A significant number of youth experience mental health disorders for which they suffer negative consequences. Although there are evidence-based therapies available to help children and their families, most youth do not receive treatment. Parental problem recognition is likely a primary barrier in this process. This study begins to address why parents may have difficulty recognizing mental health problems by extending existing models and integrating evidence about parental perceptions. Specifically, the study aimed to investigate the relationship between parental attributions and parents’ problem determination, and to examine the influence that parental characteristics have on this judgment process. Participants included 164 parents of youth ages 6-11 years. Purposive sampling was used to recruit mothers and fathers from both lower and higher SES communities. Parents completed self-report measures of parental characteristics, including: parental psychopathology, parenting stress, parental tolerance, and parental self-efficacy. Parents read ten brief child behavior vignettes and completed a version of the Written Analogue Questionnaire to rate the cause of each behavior (assuming it was their own child in the vignette) along four dimensions. Parents also rated the extent to which the behavior was seen as a problem. Results indicated that parents’ causal attributions were highly associated with parents’ problem ratings, and the attributions of stability and controllability were particularly robust predictors of problem determination. Hypotheses regarding parental characteristics as moderators of the relationship between attributions and problem determination were not supported. Findings are discussed in light of clinical and public health implications; results suggest that recognizing the influence of parental beliefs and attributions may help to increase the efficacy of outreach efforts for early intervention and help seeking for parental concerns.

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According to the current literature, dysfunctional social behavior in children is purported to be strongly related to adult behavior problems. Hersen and Bellack (1977) reported that deficits in children's social skills are generally the result of "a deficient learning history, wherein the necessary responses never became a viable part of an individual's repertoire, or the result of the disruptive effects of anxiety that inhibit behavior" (p. 510). Thus, social skills training usually consists of a behavioral-acquisition procedure designed to provide the necessary skills repertoire, promote more skillful response alternatives, and reduce social anxiety. Based on social learning theory (Rotter, 1972) and Bandura's (1977) theory of self-efficacy, individuals who display dysfunctional social behavior in a given situation may be handicapped by perceived inefficacy, rather than, or in addition to, a lack of appropriate social knowledge of social skill. To date, no research has examined the relative roles of self-efficacy and children's self-efficacy appraisal in producing social skill deficits in either aggressive or withdrawn children. The purpose of the present research was two-fold: (l) to assess and investigate the relationship between self-efficacy, self-efficacy appraisal skills, and social behavior, and (2) to examine the relative effectiveness of a social skills training group, a social skills plus efficacy appraisal group, and a discussion group in remediating social skill deficits in children judged to exhibit aggressive and withdrawn behaviors in the classroom and on the playground. In general, the results of the current research failed to support the experimental hypotheses. Nevertheless, posttreatment changes in efficacy appraisal and self-efficacy were obtained, and some differential effects of treatment attributable to status of subject were reported. Unfortunately, however, post-treatment changes on measures of efficacy appraisal and self-efficacy did not generalize to produce subsequent changes in social behavior. Several alternative explanations for these results are discussed. / Ph. D.

Harm reduction strategies can mitigate against some of the deleterious effects of alcohol on families. These strategies are most feasible and cost-effective when they can be targeted at those who are most at risk. Previous studies examining the relation between parents’ alcohol use and their children’s psychological adjustment have failed to consider important contextual questions such as drinking motives. The current investigation set out to identify the extent to which parents’ drinking motives predict internalizing and externalizing psychopathology in their children. The investigation consisted of cross sectional analysis of parents’ drinking motives and their children’s adjustment using data from 154 families recruited from the local community. Utilizing Bayesian data analytic techniques, we examined the role of parents’ drinking motives along with possible mediating variables including familial conflict, parental depression, and parenting style. Results showed that maternal social drinking motives were better predictors of children’s maladjustment than either coping or enhancement drinking motives. Unexpectedly, maternal enhancement drinking motives were associated with fewer adjustment problems. Maternal enhancement drinking motives also predicted higher levels of collaborative conflict resolution and lower levels of parental depression, both of which were associated with reduced levels of children’s externalizing problems. Paternal alcohol consumption and drinking motives were not associated with children’s internalizing or externalizing problems. Clinical implications and directions for future research are discussed.

