Fetal testosterone (FT) exposure influences sexual differentiation and may promote well-established sex differences in externalizing (EXT) behavior. Although puberty may be a critical period for these effects, it is unknown how FT exposure influences EXT as a function of pubertal development. We used a longitudinal, multi-sample design to test the relationships between two proxy indices of FT exposure and EXT as a function of age and pubertal development (approximately ages 6, 9, 11, 14, and 16). Twin data were used to approximate FT exposure (TT-FT) because testosterone is thought to cross the intrauterine membrane and cause variability in co-twin gonadal hormone exposure, with increasing exposure for males and participants with male co-twins. Increasing number of older siblings may also approximate increasing FT exposure (SI-FT), although existing research has yet to disentangle possible postnatal socialization effects from potential FT exposure using this variable. Given that biologically related siblings share a fetal and social environment while non-biologically related siblings simply share a social environment, we tested the independent effect of SI-FT on EXT using a sibling adoption design. Across four independent samples, SI-FT and TT-FT predicted externalizing for males alone. SI-FT predicted EXT over-and-above socialization influences and interacted with pubertal development in two independent samples, with elevated EXT for those in mid-late puberty that were exposed to increased FT. TT-FT predicted EXT differentially as a function of developmental period. Our data are consistent with the notion that exposure to FT promotes sexually differentiated, sexually selected behavior during reproductively relevant periods.

Many children and their families who seek assistance for childhood behaviour disorders experience comorbid disorders, namely the presence of two or more disorders. Although comorbid disorders are recognized as a frequent clinical complication, minimal direction exists within the literature about the risk factors for comorbid conditions and how best to provide intervention services. In this study an ecological framework was used to compare the individual, family, and community environmental contexts of young girls who presented at intake at a children’s mental health centre with comorbid externalizing and internalizing disorders, and girls who presented at intake with externalizing disorders only. The treatment response to a cognitive-behavioural intervention for externalizing behaviour disorders was examined, by comparing externalizing scores over time between girls with comorbid externalizing and internalizing disorders and girls with externalizing disorders only. Additionally, internalizing scores over time for girls with comorbid disorders were examined. Results indicated that a history of abuse and a cluster of individual characteristics placed girls at higher risk to present with comorbid conditions. The results also indicated that girls with comorbid disorders experienced a reduction of both externalizing and internalizing symptoms. Only 1 in 7.4 girls, however, scored below the clinical range for both externalizing and internalizing disorders at the end of the treatment phase, in comparison to 1 in 5 girls scoring below the clinical range for externalizing disorders in the noncomorbid group.

Many children and their families who seek assistance for childhood behaviour disorders experience comorbid disorders, namely the presence of two or more disorders. Although comorbid disorders are recognized as a frequent clinical complication, minimal direction exists within the literature about the risk factors for comorbid conditions and how best to provide intervention services. In this study an ecological framework was used to compare the individual, family, and community environmental contexts of young girls who presented at intake at a children’s mental health centre with comorbid externalizing and internalizing disorders, and girls who presented at intake with externalizing disorders only. The treatment response to a cognitive-behavioural intervention for externalizing behaviour disorders was examined, by comparing externalizing scores over time between girls with comorbid externalizing and internalizing disorders and girls with externalizing disorders only. Additionally, internalizing scores over time for girls with comorbid disorders were examined. Results indicated that a history of abuse and a cluster of individual characteristics placed girls at higher risk to present with comorbid conditions. The results also indicated that girls with comorbid disorders experienced a reduction of both externalizing and internalizing symptoms. Only 1 in 7.4 girls, however, scored below the clinical range for both externalizing and internalizing disorders at the end of the treatment phase, in comparison to 1 in 5 girls scoring below the clinical range for externalizing disorders in the noncomorbid group.

Childhood obesity is a growing concern for practitioners and researchers. In addition to obesity being a risk factor for cardiovascular disease, children classified as obese are more likely to demonstrate other risk factors associated with cardiovascular disease. Furthermore, children classified as obese are more likely to be victims of bullying and discrimination. This dissertation tested a dynamic cascade model of the development of childhood obesity. It was hypothesized that externalizing behaviors and internalizing problems would lead to increased body mass index. This model was tested in Mplus v7 (Muthén & Muthén, 1998) using data from the NICHD Study of Early Child Care. This dissertation used parent report of externalizing behaviors and internalizing behaviors, teacher report of externalizing behaviors, and body mass index to examine several different ways in which developmental psychopathology related to childhood obesity. The results suggested that body mass index predicts the development of internalizing problems in late childhood. However, externalizing behaviors were not directly or indirectly associated with body mass index. These findings suggested that the assessment of children with internalizing problems should include an assessment of their weight and weight related concerns.

In this study we compared two theoretically different parenting programs for children with externalizing behavior problems, one behavioral, Comet, and one non-behavioral, Connect. Participants were 209 parents with children ages 8-12 who were randomized to the two programs. Parents experienced markedly less child externalizing behavior problems, both conduct problems and ADHD symptoms, as well as increased competence, improved family climate, and decreased emotional dyscontrol and levels of stress after both programs. The differences in effects between the programs were small and only measures of use of specific behavioral techniques had medium effects in favor of Comet. Thus, both Comet and Connect appear to be effective interventions but more research is needed, especially concerning long-term evaluations.

