and increases in internalizing symptoms predicted increases in cortisol reactivity. Findings suggest that recalibrating to more normative levels of cortisol reactivity may not always be associated with adaptive outcomes for PI youth.
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Figge, Caleb J., Cecilia Martinez-Torteya, and Jessica E. Weeks. "Social–ecological predictors of externalizing behavior trajectories in at-risk youth." Development and Psychopathology 30, no. 1 (May 16, 2017): 255–66. http://dx.doi.org/10.1017/s0954579417000608.

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AbstractExtant research consistently links youth externalizing problems and later maladaptive outcomes, and these behaviors are particularly detrimental given their relative stability across development. Although an array of risk and protective factors for externalizing problems have been identified, few studies have examined factors reflecting the multiple social–ecological levels that influence child development and used them to predict longitudinal trajectories of externalizing problems. The current study examined externalizing behavior trajectories in a sample of 1,094 at-risk youth (539 boys, 555 girls) from the Longitudinal Studies in Child Abuse and Neglect multisite longitudinal study of child maltreatment. Normed Child Behavior Checklist externalizing scores were used to estimate group trajectories via growth-based trajectory modeling at ages 10, 12, 14, and 16 using the SAS PROC TRAJ procedure. Model fit was assessed using the Bayes information criterion and the Akaike information criterion statistics. Analyses revealed optimal fit for five distinct behavioral trajectories: low stable, mid-increasing, mid-decreasing, medium high, and high stable. Multinomial logistic regressions revealed that a combination of risk and protective factors at individual, family, school, and neighborhood levels contribute to distinct trajectories of externalizing problems over time. Predictors of low and decreasing trajectories can inform interventions aimed at addressing externalizing problems among high-risk adolescents.
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Huber, Rebekah S., Sarah K. Sifers, Daniel Houlihan, and Rachel Youngblom. "Teacher Support as a Moderator of Behavioral Outcomes for Youth Exposed to Stressful Life Events." Education Research International 2012 (2012): 1–10. http://dx.doi.org/10.1155/2012/130626.

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The present study examined the relationship between teacher support, life stress, and behavioral outcomes in 103 youth. Participants completed questionnaires regarding life events, social support, personality, and behavior. Moderated regression analyses were conducted using youth perceptions of teacher support and negative life events to predict externalizing and internalizing problems. Results revealed a significant interaction between teacher support and life stress, indicating teacher support successfully moderated the effect of stress on externalizing problems. Main effects for life stress were consistent with previous literature suggesting that higher amounts of stress predict greater externalizing and internalizing problems. Implications for teacher support are discussed.
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Dimitrova, Radosveta, Athanasios Chasiotis, and Fons van de Vijver. "Adjustment Outcomes of Immigrant Children and Youth in Europe." European Psychologist 21, no. 2 (April 2016): 150–62. http://dx.doi.org/10.1027/1016-9040/a000246.

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Abstract. Compared to natives, immigrants have been reported to display either more (migration morbidity) or fewer (immigrant paradox) adjustment problems. We examined these two perspectives using a meta-analysis from 51 studies (N = 224,197), reporting internalizing, externalizing, and academic outcomes among immigrant children and youth in Europe. Overall, migration morbidity was better supported than the immigrant paradox. Migration morbidity was supported for (a) externalizing outcomes in Northern Europe and adolescent samples; (b) academic outcomes for low SES and fewer girls across samples; (c) internalizing outcomes in Western Europe and preadolescent samples. Cultural diversity and long-term residence of immigrants are favorable factors for the paradox in externalizing outcomes, whereas immigrant family reunion was predictive for the paradox in internalizing and academic outcomes. Implications for future research and policy are discussed.
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Dissertations / Theses on the topic "Youth externalizing"

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Latzman, Robert David. "Interrelations among youth temperament, executive functions, and externalizing behaviors." Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/306.

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Substantial empirical literatures link executive functioning (EF) and temperament, respectively, to externalizing behaviors (e.g., hyperactivity, impulsivity, conduct problems), but they rarely have been considered jointly. As indices of presumed brain function, neither neuropsychological scores nor temperament traits alone are sufficient as a comprehensive developmental model of externalizing behaviors. The current study aimed to examine the triangular relation among temperament traits, EF, and externalizing behaviors in a community sample of male youth. Participants included 174 male youth 11 to 16 years (M =13.4; SD=1.4) and their mothers. Youth were administered a comprehensive battery of neuropsychological measures tapping the broad domain of executive functions and overall intellectual functioning and completed a personality measure assessing both primary traits and broad temperaments. Mothers reported on their son's temperament and behaviors. Results indicated that, as expected, high Negative Temperament and Disinhibition were associated with both youth and mother reports of externalizing behaviors, with similar cross-informant associations. Specific EF dimensions were correlated with both temperament and externalizing behaviors and provided an incremental contribution above and beyond temperament in explaining externalizing behaviors. Results of the study contribute to the extant literature concerning the dimension of externalizing and inform future research on developing a comprehensive etiological model of externalizing behaviors.
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Dehon, Christopher. "Modeling the effects of interparental violence on youth." ScholarWorks@UNO, 2004. http://louisdl.louislibraries.org/u?/NOD,147.