The present study aimed to investigate the predictors of conduct problems and callous-unemotional (CU) traits in a non-clinic sample of children from different socioeconomic levels. It was hypothesized that conduct problems and CU traits will be associated with different risk factors. Regression analyses were conducted in order to find out the predictors of conduct problems/hyperactivity and CU traits. Results showed some significant differences between risk factors of conduct problems/hyperactivity and CU traits. Predictors according to mothers&rsquo / and teachers&rsquo / ratings were not the same, except for some overlapping variables. The findings indicated that teachers could not differentiate conduct problems/hyperactivity symptoms and CU traits appropriately from each other. However, they could make more reliable comparisons between two groups of children with conduct problems who differ on severity of CU levels as compared to mothers. The results were discussed in terms of using of multiple informants forassessing different problem areas in children. In addition, the study aimed to investigate the differences between three groups of children, namely, children with conduct problems and high CU traits, children with conduct problems and low CU traits, and children without conduct problems and low CU traits were compared on child-related, parenting-related, and other family measures by using multiple factorial analyses of variances. Although significant differences were found between the control group and the two conduct group, the significant differences between the two conduct groups were limited. The results were discussed in terms of treatment needs and possible differences in cultural expression of CU traits.

Some, but not all, children who experience rejection or victimization by peers develop aggressive habits in response. This dissertation study tested the hypothesis that children who possess demonstration self-guides—cognitive structures that motivate a child to display behaviors and attributes that bring attention, admiration, or subservience from peers—are particularly at risk for such aggressive reactions. Children with such self-guides, it is suggested, experience adverse treatment by peers as particularly frustrating, humiliating, and shameful, and these reactions increase the children’s threshold for exhibiting aggression during peer interactions. Participants were 195 children in the fourth through seventh grades of a school serving an ethnically and racially diverse student population (94 girls and 101 boys; M age = 10.1 years). Children completed self- and peer-report questionnaires in the fall and spring of a school year. Measures included rejection and victimization by peers, demonstration self-guides (narcissism, self-efficacy for demonstration attributes, felt pressure for gender conformity, and sexist ideology), aggression toward peers, and other variables testing secondary hypotheses. Consistent with the focal hypothesis, children with demonstration self-guides were more likely than other children to increase their aggression following peer rejection or victimization. However, this result was more common for girls than for boys; for boys, increased aggression more often reflected additive rather than interactive effects of peer rejection/victimization and demonstration motivation. Support for the focal hypothesis also depended on additional moderator variables, including gender of the peer group rejecting or victimizing the child, the nature of the demonstration self-guide, and gender of the target of the child’s own aggression. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

Text in Afrikaans / The focus of this qualitative study was the perceptions of parents regarding their toddlers' regressive behaviour. For the purposes of this study the term perceptions relates to both the impressions in a persons' consciousness as well as the result thereof. The researcher compiled a conceptual framework from the existing literature and then carried out the empirical study. A focus group of four parents' whose toddler or toddlers showed regressive behavior at the time of the study was compiled. A focusgroup discussion was held where the parents described their perceptions of their toddlers' regressive behaviour. The focus group discussion was recorded both by video camera as well as a digital recorder with the consent of all focus group participants, after which it was transcribed. Recurring themes were identified from the transcribed data and verified with literature. Qualitative data were obtained that answered the research question. / Social work / M.Diac.

