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Brislin SJ, Martz ME, Joshi S, Duval ER, Gard A, Clark DA, Hyde LW, Hicks BM, Taxali A, Angstadt M, Rutherford S, Heitzeg MM, Sripada C. Differentiated nomological networks of internalizing, externalizing, and the general factor of psychopathology (' p factor') in emerging adolescence in the ABCD study. Psychol Med 2022; 52:3051-3061. [PMID: 33441214 PMCID: PMC9693677 DOI: 10.1017/s0033291720005103] [Citation(s) in RCA: 19] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/02/2020] [Revised: 11/04/2020] [Accepted: 12/03/2020] [Indexed: 01/05/2023]
Abstract
BACKGROUND Structural models of psychopathology consistently identify internalizing (INT) and externalizing (EXT) specific factors as well as a superordinate factor that captures their shared variance, the p factor. Questions remain, however, about the meaning of these data-driven dimensions and the interpretability and distinguishability of the larger nomological networks in which they are embedded. METHODS The sample consisted of 10 645 youth aged 9-10 years participating in the multisite Adolescent Brain and Cognitive Development (ABCD) Study. p, INT, and EXT were modeled using the parent-rated Child Behavior Checklist (CBCL). Patterns of associations were examined with variables drawn from diverse domains including demographics, psychopathology, temperament, family history of substance use and psychopathology, school and family environment, and cognitive ability, using instruments based on youth-, parent-, and teacher-report, and behavioral task performance. RESULTS p exhibited a broad pattern of statistically significant associations with risk variables across all domains assessed, including temperament, neurocognition, and social adversity. The specific factors exhibited more domain-specific patterns of associations, with INT exhibiting greater fear/distress and EXT exhibiting greater impulsivity. CONCLUSIONS In this largest study of hierarchical models of psychopathology to date, we found that p, INT, and EXT exhibit well-differentiated nomological networks that are interpretable in terms of neurocognition, impulsivity, fear/distress, and social adversity. These networks were, in contrast, obscured when relying on the a priori Internalizing and Externalizing dimensions of the CBCL scales. Our findings add to the evidence for the validity of p, INT, and EXT as theoretically and empirically meaningful broad psychopathology liabilities.
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Affiliation(s)
- Sarah J. Brislin
- Department of Psychiatry, University of Michigan, 4250 Plymouth Rd, Ann Arbor, MI 48109, USA
| | - Meghan E. Martz
- Department of Psychiatry, University of Michigan, 4250 Plymouth Rd, Ann Arbor, MI 48109, USA
| | - Sonalee Joshi
- Department of Psychiatry, University of Michigan, 4250 Plymouth Rd, Ann Arbor, MI 48109, USA
| | - Elizabeth R. Duval
- Department of Psychiatry, University of Michigan, 4250 Plymouth Rd, Ann Arbor, MI 48109, USA
| | - Arianna Gard
- Department of Psychiatry, University of Michigan, 4250 Plymouth Rd, Ann Arbor, MI 48109, USA
| | - D. Angus Clark
- Department of Psychiatry, University of Michigan, 4250 Plymouth Rd, Ann Arbor, MI 48109, USA
| | - Luke W. Hyde
- Department of Psychiatry, University of Michigan, 4250 Plymouth Rd, Ann Arbor, MI 48109, USA
| | - Brian M. Hicks
- Department of Psychiatry, University of Michigan, 4250 Plymouth Rd, Ann Arbor, MI 48109, USA
| | - Aman Taxali
- Department of Psychiatry, University of Michigan, 4250 Plymouth Rd, Ann Arbor, MI 48109, USA
| | - Mike Angstadt
- Department of Psychiatry, University of Michigan, 4250 Plymouth Rd, Ann Arbor, MI 48109, USA
| | - Saige Rutherford
- Department of Psychiatry, University of Michigan, 4250 Plymouth Rd, Ann Arbor, MI 48109, USA
| | - Mary M. Heitzeg
- Department of Psychiatry, University of Michigan, 4250 Plymouth Rd, Ann Arbor, MI 48109, USA
| | - Chandra Sripada
- Department of Psychiatry, University of Michigan, 4250 Plymouth Rd, Ann Arbor, MI 48109, USA
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The association of social capital with depression and quality of life in school-aged children. PLoS One 2022; 17:e0262103. [PMID: 35025946 PMCID: PMC8758105 DOI: 10.1371/journal.pone.0262103] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2021] [Accepted: 12/17/2021] [Indexed: 11/20/2022] Open
Abstract
Social capital is an important factor that affects mental health. The purpose of this study was to examine the relationship between social capital and depression and between social capital and quality of life (QoL) in children in elementary and junior high school and to examine how this relationship differs in relevant patterns at both the individual- and school-level. The study was conducted in all elementary and junior high schools in a single municipality; the subjects consisted of 3,722 elementary school and 3,987 junior high school students (aged from 9 to 15). A multilevel linear mixed effect model analysis revealed that all three subscales of social capital were associated with depression and QoL at the individual-level: The school social capital at the individual-level showed the strongest association with depression and QoL. We also found that some of social capital at the school-level was associated with depression and QoL. An interactive effect was observed between educational stage (elementary and junior high) and some of social capital subscales. Specifically, the inverse association between school social capital and depression was stronger among the junior high students, while the positive association between school and neighborhood social capital and QoL was stronger among the elementary students. These interactions suggest that social capital impacts depression and QoL differently in elementary and junior high students. These findings suggest that the degree of association of social capital domains differs in mental health among the educational stage.
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McDermott PA, Rovine MJ, Weiss EM, Gladstone JN, Fatima SF, Reyes RS. Latent Change and Co-Occurrence of Overactive and Underactive Behavior Problems in American Early Education. SCHOOL PSYCHOLOGY REVIEW 2022. [DOI: 10.1080/2372966x.2021.2000842] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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4
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Wasserman AM, Wimmer J, Hill-Kapturczak N, Karns-Wright TE, Mathias CW, Dougherty DM. The Development of Externalizing and Internalizing Behaviors Among Youth With or Without a Family History of Substance Use Disorder: The Indirect Effects of Early-Life Stress and Impulsivity. Child Psychiatry Hum Dev 2021; 52:978-993. [PMID: 33067711 PMCID: PMC10984365 DOI: 10.1007/s10578-020-01076-4] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/02/2020] [Indexed: 11/24/2022]
Abstract
Youth with a family history of substance use disorder (FH+) are more prone to have externalizing and internalizing problems compared to youth without a family history of substance use disorder (FH-), increasing the likelihood of later maladjustment. However, mechanisms for this association remain understudied. In this longitudinal study, we examined if FH+ youth are more likely to experience early-life stressors (ELS), which in turn would increase impulsivity and the expression of externalizing and internalizing behaviors. Data were collected from youth and a parent (n = 386) during a baseline assessment (age 10-12 years) and every six months when the youth was 13-16 years old. In support of the primary hypothesis, FH+ youth reported higher levels of externalizing and internalizing behaviors through ELS to impulsivity providing a developmental pathway through which FH+ youth are more prone to externalizing and internalizing problems.