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Thesis (Ph. D.)--University of New Orleans, 2004.
Title from electronic submission form. "A dissertation ... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Psychology."--Dissertation t.p. Vita. Includes bibliographical references.
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Raishevich, Natoshia. "The relationships among aggressive functions, family factors, and internalizing and externalizing symptoms in youth." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/33481.

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Aggression is a heterogeneous behavior that has been conceptualized by two distinct but inter-related functions: proactive and reactive aggression (Dodge, 1991). Proactive aggression has been linked to externalizing behaviors and reactive aggression to internalizing behaviors (Vitaro, Gendreau, Tremblay, & Oligny, 1998). There has been some evidence to suggest that family environment may influence the relationship between the aggressive functions and the related forms of psychopathology (Dodge, 1991). However, given the limited research pertaining to the relationships among aggression, family environment, and subsequent psychopathology, the current study explored the nature of the relationships among these variables in more detail. The present study hypothesized that proactive aggression would be related to externalizing symptoms (delinquency, hyperactivity), and these relationships would be moderated by family conflict. In addition, it was predicted that reactive aggression would be related to internalizing symptoms and inattention, and these relationships would be moderated by family conflict, cohesion, and control. The study included a sample of 135 children and their parents who completed several self-report measures. Overall, the findings did not support the hypotheses, though there was mixed support for the relationship between the aggressive functions and internalizing and externalizing symptoms.
Master of Science
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Wu, Monica S. "Quality of Life and Burden in Caregivers of Youth with Severe Obsessive-Compulsive Disorder." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6984.

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Pediatric obsessive-compulsive disorder (OCD) is a heterogeneous disorder associated with functional impairment and deleterious effects at the family level. Caregivers are often enmeshed in the disorder, coping with the child’s OCD-related distress and engaging in accommodating behaviors. Given the developmental level of these youth and the impactful nature of OCD, caregivers may experience considerable burden and decreased quality of life (QoL). However, extant literature on these constructs is largely limited to caregivers of patients with chronic illnesses, and the few existing studies examining OCD samples are limited to adult patients. As such, this study sought to examine burden and QoL in caregivers of youth enrolled in an intensive outpatient or partial hospitalization program for their severe OCD. Specifically, the relationships between caregiver QoL and burden and the following variables were investigated: OCD symptom severity, functioning (youth functional impairment, general family functioning), family (family accommodation, parental relationship satisfaction, positive aspects of caregiving), and comorbid psychopathology (caregiver anxiety and depressive symptoms, youth internalizing and externalizing behaviors). Seventy-two child and caregiver dyads participated in the study and completed a battery of clinician- and self-rated questionnaires. Different components of caregiver QoL correlated with caregiver-rated functional impairment, family accommodation, youth externalizing behaviors, and caregiver psychopathology. Various aspects of caregiver burden correlated with OCD symptom severity, functional impairment related to OCD, as well as caregiver and child comorbid psychopathology. Caregiver depressive symptoms predicted caregiver QoL, and caregiver depressive symptoms and child externalizing symptoms both predicted caregiver burden. Caregiver burden did not mediate the relationship between obsessive-compulsive symptom severity and caregiver QoL. Ultimately, elucidating factors associated with increased caregiver burden and poorer QoL are pertinent for the identification of at-risk families and development of targeted interventions.
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Ruth, Corinne Elizabeth. "Parenting Skills as a Predictor of Youth Externalizing Outcomes in Routine Community Mental Health Services." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6760.

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This study examined the relationship between perceived parenting skills and youth externalizing symptoms throughout the course of routine treatment of youth receiving services in a community mental health setting. Specifically, this study investigated whether changes in parenting skills were associated with changes in three dimensions of youth externalizing behaviors (behavioral dysfunction, interpersonal relations, social problems). Participants were 401 youth (aged 4-17, mean aged 10.7, 48% female) and their parents/guardians. At regular intervals throughout treatment, parents completed the Treatment Support Measure (TSM) to assess perceived parenting skills along with the Youth Outcome Questionnaire (Y-OQ) to assess youth externalizing symptoms. Hierarchical linear modeling analyses revealed that changes in perceived parenting skills were not significantly related to changes youth behavioral dysfunction, interpersonal relations, or social problems. However, parenting skills and all facets of externalizing significantly changed throughout the course of therapy and higher parenting skills were associated with lower levels of youth externalizing throughout therapy. Parenting skill appears to require further study as a key factor involved in youth psychotherapy outcomes in real world settings, especially in relation to youth externalizing symptoms.
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Kotler, Julie S. "Early correlates of psychopathy and relations between psychopathy, youth adjustment, and growth trajectories for externalizing behavior in samples of normative and high-risk youth /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/8996.

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Jarrett, Matthew A. "The Role of Executive and Motivational Laboratory Tasks in the Assessment of Externalizing and Internalizing Problems in ADHD-C and Non-ADHD-C Youth." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/42446.