Cette thèse a pour but de mieux comprendre le recours aux médicaments psychotropes chez les enfants hébergés en Centre jeunesse, une population qui compte parmi les plus médicalisées. Afin d’y parvenir, les caractéristiques sociodémographiques, anamnestiques et psychopathologiques des enfants placés qui reçoivent des psychopharmacoprescriptions ont été analysées. L’échantillon se compose de 101 enfants de 6 à 12 ans placés en foyer de groupe ou centre de réadaptation, dont 71 recevant des médicaments psychotropes. Les données ont été obtenues par le biais de questionnaires remplis par les éducateurs, par une entrevue semi-structurée réalisée auprès des enfants et une analyse du dossier. Sur le plan de la structure, cet ouvrage comprend une introduction, quatre articles et une conclusion. Le premier article comporte une recension des écrits sur l’usage de la psychopharmacothérapie chez les jeunes placés dans les services de la protection de la jeunesse. Il a été constaté que les taux de prescriptions peuvent varier entre 13% et 77%, selon le type de placement et les régions à l’étude. La symptomatologie des enfants placés qui reçoivent des médicaments psychotropes est caractérisée par des problèmes extériorisés et des troubles psychotiques. Les corrélats du recours à la prescription concernent à la fois la sévérité du tableau clinique, mais aussi le type et l’instabilité du placement, l’âge et le sexe de l’enfant ainsi que la formation des intervenants. Enfin, les écrits recensés font état de l’influence des neurosciences dans les milieux médicaux sur les décisions de prescrire. Le deuxième article présente la prévalence des psychopharmacoprescriptions chez les enfants de 6 à 12 ans placés hors d’un milieu familial. Les résultats indiquent que 70,3% des jeunes reçoivent au moins une prescription, le plus souvent signées par des médecins spécialistes. La plupart se composent de psychostimulants et d’antipsychotiques atypiques, prescrits pour des troubles de l’attention avec hyperactivité. Le troisième article cherche à préciser les caractéristiques sociodémographiques et anamnestiques des enfants placés qui prennent des médicaments psychotropes. Les résultats indiquent que les sujets médicamentés et non médicamentés ont vécu des stresseurs psychosociaux similaires. Par contre, les enfants placés qui reçoivent une psychopharmacothérapie ont été retirés de leur milieu familial à un plus jeune âge. Le quatrième article consiste à cibler leur portrait psychopathologique et à connaître leur niveau de fonctionnement global. Il s’intéresse également aux connaissances et aux perceptions des éducateurs sur la psychopharmacothérapie. Les résultats révèlent que les enfants médicamentés ont plus souvent un diagnostic de trouble mental inscrit à leur dossier. Selon les éducateurs, ils présentent davantage de problèmes extériorisés et intériorisés. À partir de données autorévélées, aucune distinction ne peut être établie entre les sujets, puisque les uns et les autres rapportent un niveau comparable de symptômes et de signes diagnostiques. Enfin, les symptômes de stress post-traumatique et l’opinion favorable des éducateurs sur la psychopharmacothérapie constituent des prédicteurs significatifs de la probabilité de recourir à un traitement médicamenteux. En conclusion, l’apport des résultats de cette recherche est analysé à la lumière des études antérieures. Les retombées cliniques sont discutées et des pistes de recherche futures sont suggérées. . / Summary The present thesis aims to better understand the use of psychotropic medication among children in foster care, a population, which appears to be particularly subject to psychopharmacotherapy. In order to achieve this goal, the sociodemographic, anamnestic and psychopathological characteristics of children who receive psychopharmacotherapy will be analyzed. The sample consists of 101 children in care, including 71 children receiving psychotropic medications. These data were obtained through questionnaires completed by the educators responsible for these youths. In terms of structure, this work of research consists of an introduction, four articles, and a conclusion. The first article includes a review of the literature on the use of psychopharmacotherapy in children placed in youth protection care. It has been found that prescription rates can vary between 13% and 77%, depending on the type of placement and geographical areas studied. The symptomatology of children receiving psychotropic medication is mainly characterized by externalizing problems and psychotic disorders. The correlates of prescription rates involve the severity of the clinical portrait, the type and instability of placement, child age and gender, and workers’ training. Finally, the literature review shows the influence of neuroscience on the medical community’s decisions to prescribe. The second article presents the prevalence of psychopharmacological prescriptions in children ages 6 to 12 years, who are placed in foster group homes or rehabilitation centers. It also identifies the classes of molecules used, the reasons for prescribing and the training of the prescribing physician. The results indicate that 70.3% of young people receive at least one prescription, most often signed by specialized physicians. These data mostly consist of psycho-stimulant and antipsychotic drugs prescribed for Attention Deficit Disorder with Hyperactivity (ADHD). The third article seeks to identify the sociodemographic and anamnestic characteristics of children receiving psychotropic medication. Medicated youths (n = 71) were compared to non-medicated ones (n = 30). The results indicate that both groups experienced psychosocial stressors prior to their placement. However, foster children who received psychopharmacotherapy were removed from their home at a younger age, and experienced more family life changes before the age of 6, in comparison to non-medicated children. The fourth article aimed to target the psychopathology portrait of children receiving psychotropic medication, and to clarify their overall level of functioning. It also focuses on educators’ knowledge and perceptions of psychopharmacotherapy. The results showed that medicated had a mental disorder diagnosis recorded in their files more often than non-medicated children. As perceived by educators, these children had more externalized and internalized problems. However, according to self-reported data, no distinction can be made between medicated and non-medicated children, since both groups reported comparable levels of symptoms and diagnostic signs. Finally, the results indicate that post-traumatic stress symptoms and educators’ favorable opinion concerning pharmacotherapy are significant predictors of the probability of medication use. In conclusion, the inputs of these research findings are analyzed in light of previous studies. The clinical implications are discussed and future research directions will be suggested