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Affiliation(s)
- A M Wasserman
- Department of Psychiatry, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA.
| | - J Wimmer
- Department of Psychiatry, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - N Hill-Kapturczak
- Department of Psychiatry, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - T E Karns-Wright
- Department of Psychiatry, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - C W Mathias
- Department of Psychiatry, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - D M Dougherty
- Department of Psychiatry, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
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Boshomane TT, Pillay BJ, Meyer A. Mental flexibility (set-shifting) deficits in children with ADHD: A replication and extension study. JOURNAL OF PSYCHOLOGY IN AFRICA 2021. [DOI: 10.1080/14330237.2021.1952637] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Tshikani Theodore Boshomane
- Department of Behavioural Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa
| | - Basil Joseph Pillay
- Department of Behavioural Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa
| | - Anneke Meyer
- Department of Behavioural Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa
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Evans D, Gaysina D, Field AP. Internalizing symptoms and working memory as predictors of mathematical attainment trajectories across the primary-secondary education transition. ROYAL SOCIETY OPEN SCIENCE 2020; 7:191433. [PMID: 32537188 PMCID: PMC7277270 DOI: 10.1098/rsos.191433] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2019] [Accepted: 04/03/2020] [Indexed: 05/09/2023]
Abstract
The transition from primary to secondary education is a critical period in early adolescence which is related to increased anxiety and stress, increased prevalence of mental health issues, and decreased maths performance, suggesting it is an important period to investigate maths attainment. Previous research has focused on anxiety and working memory as predictors of maths, without investigating any long-term effects around the education transition. This study examined working memory and internalizing symptoms as predictors of children's maths attainment trajectories (age 7-16) across the transition to secondary education using secondary longitudinal analysis of the Avon Longitudinal Study of Parents and Children (ALSPAC). This study found statistically significant, but very weak evidence for the effect of internalizing symptoms and working memory on maths attainment. Greater parental education was the strongest predictor, suggesting that children of parents with a degree (compared with those with a CSE) gain the equivalent of almost a year's schooling in maths. However, due to methodological limitations, the effects of working memory and internalizing symptoms on attainment cannot be fully understood with the current study. Additional research is needed to further uncover this relationship, using more time-appropriate measures.
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McGuire A, Jackson Y. The Role of Trauma Type and Age in the Relation Between Trauma Exposure and Intelligence. CHILD MALTREATMENT 2020; 25:192-202. [PMID: 31288552 DOI: 10.1177/1077559519860596] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Experiencing potentially traumatic events (PTEs) is associated with deficits in cognitive functioning for youth. Previous research has demonstrated that PTE type may influence the association between PTE experiences and intelligence, such that IQ scores may differ by the type of PTE experienced. Additionally, mixed findings in the literature suggest that these associations might differ by age. The current study examined the association between PTE type and IQ and how age may moderate this association. In a sample of youth in foster care (N = 328, Mage = 13.25), physical, psychological, and sexual abuse and family PTEs were directly associated with verbal and nonverbal IQ. Age significantly moderated the association between IQ and neglect and academic PTEs. Results suggest that broad PTE grouping methods or failing to account for both maltreatment and general PTEs in samples of youth in foster care may conceal differences in how PTEs relate to intellectual functioning.
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Affiliation(s)
- Austen McGuire
- Clinical Child Psychology Program, Dole Human Development Center, University of Kansas, Lawrence, KS, USA
| | - Yo Jackson
- Department of Psychology, The Pennsylvania State University, University Park, PA, USA
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8
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Using Internalizing Symptoms to Predict Math Achievement Among Low-Income Urban Elementary Students. ACTA ACUST UNITED AC 2020. [DOI: 10.1007/s40688-019-00269-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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9
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O'Connor EE, Cappella E, McCormick MP, McClowry SG. Enhancing the Academic Development of Shy Children: A Test of the Efficacy of INSIGHTS. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2014.12087426] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Quistberg KA, Mueller U. Prospective relations between kindergarteners’ executive function skills and their externalizing and internalizing behaviors. Clin Neuropsychol 2019; 34:845-862. [DOI: 10.1080/13854046.2019.1591510] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
Affiliation(s)
- Kirsten A. Quistberg
- Department of Psychology, University of Victoria, Victoria, British Columbia, Canada
| | - Ulrich Mueller
- Department of Psychology, University of Victoria, Victoria, British Columbia, Canada
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12
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Demonstration of a Trauma-Informed Assessment to Intervention Model in a Large Urban School District. SCHOOL MENTAL HEALTH 2018. [DOI: 10.1007/s12310-018-9294-z] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Abstract
Emotional and behavioral problems (EBP) during childhood and adolescence are a common concern for parents and mental health stakeholders. However, little has been documented about their prevalence in Kenyan children and adolescents. This study aimed to close this gap. The study included Child Behavior Checklist reports from 1022 Kenyan parents on their children (ages 6-18 years) and Youth Self-Reports from 533 adolescents (ages 12-18) living in Kenya's Central Province. EBP in Kenya are highly prevalent compared to multi-cultural standards for parent reports, with 27 and 17% scoring in the borderline and clinical range, respectively. Based on parent reports, younger children scored higher on EBP than older children, and higher on internalizing problems. Based on self-reports girls scored higher than boys, particularly on internalizing problems. The study provides evidence on elevated parent-reported EBP in Kenyan youths. Mental health providers should focus on interventions that reduce EBP in Kenyan youths.
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Affiliation(s)
- Dorcas N Magai
- KEMRI-Wellcome Trust Collaborative Research Programme, Kilifi, Kenya
- Department of Clinical, Neuro- and Developmental Psychology, Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, Van der Boechorststraat 1, 1081 BT, Amsterdam, The Netherlands
| | - Jamil A Malik
- National Institute of Psychology, Quaid-i-Azam University, Islamabad, Pakistan
| | - Hans M Koot
- Department of Clinical, Neuro- and Developmental Psychology, Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, Van der Boechorststraat 1, 1081 BT, Amsterdam, The Netherlands.
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Tetzner J, Kliegl R, Krahé B, Busching R, Esser G. Developmental problems in adolescence: A person-centered analysis across time and domains. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2017. [DOI: 10.1016/j.appdev.2017.08.003] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
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McPherson KE, Kerr S, Casey B, Marshall J. Barriers and Facilitators to Implementing Functional Family Therapy in a Community Setting: Client and Practitioner Perspectives. JOURNAL OF MARITAL AND FAMILY THERAPY 2017; 43:717-732. [PMID: 28276073 DOI: 10.1111/jmft.12221] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
While Functional Family Therapy (FFT) is known to be effective in addressing adolescent behavioral problems, there has been little exploration of issues relevant to its transport from the tightly controlled setting of clinical trials into routine service delivery. This study sought the views of key stakeholders, clients, and practitioners, on barriers and facilitators to the successful implementation of FFT. Undertaken in a community setting in Scotland, interviews were carried out with 12 adolescents, 14 parents/caregivers, and 6 practitioners. Results focus on: Referral process and pre-intervention contact; Engagement of families; Structure and delivery; Organizational factors. Although barriers to engagement were identified, FFT was viewed as an acceptable, appropriate and feasible intervention with the potential to improve adolescent wellbeing in 'real-world' settings.