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The current study utilized laboratory tasks (Connersâ Continuous Performance Test, CPT; Behavioral Inhibition Task, BIT) to examine the relationships among motivation, executive functioning, and parent and teacher-reported attention, internalizing, and externalizing problems in a clinical sample of 132 children with or without Attention-Deficit/Hyperactivity Disorder, Combined Type (ADHD-C; 69% male, mean age = 9.88). Specificity was examined through total, unique, and interactive effects via hierarchical regression. Higher CPT scores (i.e., executive disinhibition) were related to greater externalizing problems in total and unique effect analyses, while a relationship between lower CPT scores (i.e., executive inhibition) and greater internalizing problems was found only in unique effect analyses. No significant effects were found for motivational inhibition (i.e., low BIT) or disinhibition (i.e., high BIT). ADHD-C was associated with greater attention and externalizing problems in total effect analyses, but only externalizing problems showed a significant relationship in unique effect analyses. Interactive effects were found for ADHD-C and executive functioning, as lower levels of CPT (i.e., executive inhibition) coupled with ADHD-C resulted in greater parent-reported attention problems. In addition, higher CPT scores (i.e., executive disinhibition) were associated with greater parent-reported externalizing problems in Non-ADHD-C children. Although some main effects were predicted, the interactive effects were somewhat surprising, particularly in relation to ADHD-C, executive inhibition, and parent-reported attention problems. Exploratory analyses revealed that this effect may have been due to greater internalizing problems in ADHD-C children at lower levels of CPT (i.e., executive inhibition). Results are discussed in relation to past studies and laboratory task validity.
Master of Science
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Loosier, Penny S. "Parenting practices as mediators of the association between violence exposure and internalizing and externalizing behavior problems among black youth." Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2008m/loosier.pdf.

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Thesis (M.A.)--University of Alabama at Birmingham, 2008.
Additional advisors: Nataliya Ivankova, Rosemary Newton, Linda Searby, Yu-Mei Wang. Description based on contents viewed Oct. 9, 2008; title from PDF t.p. Includes bibliographical references (p. 63-70).
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Madrazo, Vanessa L. "The Effects of a Positive Youth Development Intervention on Problem Behavior Outcomes." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/437.

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This study reported an Outcome Mediation Cascade evaluation of the Changing Lives Program (CLP), a positive youth intervention. This study examined the effects of participation in the CLP on positive outcomes (Personal Expressiveness and Well-Being) and negative outcomes (Internalizing and Externalizing problem behaviors) as mediated by Identity Distress. 137 females and 101 males comprised the sample of this study, which draws from archival data of adolescents in alternative high schools in Miami. Findings indicated that the hypothesized model fit the data (χ2 (11) = 14.544, p = .020; RMSEA = .04; CFI = .995; SRMR = .028). Findings also provided preliminary evidence consistent with the hypothesis that in addition to having effects on targeted positive outcomes, PYD interventions are likely to have progressive cascading effects on untargeted problem outcomes.
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Swaminathan, Sindhia. "Relationships between symptoms and adaptive functioning in clinic-referred adolescents: Patterns of internalizing, externalizing, and co-occurring symptoms." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1457534784.

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Books on the topic "Youth externalizing"

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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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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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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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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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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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Book chapters on the topic "Youth externalizing"

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Bennett, Randi, Samantha Adelsberg, and Amy K. Roy. "Oppositionality and Functionality in Youth Externalizing Disorders." In Treatments for Psychological Problems and Syndromes, 525–40. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781118877142.ch32.

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Stepp, Stephanie D., Diana J. Whalen, and Sarah L. Pedersen. "The Externalizing Pathway to Borderline Personality Disorder in Youth." In Handbook of Borderline Personality Disorder in Children and Adolescents, 247–63. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0591-1_17.

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Grafeman, Sarah J., Stephanie H. Bader, and Sarah E. Davis. "Narcissism, positive illusory bias, and externalizing behaviors." In Narcissism and Machiavellianism in youth: Implications for the development of adaptive and maladaptive behavior., edited by Tammy D. Barry, 159–73. Washington: American Psychological Association, 2011. http://dx.doi.org/10.1037/12352-009.

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Deković, Maja, and Sabine Stoltz. "Moderators and Mediators of Treatments for Youth Who Show Externalizing Problem Behavior." In Moderators and Mediators of Youth Treatment Outcomes, 97–122. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780199360345.003.0005.

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"Addressing Urban African American Youth Externalizing and Social Problem Behavioral Difficulties in a Family Oriented Prevention Project: William M. Bannon and Jr.Mary M. McKay." In Community Collaborative Partnerships, 228–47. Routledge, 2012. http://dx.doi.org/10.4324/9780203726150-14.

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Conference papers on the topic "Youth externalizing"

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Kim, Minjoo, Mijeong Cho, and Eungu Ji. "An Analysis of Gender Difference Regarding an Effect that Self-esteem in Youth has on Externalizing Problem Behavior-Focusing on the Moderating Effect of Parental Attachment-." In Green and Smart Technology 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.120.63.

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You might also be interested in the extended bibliographies on the topic 'Youth externalizing' for particular source types:
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