Thesis (M.A. (Psychology)) -- University of Limpopo, 2009 / Background: Although ADHD does occur as a single disorder in a minority of diagnosed individuals, it is generally comorbid with other behavioural and emotional disorders. The most frequent co-occurring psychiatric disorders are Oppositional Defiant Disorder, Conduct Disorder, Anxiety Disorder and Mood Disorder. The aim of the study was to establish a relationship between the core symptoms of ADHD (Inattention and Hyperactivity/Impulsiveness) and the externalising disorders, Oppositional Defiant Disorder and Conduct Disorder, and the internalising disorders anxiety and depression and to establish differences in comorbid symptoms (ODD, CD, anxiety, and depression) between children with ADHD and a non-ADHD control group as a function of gender and subtype. Method: A total of 100 Tsonga speaking primary school children (50 with ADHD symptoms and 50 non-ADHD controls) participated in the study. The ODD and CD scale of the Disruptive Behaviour Disorders rating scale was used to establish the symptoms of ODD and CD, while the Anxiety and Depression scales of the “Terry” Picture Questionnaire was used to establish the symptoms of Anxiety and Depression. Results: Findings of the study showed that the relationship between the hyperactive/impulsive component of ADHD and the externalizing disorders (ODD and CD) was moderate to strong, while there was no significant relationship between hyperactivity/impulsiveness and the internalizing disorders (anxiety and depression). The inattentive component of ADHD showed a strong relationship with ODD, but no significant relationship with CD was observed. The relationship of inattentive symptoms with the internalizing disorders (anxiety and depression) was weak to moderate. The comparison study showed that boys with the predominant hyperactive/impulsive subtype of ADHD had significantly more symptoms of CD than xii their non-ADHD counterparts, but not significantly more ODD symptoms, while girls of the predominantly hyperactive/impulsive subtype had significantly more symptoms of both ODD and CD than the non-ADHD girls. A comparison of the predominantly inattentive subtype of ADHD showed that the boys had more symptoms of ODD than their non-ADHD counterparts, while there were no significant extra symptoms for CD. The predominantly inattentive girls did not show more symptoms of both externalizing disorders than the non-ADHD controls. The ADHD-combined subtype had more symptoms of both disorders but no gender differences were observed. When the ADHD subtypes were compared with non-ADHD controls for internalizing disorders, only the predominantly inattentive subtype showed significantly more symptoms of both anxiety and depression. This was the case for both genders. Conclusion: The study showed that there is a relationship between the symptoms of ADHD (hyperactivity/impulsiveness and inattention) and the externalizing disorders, ODD and CD. Only the Inattentive component of ADHD showed a relationship with internalizing disorders (anxiety and depression). The comparison study showed that the predominantly hyperactive/impulsive and the combined subtypes displayed most symptoms of externalizing disorders, while the predominantly inattentive subtype had significantly more symptoms of internalizing disorders. Gender differences were observed in the symptoms of externalizing disorders, but not in the symptomatology of internalizing disorders.