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Exploration of Children’s Test Behavior During iPad-Administered Intelligence Testing. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2017. [DOI: 10.1177/0734282917729304] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This study examined recent technological developments in cognitive assessment and how these developments impact children’s test behavior. The study consisted of two groups: one tested with an iPad and another tested with the standard paper and pencil format of the Wechsler Intelligence Scale for Children (WISC-IV). Independent groups t tests examining the empirically based syndrome and broad scales on the Test Observation Form yielded no significant results. There did not appear to be differences in test behavior between the two groups. Overall, examiners can be more confident that whether they conduct intellectual testing via traditional paper and pencil or via iPad, children’s test behaviors do not appear to be negatively influenced by test format.
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Weber MR, Lotyczewski BS, Montes G, Hightower AD, Allan M. Examining the Factorial Structure of the T-CRS 2.1. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2017. [DOI: 10.1177/0734282915626006] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The factor structure of the Teacher–Child Rating Scale (T-CRS 2.1) was examined using confirmatory factor analysis (CFA). A cross-sectional study was carried out on 68,497 children in prekindergarten through Grade 10. Item reduction was carried out based on modification indices, standardized residual covariance, and standardized factor loadings. A higher order model with a general super-ordinate factor fit the data well, and is consistent with the notion of a unidimensional non-cognitive set of learning-related skills. Model-based reliability estimates are provided.
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Affiliation(s)
- Melissa R. Weber
- University of Rochester, NY, USA
- Children’s Institute, Inc., Rochester, NY, USA
| | | | - Guillermo Montes
- University of Rochester, NY, USA
- Children’s Institute, Inc., Rochester, NY, USA
| | - A. Dirk Hightower
- University of Rochester, NY, USA
- Children’s Institute, Inc., Rochester, NY, USA
| | - Marjorie Allan
- University of Rochester, NY, USA
- Children’s Institute, Inc., Rochester, NY, USA
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Bayram Özdemir S, Cheah CSL, Coplan RJ. Processes and conditions underlying the link between shyness and school adjustment among Turkish children. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2016; 35:218-236. [PMID: 27653012 DOI: 10.1111/bjdp.12158] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2015] [Revised: 08/22/2016] [Indexed: 12/01/2022]
Abstract
This study examined the underlying processes and conditions that contribute to the school adjustment of shy children in Turkey, where children's interpersonal relationships in social settings and academic achievement are highly emphasized. First, we examined the unique mediating roles of children's feelings of social anxiety, depressive symptoms, and loneliness in the associations between shyness and indices of school outcomes (academic achievement and school liking/avoidance). Second, we explored the moderating role of children's peer acceptance in these associations. Fourth- and fifth-grade children (N = 599; Mage = 10.11 years, SD = 0.65; 48% girls) provided information on shyness, social anxiety, depressive symptoms, loneliness, and school liking/avoidance. Head teachers in each classroom reported on students' academic performance. The peer nomination method was used to assess children's peer relationships. Results revealed that when children displayed shy behaviours, they reported more depressive symptoms that were, in turn, associated with poorer academic performance, less school liking, and higher school avoidance. Moreover, shyness negatively predicted school liking at low levels of peer acceptance, suggesting that difficulties in peer relationships increased shy children's risk of school dissatisfaction. Overall, our findings support the importance of the interpersonal relationship context for children's adjustment within the Turkish cultural context. Statement of contribution What is already known on this subject? Shy children have difficulties initiating and maintaining social interactions, which put them at risk for a wide range of socio-emotional difficulties. Shy children have poor academic performance and experience school adjustment difficulties in North America. What does this study add? Shyness is an important risk factor for poorer academic performance and adjustment among children in Turkey. The association between shyness and difficulties at school is explained by children's experience of depressive symptoms. Difficulties with peer relationships increase shy children's risk of school dissatisfaction.
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Weeks M, Ploubidis GB, Cairney J, Wild TC, Naicker K, Colman I. Developmental pathways linking childhood and adolescent internalizing, externalizing, academic competence, and adolescent depression. J Adolesc 2016; 51:30-40. [DOI: 10.1016/j.adolescence.2016.05.009] [Citation(s) in RCA: 33] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2015] [Revised: 05/06/2016] [Accepted: 05/23/2016] [Indexed: 01/12/2023]
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Hecker T, Hermenau K, Salmen C, Teicher M, Elbert T. Harsh discipline relates to internalizing problems and cognitive functioning: findings from a cross-sectional study with school children in Tanzania. BMC Psychiatry 2016; 16:118. [PMID: 27129400 PMCID: PMC4850652 DOI: 10.1186/s12888-016-0828-3] [Citation(s) in RCA: 52] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/13/2015] [Accepted: 04/22/2016] [Indexed: 11/17/2022] Open
Abstract
BACKGROUND Child maltreatment poses a risk to children and adolescents' mental health and may also affect cognitive functioning. Also harsh discipline has been frequently associated with mental health problems. However, within societies in which harsh disciplinary methods are culturally normed and highly prevalent less is known about the association between harsh punishment, mental health problems, and cognitive functioning. METHODS In a cross-sectional study, we conducted structured clinical interviews with a sample of Tanzanian primary school students assessing exposure to harsh discipline (Maltreatment and Abuse Chronology of Exposure), internalizing problems (Strength and Difficulties Questionnaire, Children's Depression Inventory), and working memory (Corsi Blocktapping Task). School performance was measured by using the exam grades in 4 core subjects. The 409 children (52% boys) had a mean age of 10.5 years (range: 6 - 15). RESULTS Using structural equation modeling, a strong relationship was found between harsh discipline and internalizing problems (β = .47), which were related to lower working memory capacity (β = -.17) and school performance (β = -.17). CONCLUSIONS The present study suggests that harsh discipline is closely linked to children's internalizing mental health problems, which are in turn associated with lower cognitive functioning and school performance. Given the high rates of harsh discipline experienced by children in East African homes and elsewhere, the findings of the present study emphasize the need to inform the population at large about the potentially adverse consequences associated with harsh discipline.
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Affiliation(s)
- Tobias Hecker
- Department of Psychology, University of Zurich, Binzmuehlestr. 14/17, 8050, Zurich, Switzerland. .,Department of Psychology, University of Konstanz, Box 905, 78457, Konstanz, Germany. .,vivo international, Box 5108, 78430, Konstanz, Germany.
| | - Katharin Hermenau
- Department of Psychology, University of Konstanz, Box 905, 78457 Konstanz, Germany ,vivo international, Box 5108, 78430 Konstanz, Germany
| | | | - Martin Teicher
- Department of Psychiatry, Harvard Medical School, 401 Park Drive, 02215 Boston, MA USA ,Developmental Biopsychiatry Research Program, McLean Hospital, 115 Mill Street, 02478 Belmont, MA USA
| | - Thomas Elbert
- Department of Psychology, University of Konstanz, Box 905, 78457 Konstanz, Germany ,vivo international, Box 5108, 78430 Konstanz, Germany
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Scheuer S, Ising M, Uhr M, Otto Y, von Klitzing K, Klein AM. FKBP5 polymorphisms moderate the influence of adverse life events on the risk of anxiety and depressive disorders in preschool children. J Psychiatr Res 2016; 72:30-6. [PMID: 26521051 DOI: 10.1016/j.jpsychires.2015.10.009] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/12/2015] [Revised: 10/09/2015] [Accepted: 10/13/2015] [Indexed: 01/19/2023]
Abstract
FKBP5 is thought to be involved in the pathogenesis of stress-related disorders. Studies have shown that FKBP5 genotypes moderate the risk of post-traumatic stress disorder and depression in traumatized adults. We aimed to replicate this finding in a sample of preschool children. Parents of preschoolers (N = 186) were interviewed using the Preschool Age Psychiatric Assessment (PAPA) to evaluate the presence of anxiety and depressive disorders and to quantify the child's exposure to adverse events. All FKBP5 polymorphisms showed significant interactions with mild to moderate life events, but not with severe life events, in predicting the risk of anxiety and/or depressive disorders (p = 0.003-0.019). Children who experienced a high number of mild to moderate life events had a higher risk of developing an anxiety and/or depressive disorder if they were carriers of the minor allele compared to major allele homozygotes. Results indicate that genetic variation in FKBP5 influences the risk of anxiety and/or depressive disorders in preschool age by altering the sensitivity to the deleterious effects of mild to moderate adverse events. In case of severe life events, the FKBP5 genotype does not seem to play a role, suggesting that severe life events might influence directly the risk of anxiety and/or depressive disorders independent of an FKBP5 genotype-dependent vulnerability.
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Affiliation(s)
| | - Marcus Ising
- Max Planck Institute of Psychiatry, Munich, Germany
| | - Manfred Uhr
- Max Planck Institute of Psychiatry, Munich, Germany
| | - Yvonne Otto
- Department of Child and Adolescent Psychiatry, Psychotherapy, and Psychosomatics, University of Leipzig, Leipzig, Germany
| | - Kai von Klitzing
- Department of Child and Adolescent Psychiatry, Psychotherapy, and Psychosomatics, University of Leipzig, Leipzig, Germany
| | - Annette Maria Klein
- Department of Child and Adolescent Psychiatry, Psychotherapy, and Psychosomatics, University of Leipzig, Leipzig, Germany
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Emerging psychopathology moderates upward social mobility: The intergenerational (dis)continuity of socioeconomic status. Dev Psychopathol 2015; 27:1217-36. [DOI: 10.1017/s0954579415000784] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
AbstractSocioeconomic status (SES) is relatively stable across generations, but social policies may create opportunities for upward social mobility among disadvantaged populations during periods of economic growth. With respect to expanded educational opportunities that occurred in Québec (Canada) during the 1960s, we hypothesized that children's social and academic competence would promote upward mobility, whereas aggression and social withdrawal would have the opposite effect. Out of 4,109 children attending low-SES schools in 1976–1978, a representative subsample of 503 participants were followed until midadulthood. Path analyses revealed that parents’ SES predicted offspring's SES through associations with offspring's likeability, academic competence, and educational attainment. Interaction effects revealed individual risk factors that moderated children's ability to take advantage of intrafamilial or extrafamilial opportunities that could enhance their educational attainment. Highly aggressive participants and those presenting low academic achievement were unable to gain advantage from having highly educated parents. They reached lower educational attainment than their less aggressive or higher achieving peers who came from a similarly advantaged family background. Growing up with parents occupying low-prestige jobs put withdrawn boys and outgoing girls at risk for low educational attainment. In conclusion, social policies can raise SES across generations, with great benefits for the most disadvantaged segments of the population. However, children presenting with emerging psychopathology or academic weaknesses do not benefit from these policies as much as others, and should receive additional, targeted services.
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Graefen J, Kohn J, Wyschkon A, Esser G. Internalizing Problems in Children and Adolescents With Math Disability. ZEITSCHRIFT FUR PSYCHOLOGIE-JOURNAL OF PSYCHOLOGY 2015. [DOI: 10.1027/2151-2604/a000207] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Research has shown that learning disabilities are associated with internalizing problems in (pre)adolescents. In order to examine this relationship for math disability (MD), math achievement and internalizing problem scores were measured in a representative group of 1,436 (pre)adolescents. MD was defined by a discrepancy between math achievement and IQ. Internalizing problems were measured through a multi-informant (parents, teachers, self-report) approach. The results revealed that MD puts (pre)adolescents at a higher risk for internalizing problems. External and self-ratings differed between boys and girls, indicating that either they show distinct internalizing symptoms or they are being perceived differently by parents and teachers. Results emphasize the importance of both a multi-informant approach and the consideration of gender differences when measuring internalizing symptomatology of children with MD. For an optimal treatment of MD, depressive and anxious symptoms need to be considered.
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Affiliation(s)
- Johanna Graefen
- Department of Psychology, Clinical Psychology, University of Potsdam, Germany
| | - Juliane Kohn
- Department of Psychology, Clinical Psychology, University of Potsdam, Germany
| | - Anne Wyschkon
- Department of Psychology, Clinical Psychology, University of Potsdam, Germany
| | - Günter Esser
- Department of Psychology, Clinical Psychology, University of Potsdam, Germany
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Guru Rajan D, Shirey K, Ostermann J, Whetten R, O'Donnell K, Whetten K. Child and Caregiver Concordance of Potentially Traumatic Events Experienced by Orphaned and Abandoned Children. VULNERABLE CHILDREN AND YOUTH STUDIES 2014; 9:220-233. [PMID: 25379051 PMCID: PMC4217223 DOI: 10.1080/17450128.2013.855346] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
Exposure to trauma is associated with significant emotional and behavioral difficulties among children (Perepletchikova & Kaufman, 2010). Overall, reports of trauma and violence experienced by children are discrepant from those of their caregivers (Lewis et al., 2012). Even less is known about the extent of concordance between orphans and their caregivers. This study examines the correlates of concordance in reported traumatic experiences between 1,269 orphaned and abandoned children (OAC) and their caregivers. The OAC lived in family-settings in 5 low and middle income countries and were part of a longitudinal study, "Positive Outcomes for Orphans" (POFO) that enrolled children aged 6 to 12 at baseline. By examining concordance with respect to specific types of trauma reported, this study expands the understanding of who reports which types of traumas experienced by orphaned and abandoned children, thereby improving the potential to provide targeted interventions for children who have experienced such events. In this study, children and caregivers were asked separately if the child had experienced different types of potentially traumatic events. Children were significantly more likely to report physical abuse, sexual abuse and family violence than were caregivers. Caregivers were significantly more likely than children to report natural disasters and accidents. High levels of concordance were found in the reporting of wars, riots, killings, and deaths in the family. The impacts of trauma on behavior and mental health are profound, and highly effective interventions targeting sequelae of childhood trauma are currently being developed for use in low resource areas. Findings from this study demonstrate that it is feasible to conduct screening for potentially traumatic events utilizing child self-report in resource limited settings and that child self-report is crucial in evaluating trauma, particularly family violence and physical or sexual assault.
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Affiliation(s)
- Divya Guru Rajan
- Sanford School of Public Policy, Duke University, Durham, North Carolina, United States of America
| | - Kristen Shirey
- Center for Health Policy & Inequalities Research, Duke Global Health Institute, Departments of Psychiatry and Medicine, Duke University, Durham, North Carolina, United States of America
| | - Jan Ostermann
- Center for Health Policy & Inequalities Research, Duke Global Health Institute, Duke University, Durham, North Carolina, United States of America
| | - Rachel Whetten
- Center for Health Policy & Inequalities Research, Duke University, Durham, North Carolina, United States of America
| | - Karen O'Donnell
- Center for Health Policy & Inequalities Research, Departments of Psychiatry and Pediatrics, Center for Child and Family Health, Duke University, Durham, North Carolina, United States of America
| | - Kathryn Whetten
- Center for Health Policy & Inequalities Research, Duke Global Health Institute, Sanford School of Public Policy, Duke University, Durham, North Carolina, United States of America
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Hartz K, Williford A. Child Negative Emotionality and Caregiver Sensitivity Across Context: Links with Children's Kindergarten Behaviour Problems. INFANT AND CHILD DEVELOPMENT 2014. [DOI: 10.1002/icd.1887] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Karyn Hartz
- University of Virginia; Charlottesville VA USA
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McPherson KE, Kerr S, McGee E, Morgan A, Cheater FM, McLean J, Egan J. The association between social capital and mental health and behavioural problems in children and adolescents: an integrative systematic review. BMC Psychol 2014; 2:7. [PMID: 25566380 PMCID: PMC4270040 DOI: 10.1186/2050-7283-2-7] [Citation(s) in RCA: 95] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2013] [Accepted: 03/14/2014] [Indexed: 11/24/2022] Open
Abstract
Background Mental health is an important component of overall health and wellbeing and crucial for a happy and meaningful life. The prevalence of mental health problems amongst children and adolescent is high; with estimates suggesting 10-20% suffer from mental health problems at any given time. These mental health problems include internalising (e.g. depression and social anxiety) and externalising behavioural problems (e.g. aggression and anti-social behaviour). Although social capital has been shown to be associated with mental health/behavioural problems in young people, attempts to consolidate the evidence in the form of a review have been limited. This integrative systematic review identified and synthesised international research findings on the role and impact of family and community social capital on mental health/behavioural problems in children and adolescents to provide a consolidated evidence base to inform future research and policy development. Methods Nine electronic databases were searched for relevant studies and this was followed by hand searching. Identified literature was screened using review-specific inclusion/exclusion criteria, the data were extracted from the included studies and study quality was assessed. Heterogeneity in study design and outcomes precluded meta-analysis/meta-synthesis, the results are therefore presented in narrative form. Results After screening, 55 studies were retained. The majority were cross-sectional surveys and were conducted in North America (n = 33); seven were conducted in the UK. Samples ranged in size from 29 to 98,340. The synthesised results demonstrate that family and community social capital are associated with mental health/behavioural problems in children and adolescents. Positive parent–child relations, extended family support, social support networks, religiosity, neighbourhood and school quality appear to be particularly important. Conclusions To date, this is the most comprehensive review of the evidence on the relationships that exist between social capital and mental health/behavioural problems in children and adolescents. It suggests that social capital generated and mobilised at the family and community level can influence mental health/problem behaviour outcomes in young people. In addition, it highlights key gaps in knowledge where future research could further illuminate the mechanisms through which social capital works to influence health and wellbeing and thus inform policy development. Electronic supplementary material The online version of this article (doi:10.1186/2050-7283-2-7) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Kerri E McPherson
- Institute for Applied Health Research, School of Health & Life Sciences, Glasgow Caledonian University, Cowcaddens Road, Glasgow, G4 0BA UK
| | - Susan Kerr
- Institute for Applied Health Research, School of Health & Life Sciences, Glasgow Caledonian University, Cowcaddens Road, Glasgow, G4 0BA UK
| | - Elizabeth McGee
- Institute for Applied Health Research, School of Health & Life Sciences, Glasgow Caledonian University, Cowcaddens Road, Glasgow, G4 0BA UK
| | - Antony Morgan
- GCU London, 40 Fashion Street, Spitalfields, London, E1 6PX UK
| | - Francine M Cheater
- School of Nursing Sciences, Faculty of Medicine and Health, University of East Anglia, Norwich Research Park, Norwich, NR4 7TJ UK
| | - Jennifer McLean
- Glasgow Centre for Population Health, 1st Floor, House 6, 94 Elmbank Street, Glasgow, G2 4DL UK
| | - James Egan
- Glasgow Centre for Population Health, 1st Floor, House 6, 94 Elmbank Street, Glasgow, G2 4DL UK
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Weeks M, Wild TC, Ploubidis GB, Naicker K, Cairney J, North CR, Colman I. Childhood cognitive ability and its relationship with anxiety and depression in adolescence. J Affect Disord 2014; 152-154:139-45. [PMID: 24206929 DOI: 10.1016/j.jad.2013.08.019] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/15/2013] [Accepted: 08/13/2013] [Indexed: 11/28/2022]
Abstract
BACKGROUND Childhood cognitive ability may have protective effects against internalizing symptoms in adolescence, although this may depend on the time of symptom assessment and child gender. Also, the effects of childhood stressors on adolescent internalizing symptoms may be moderated by childhood cognitive ability. METHODS The sample included 4405 individuals from the Canadian National Longitudinal Study of Children and Youth (NLSCY). Between ages 4-5 and 10-11, children completed a test of verbal ability and scholastic aptitude and a series of mathematics computation tests. Internalizing symptoms were assessed via self-reports at ages 12-13 and 14-15. RESULTS Greater cognitive ability was generally associated with decreased odds of internalizing symptoms at age 12-13. However, greater cognitive ability generally increased, or had no effect on, the odds of internalizing symptoms at age 14-15. Some of the effects of childhood cognitive ability varied with child gender. Also, childhood cognitive ability attenuated the effects of family dysfunction and chronic illness throughout childhood on subsequent internalizing symptoms. LIMITATIONS These data are largely subject to some degree of reporting bias, the tests of cognitive ability are limited and may not represent overall cognitive ability, and there may be intermediary variables that account for the relationship between childhood cognitive ability and adolescent internalizing symptoms. CONCLUSION Results suggest that programs attempting to increase early cognitive skills may be particularly beneficial for girls. Also, an increased focus on cognitive skills may attenuate the negative effects of some stressors on subsequent anxious and depressive symptoms, regardless of child gender.
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Affiliation(s)
- M Weeks
- Department of Epidemiology and Community Medicine, University of Ottawa, Canada
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Kalutskaya IN, Buhs ES. Social withdrawal in Russian youth: using the Extended Class Play to examine socio-emotional and academic adjustment. INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH 2013. [DOI: 10.1080/02673843.2013.806270] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/26/2022] Open
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Morris AS, John A, Halliburton AL, Morris MDS, Robinson LR, Myers SS, Aucoin KJ, Keyes AW, Terranova A. Effortful Control, Behavior Problems and Peer Relations: What Predicts Academic Adjustment in Kindergarteners from Low-income Families? EARLY EDUCATION AND DEVELOPMENT 2013; 24:813-828. [PMID: 24163572 PMCID: PMC3806504 DOI: 10.1080/10409289.2013.744682] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
This study examined the role of effortful control, behavior problems, and peer relations in the academic adjustment of 74 kindergarten children from primarily low-income families using a short-term longitudinal design. Teachers completed standardized measures of children's effortful control, internalizing and externalizing problems, school readiness, and academic skills. Children participated in a sociometric interview to assess peer relations. Research Findings: Correlational analyses indicate that children's effortful control, behavior problems in school, and peer relations are associated with academic adjustment variables at the end of the school year, including school readiness, reading skills, and math skills. Results of regression analyses indicate that household income and children's effortful control primarily account for variation in children's academic adjustment. The associations between children's effortful control and academic adjustment did not vary across sex of the child or ethnicity. Mediational analyses indicate an indirect effect of effortful control on school readiness, through children's internalizing problems. Practice or Policy: Effortful control emerged as a strong predictor of academic adjustment among kindergarten children from low-income families. Strategies for enhancing effortful control and school readiness among low-income children are discussed.
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Lindahl M, Archer T. Depressive Expression and Anti-Depressive Protection in Adolescence: Stress, Positive Affect, Motivation and Self-Efficacy. ACTA ACUST UNITED AC 2013. [DOI: 10.4236/psych.2013.46070] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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31
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Sigal AB, Wolchik SA, Tein JY, Sandler IN. Enhancing youth outcomes following parental divorce: a longitudinal study of the effects of the new beginnings program on educational and occupational goals. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY : THE OFFICIAL JOURNAL FOR THE SOCIETY OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 53 2012; 41:150-65. [PMID: 22417189 PMCID: PMC3306131 DOI: 10.1080/15374416.2012.651992] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
This study examined whether the New Beginnings Program for divorced families led to improvements in youth's educational goals and job aspirations 6 years following participation and tested whether several parenting and youth variables mediated the program effects. Participants were 240 youth aged 9 to 12 years at the initial assessment, and data were part of a randomized, experimental trial of a parenting skills preventive intervention targeting children's postdivorce adjustment. The results revealed positive effects of the program on youth's educational goals and job aspirations 6 years after participation for those who were at high risk for developing later problems at program entry. Further, intervention-induced changes in mother-child relationship quality and youth externalizing problems, internalizing problems, self-esteem, and academic competence at the 6-year follow-up mediated the effects of the program on the educational expectations of high-risk youth. Intervention-induced changes in youth externalizing problems and academic competence at the 6-year follow-up mediated the effects of the program on the job aspirations of high-risk youth.
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Affiliation(s)
- Amanda B Sigal
- Department of Psychology, Arizona State University, Tempe, AZ, USA.
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32
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Perera FP, Wang S, Vishnevetsky J, Zhang B, Cole KJ, Tang D, Rauh V, Phillips DH. Polycyclic aromatic hydrocarbons-aromatic DNA adducts in cord blood and behavior scores in New York city children. ENVIRONMENTAL HEALTH PERSPECTIVES 2011; 119:1176-81. [PMID: 21486719 PMCID: PMC3237340 DOI: 10.1289/ehp.1002705] [Citation(s) in RCA: 71] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/09/2010] [Accepted: 04/04/2011] [Indexed: 05/17/2023]
Abstract
BACKGROUND Airborne polycyclic aromatic hydrocarbons (PAH) are widespread urban pollutants that can bind to DNA to form PAH-DNA adducts. Prenatal PAH exposure measured by personal monitoring has been linked to cognitive deficits in childhood in a prospective study conducted by the Columbia Center for Children's Environmental Health. OBJECTIVES We measured PAH-DNA and other bulky aromatic adducts in umbilical cord white blood cells using the 32P-postlabeling assay to determine the association between this molecular dosimeter and behavioral/attention problems in childhood. METHODS Children born to nonsmoking African-American and Dominican women residing in New York City (NYC) were followed from in utero to 7-8 years of age. At two time points before 8 years of age (mean ages, 4.8 years and 7 years), child behavior was assessed using the Child Behavior Checklist (CBCL). To estimate and test the association between adducts and behavioral outcomes, both CBCL continuous raw scores and dichotomized T-scores were analyzed. RESULTS Higher cord adducts were associated with higher symptom scores of Anxious/Depressed at 4.8 years and Attention Problems at 4.8 and 7 years, and with Diagnostic and Statistical Manual of Mental Disorders, 4th edition-oriented Anxiety Problems at 4.8 years. CONCLUSIONS These results suggest that PAH exposure, measured by DNA adducts, may adversely affect child behavior, potentially affecting school performance.
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Affiliation(s)
- Frederica P Perera
- Department of Environmental Health Sciences, Mailman School of Public Health, Columbia University, New York, New York 10032 , USA.
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REINHOLDT-DUNNE ML, ESBJØRN BH, HØYER M, DAHL S, BOESEN AJ, HANSEN SG, LETH I. Emotional difficulties in seventh grade children in Denmark. Scand J Psychol 2011; 52:433-9. [DOI: 10.1111/j.1467-9450.2011.00896.x] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Halonen A, Aunola K, Ahonen T, Nurmi JE. The role of learning to read in the development of problem behaviour: A cross-lagged longitudinal study. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2010; 76:517-34. [PMID: 16953960 DOI: 10.1348/000709905x51590] [Citation(s) in RCA: 53] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
BACKGROUND This study investigates the posited relationship between learning to read, and internalizing and externalizing problem behaviours, during the transition from preschool to primary school. METHODS A total of 196 (104 boys, 92 girls) children participating in the Jyväskylä Entrance into Primary School (JEPS) study were followed up six times during their transition from preschool to primary school. At each measurement, the children's reading performance was tested. Moreover, their internalizing and externalizing problem behaviour was examined by means of structured interviews. RESULTS The results showed that problems in reading acquisition predicted an increase in internalizing problem behaviour during the preschool year and first grade, whereas during the second grade they were associated with an increase in subsequent externalizing problem behaviour. Moreover, from preschool to the beginning of the primary school internalizing problem behaviour predicted subsequent externalizing problem behaviour. Later on during the first and the second primary school years, it was externalizing problem behaviour that predicted an increase in internalizing problem behaviour. CONCLUSIONS The results of this study suggested that difficulties in learning to read, and internalizing and externalizing problem behaviours are developmentally linked in a cumulative manner.
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Serbin LA, Temcheff CE, Cooperman JM, Stack DM, Ledingham J, Schwartzman AE. Predicting family poverty and other disadvantaged conditions for child rearing from childhood aggression and social withdrawal: A 30-year longitudinal study. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2010. [DOI: 10.1177/0165025410372008] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This 30-year longitudinal study examined pathways from problematic childhood behavior patterns to future disadvantaged conditions for family environment and child rearing in adulthood. Participants were mothers (n = 328) and fathers (n = 222) with lower income backgrounds participating in the ongoing Concordia Longitudinal Risk Project. Structural Equation Modeling was used to examine pathways from childhood aggression and social withdrawal to future high school drop-out, early parenthood, parental absence, and family poverty after the participants became parents. Childhood aggression directly predicted early parenthood and parental absence in both mothers’ and fathers’ models, and high school drop-out for the fathers (for the mothers, this path was indirect via achievement in primary school). Childhood aggression predicted family poverty indirectly, with some gender differences in significant pathways.
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Moilanen KL, Shaw DS, Maxwell KL. Developmental cascades: externalizing, internalizing, and academic competence from middle childhood to early adolescence. Dev Psychopathol 2010; 22:635-53. [PMID: 20576184 PMCID: PMC3168570 DOI: 10.1017/s0954579410000337] [Citation(s) in RCA: 230] [Impact Index Per Article: 16.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
The current study was initiated to increase understanding of developmental cascades in childhood in a sample of at-risk boys (N = 291; 52% White). Mothers, teachers, and boys reported on boys' externalizing problems, internalizing difficulties, and academic competence. Consistent with hypotheses regarding school-related transitions, high levels of externalizing problems were associated with both low levels of academic competence and high levels of internalizing problems during the early school-age period, and with elevations in internalizing problems during the transition to adolescence. Low levels of academic competence were associated with high levels of internalizing problems in middle childhood, and with high levels of externalizing problems during the transition from elementary school to middle school. Shared risk factors played a minimal role in these developmental cascades. Results suggest that there are cascading effects of externalizing problems and academic competence in childhood and early adolescence, and that some cascading effects are more likely to occur during periods of school-related transitions. Implications of developmental cascade effects for research and intervention are discussed.
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Lundy SM, Silva GE, Kaemingk KL, Goodwin JL, Quan SF. Cognitive Functioning and Academic Performance in Elementary School Children with Anxious/Depressed and Withdrawn Symptoms. ACTA ACUST UNITED AC 2010; 4:1-9. [PMID: 20664711 DOI: 10.2174/1874309901004010001] [Citation(s) in RCA: 42] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
RATIONALE: Few studies have evaluated the relationship between depressive symptomatology and neuropsychological performance in children without symptomatic depression. OBJECTIVES: This study determined the relationship between anxious/depressed and withdrawn symptoms and performance on cognitive and academic achievement measures. METHODS: 335 Caucasian and Hispanic children aged 6 to 11 years who participated in the Tucson Children's Assessment of Sleep Apnea (TuCASA) study were administered a comprehensive neuropsychological battery measuring cognitive functioning and academic achievement. Their parents completed the Child Behavior Checklist (CBCL). Correlations between performance on the cognitive and academic achievement measures and two Internalizing scales from the CBCL were calculated. Comparisons were made between a "Clinical" referral group (using a T-score of ≥ 60 from the CBCL scales) and a "Normal" group, as well as between Caucasians and Hispanics. RESULTS: No differences were found between those participants with increased anxious/depressed or withdrawn symptoms on the CBCL and those without increased symptoms with respect to age, gender, ethnicity, or parental education level. However, significant negative correlations were found between these symptoms and general intellectual function, language, visual construction skills, attention, processing speed, executive functioning abilities, aspects of learning and memory, psychomotor speed and coordination, and basic academic skills. CONCLUSIONS: These findings support the hypothesis that depressive symptomatology negatively impacts performance on cognitive and academic achievement measures in school-aged children and these findings are not affected by ethnicity. The findings also reinforce the concept that the presence of anxious/depressed or withdrawn symptoms needs to be considered when evaluating poor neuropsychological performance in children.
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Affiliation(s)
- Shannon M Lundy
- Department of Special Education, Rehabilitation, and School Psychology, University of Arizona, Tucson, AZ, USA
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Yoo JP, Brown PJ, Luthar SS. Children with co-occurring anxiety and externalizing disorders: family risks and implications for competence. THE AMERICAN JOURNAL OF ORTHOPSYCHIATRY 2009; 79:532-40. [PMID: 20099944 PMCID: PMC3490217 DOI: 10.1037/a0017848] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This study used data from 340 mother-child dyads to examine characteristics of children with co-occurring diagnoses of anxiety and externalizing disorders and compared them with children with a sole diagnosis or no diagnosis. Comparisons were made using 4 child-diagnostic groups: anxiety-only, externalizing-only, co-occurrence, and no-problem groups. Most mothers were characterized by low income and histories of psychiatric diagnoses during the child's lifetime. Analyses using multinomial logistic regressions found the incidence of co-occurring childhood disorders to be significantly linked with maternal affective/anxiety disorders during the child's lifetime. In exploring implications for developmental competence, we found the co-occurrence group to have the lowest level of adaptive functioning among the 4 groups, faring significantly worse than the no-problem group on both academic achievement and intelligence as assessed by standardized tests. Findings underscore the importance of considering co-occurring behavior problems as a distinct phenomenon when examining children's developmental outcomes.
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Affiliation(s)
- Joan P Yoo
- School of Social Work, University of North Carolina, NC, USA.
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Reddy LA, Newman E. School-Based Programs for Children with Emotional Disturbance: Obstacles to Program Design and Implementation and Guidelines for School Practitioners. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2009. [DOI: 10.1080/15377900802486971] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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40
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A picture of strength: Preschool competencies mediate the effects of early behavior problems on later academic and social adjustment for Head Start children. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2009. [DOI: 10.1016/j.appdev.2008.12.014] [Citation(s) in RCA: 44] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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Reddy LA, Newman E, De Thomas CA, Chun V. Effectiveness of school-based prevention and intervention programs for children and adolescents with emotional disturbance: A meta-analysis. J Sch Psychol 2009; 47:77-99. [DOI: 10.1016/j.jsp.2008.11.001] [Citation(s) in RCA: 46] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2007] [Revised: 10/21/2008] [Accepted: 11/06/2008] [Indexed: 10/21/2022]
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Titus JB, Kanive R, Sanders SJ, Blackburn LB. Behavioral profiles of children with epilepsy: Parent and teacher reports of emotional, behavioral, and educational concerns on the BASC-2. PSYCHOLOGY IN THE SCHOOLS 2008. [DOI: 10.1002/pits.20333] [Citation(s) in RCA: 28] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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43
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Computer program in the treatment for major depression and cognitive impairment in university students. COMPUTERS IN HUMAN BEHAVIOR 2008. [DOI: 10.1016/j.chb.2007.02.013] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Davis TE, Ollendick TH, Nebel-Schwalm M. Intellectual Ability and Achievement in Anxiety-Disordered Children: A Clarification and Extension of the Literature. JOURNAL OF PSYCHOPATHOLOGY AND BEHAVIORAL ASSESSMENT 2008. [DOI: 10.1007/s10862-007-9072-y] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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van Oort FVA, van der Ende J, Crijnen AAM, Verhulst FC, Mackenbach JP, Joung I. Ethnic disparities in mental health and educational attainment: comparing migrant and native children. Int J Soc Psychiatry 2007; 53:514-25. [PMID: 18181354 DOI: 10.1177/0020764007078355] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
UNLABELLED STUDY BACKGROUND AND AIMS: Ethnic disparities in mental health in adolescence may play a role in the development of ethnic disparities in educational attainment. The aim of this study was to assess the contribution of ethnic disparities in mental health problems in adolescence to ethnic disparities in educational attainment in adulthood. METHODS We followed two community samples of respectively 486 Dutch native and 168 Turkish migrant adolescents (11-15 years old) into adulthood (21-25 years old). Mental health was measured in adolescence, and educational attainment was assessed in adulthood. The contribution of mental health disparities to educational disparities was estimated by the degree of attenuation of the odds ratio (OR) for low education after adjustment for mental health problems. RESULTS Adult Turkish men more often had attained lower education than Dutch men (OR 1.81 (1.01-3.25)). Additional adjustment for mental health problems during adolescence did not change the OR. In Turkish women, however, the OR was 1.94 (1.04-3.62), and adjustment for mental health problems lowered it by 96% to 1.04 (0.51-2.14). The contribution was mostly due to ethnic disparities in internalizing problems. CONCLUSION In women, but not in men, ethnic disparities in mental health, especially internalizing problems, were a strong predictor for the development of ethnic disparities in educational attainment. Prevention or treatment of internalizing problems among Turkish girls will probably contribute to the prevention of educational disparities.
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Affiliation(s)
- Floor V A van Oort
- Department of Public Health, Erasmus MC, University Medical Center, Rotterdam, The Netherlands.
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Slade EP, Wissow LS. The influence of childhood maltreatment on adolescents' academic performance. ECONOMICS OF EDUCATION REVIEW 2007; 26:604-614. [PMID: 18037979 PMCID: PMC2083567 DOI: 10.1016/j.econedurev.2006.10.003] [Citation(s) in RCA: 48] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
Evidence that childhood maltreatment is associated with emotional and behavioral problems throughout childhood suggests that maltreatment could lead to impaired academic performance in middle and high school. This article explores these effects using data on siblings. An index measure of the intensity of childhood maltreatment was included as a covariate in multivariate analyses of adolescents' risk for school performance impairments. Family fixed effects were used to control for unobservables linked to family background and neighborhood effects. More intense childhood maltreatment was associated with greater probability of having a low GPA (P=0.001) and problems completing homework assignments (P=0.007). Associations between maltreatment intensity and adolescent school performance were not sensitive to model specification. Additional analyses suggested that maltreatment effects are moderated by cognitive deficits related to attention problems. The implications of these findings for educators and schools are discussed.
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Affiliation(s)
- Eric P. Slade
- Department of Veterans Affairs, Capitol Network MIRECC and Department of Psychiatry, School of Medicine, University of Maryland Baltimore, 737 W. Lombard St., Baltimore, MD 21201
| | - Lawrence S. Wissow
- Department of Health Policy and Management, Bloomberg School of Public Health, The Johns Hopkins University, 624 N. Broadway, Baltimore, MD 21205-1901
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Sabbagh SE, Soria C, Escolano S, Bulteau C, Dellatolas G. Impact of epilepsy characteristics and behavioral problems on school placement in children. Epilepsy Behav 2006; 9:573-8. [PMID: 16971187 DOI: 10.1016/j.yebeh.2006.08.004] [Citation(s) in RCA: 32] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/11/2006] [Revised: 08/01/2006] [Accepted: 08/03/2006] [Indexed: 11/17/2022]
Abstract
Children with epilepsy are known to be prone to educational underachievement as a result of learning and behavioral problems. This cross-sectional study evaluated the effects of the characteristics of epilepsy and behavioral problems on school placement. One hundred eighty-five children aged between 3 and 16 years with nonoccasional epileptic seizures were included; 82 were mainstreamed in regular schools and 103 were in specialized medical and educational institutions for children with epilepsy. Gender distribution and age were comparable for the two groups. Logistic regression analysis indicated a statistically significant effect for age at onset, generalized nonidiopathic epileptic syndromes, number of antiepileptic drugs and behavioral problems, as dominant factors explaining the type of school placement. No significant effect was found for the state of seizure control. By use of a parent-rated behavior questionnaire, children in special institutions were shown to have significantly more problems in the hyperactivity/attention deficit and sociability domains. Later age at onset of epilepsy was related to more depression/anxiety.
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Affiliation(s)
- Sandra El Sabbagh
- Institut national de la santé et de la recherche médicale (INSERM), U780, Villejuif, France.
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48
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The association between preschool children's socio-emotional functioning and their mathematical skills. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2006. [DOI: 10.1016/j.appdev.2005.12.008] [Citation(s) in RCA: 70] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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McNelis AM, Johnson CS, Huberty TJ, Austin JK. Factors associated with academic achievement in children with recent-onset seizures. Seizure 2005; 14:331-9. [PMID: 15886027 PMCID: PMC1570189 DOI: 10.1016/j.seizure.2005.04.005] [Citation(s) in RCA: 32] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2004] [Indexed: 10/25/2022] Open
Abstract
Children with chronic epilepsy are more at risk for achievement problems than either children without seizures or children with other chronic disorders. Factors that lead to such problems in children with epilepsy, however, are not well understood. Exploring these factors is important because academic underachievement can lead to poor social outcomes and contribute to underemployment or unemployment in adulthood. This descriptive, cross-sectional study investigated a group of children who had been diagnosed with seizures approximately 12 months previously, providing the opportunity to describe relationships among family and child characteristics; parent, child, and teacher responses; and child academic achievement at the same point in time across the sample. Seventy-two children had standardized test total battery scores, 101 had a teacher's rating of performance, and 67 had scores for both. Data were analyzed using multivariable regression. Child adaptive competency and seizure severity were associated with higher teacher ratings of academic performance (beta=0.73, p<0.0001 and beta=2.38, p=0.0182, respectively). Child adaptive competency was associated with higher total battery scores (beta=0.73, p<0.0001). Contrary to findings in studies of children with chronic epilepsy, mean academic achievement in this sample of children with recent-onset seizures was in the average range; however, 25% of the children were at or below one standard deviation below the mean on the teacher's rating of performance and 10% on the total battery. It is therefore important for health professionals and educators to regularly assess the child's academic functioning and school performance to identify those at risk for problems. Health professionals and educators need to collaborate on assessment and interventions to help maximize child academic success.
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Affiliation(s)
- Angela M McNelis
- Indiana University School of Nursing, 1111 Middle Drive, NU 492, Indianapolis, IN 46202, USA.
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Abstract
The present study examined the concurrent and prospective relation between a select number of potential predictors and symptoms of anxiety among a high-risk community sample of 149 predominately African American children. Parent and child reports of anxiety were assessed in the first and seventh grade. Six domains of childhood risk factors (i.e., Loss-Death, Loss-Separation, Social Adversity, Negative Family Environment, Academic Difficulties, and Peer Rejection) were assessed using multiple informants in the first grade. Results indicated that children who experienced a more negative family environment, had a greater number of losses and deaths, and experienced academic failures in the first grade exhibited higher levels of anxiety (concurrently and/or at the six year follow-up). Findings provide empirical support to etiological models that posit both parental/familial and environmental factors contribute to the development of heightened anxiety in children.
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Affiliation(s)
- Rachel L Grover
- Johns Hopkins University School of Medicine, Department of Psychiatry and Behavioral Sciences, Baltimore, MD 21287-3325, USA.
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