Child behavior problems are commonly reported difficulties within the education community and one of the largest referral reasons for parents seeking therapeutic services for their child. These behaviors can escalate to deviant and harmful behaviors that affect a child’s home life, academic success, and relations with family and peers. Current research has identified several parenting variables related to child behavior problems. This study considered the partial mediating role of parenting techniques on the relation between maternal characteristics and child behavior problems as reported by the parents and teachers of Head Start children. Participants in the study were 161 parents with children enrolled in Head Start at one of three programs in Texas or Mississippi. Results suggested that inconsistent discipline partially mediates the relation between maternal distress and parent reported child hyperactivity and aggression. Inconsistent discipline partially mediates the relation between maternal stress and parent-reported child hyperactivity and aggression. Parental involvement was found to be significantly related to childhood attention problems above and beyond maternal distress or stress and relevant demographic characteristics; however, it did not partially mediate those relations. Analyses involving teacher reported child behaviors did not show the same mediational effects. SEM analyses indicated that overall models of partial mediation demonstrated good fit. A major advantage to this study is the collection of data at three Head Start programs in two states that service small city / rural populations, an often underrepresented sample in empirical research. Implications of this project include: (a) a better understanding of the maternal variables most influential on child behavior that can be used to enhance curricula for parent training; (b) more precise screening of at-risk families by professionals that will continue to promote a focus on the whole family and allow for multiple pathways of healthy development for the child (e.g., through direct work with child and through the parents); and (c) continued consideration of the importance of ethnicity on these relations that will continue to foster a respectful and informed therapeutic relationship between professionals and families of young, atrisk children.

Longitudinal studies that track individuals from childhood into adulthood may be the best method to identify risk and protective factors for crime and delinquency. The primary goals of this study were to determine 1) the ability of risk factors identified by the end of elementary school to predict delinquency referrals, 2) the extent to which positive assets (promotive factors) add to the prediction of delinquency, and 3) potential interactions between these risk and promotive factors that moderate the relationship between risk and delinquency referrals. The final purpose was to identify gender and racial differences in these relationships. The current study utilized archival data from a large metropolitan Florida school district which tracked students who began kindergarten in the 1989-90 school year for as long as they remained in the district. After controlling for gender, race, and SES, fifth grade teacher rated externalizing behaviors, prenatal smoking, parent marital status, and mother’s years of education significantly predicted delinquency referrals. The biological factors birth weight and Apgar score were not related to delinquency referrals in correlation or regression models. Additionally, the combination of the nine potential promotive factors was found to contribute to a significant increase in variance above that accounted for by the three control factors and nine risk factors. The most consistently supported promotive factor was parental acceptance/involvement. Although no interaction effects were found in the overall model, when analyzed by gender, two significant interactions were found for females. These interactions were between parents’ martial status and parental acceptance involvement as well as third grade standardized reading scores and parent educational involvement. Findings suggest that, even when using a stringent test of significance, risk factors assessed between birth and the end of elementary school can be used to predict the number of subsequent delinquency referrals. In conclusion, results from this study not only identify and confirm early risk factors for later delinquency involvement, but also implicate potential positive assets that may buffer the impact of early risk factors. These findings can inform early intervention programs aimed at reducing rates of juvenile delinquency, by identifying criteria for early identification as well as components of effective prevention/intervention.

Temperament is widely recognized as an important factor in shaping the trajectory of social and emotional development across childhood. However, the particular mechanisms by which temperamental differences contribute to emergence of early prosocial or problem behaviors have been poorly elucidated. The current study sought to examine the association between various temperamental factors on the emergence of internalizing, externalizing and empathic behaviors in toddlers. Temperament profiles were derived for 38 children, aged 29 to 34 months, based on responses by mothers to questions on the Early Childhood Behavior Questionnaire. Internalizing and externalizing problem behaviors were assessed using the Child Behavior Checklist. Finally, empathic behaviors were measured behaviorally during a laboratory play session. Scores on three temperamental factor scales (negative affect, surgency, and effortful control) were examined in relation to behavioral problems (internalizing/externalizing) and prosocial (global empathy towards mother/experimenter) behaviors using linear correlations and regressions. Higher negative emotionality was linked with increased internalizing and externalizing behaviors, while increased surgency was associated with decreased internalizing behaviors. These results are consistent with prior studies of temperament, supporting the contention that early child temperament significantly contributes to the emergence of behavior problems. No significant interaction effects were found between temperament styles in predicting behavior problems. Additionally, no significant main or interaction effects were found in predicting adaptive behaviors, such as empathic responding. The significance of these results is discussed with respect to our understanding of the etiological pathways to adaptive and maladaptive socioemotional development. / text

Asthma is a complex, chronic disorder of the airways that is characterized by underlying inflammation, airflow obstruction, and bronchial hyperresponsiveness. Asthma symptoms can be frightening and can have an effect on the emotional functioning Quality of Life (QOL) of school-aged children who have asthma. The purpose of this exploratory, descriptive, cross-sectional, correlational study was to explore the influence of factors identified in the literature on school-aged children’s emotional responses to asthma. Guiding this study was a theoretical model that proposed that the impact of chronic illness severity on QOL is potentially mediated by both resource and barrier factors. The population of interest was 85 school-aged children (ages 6-12) and parents of children who have asthma that were recruited from participants already enrolled in year 4 of the Asthma in Central Texas (ACT) study (R01NR007770, Sharon D. Horner, P.I.) at The University of Texas at Austin. Significant inverse correlations were found between asthma related child emotional functioning QOL and each of the following variables: asthma severity, r = -.30, p < .01; child internalizing behaviors, r = -.26, p < .05, and child externalizing behaviors, r = -.43, p < .001. Significant inverse relationships were found between caregiver emotional functioning QOL and each of the following variables: asthma severity, r = -.39, p < .001; child internalizing behaviors, r = -.22, p < .05 and child externalizing behaviors, r = -.25, p < .05. Multiple regression analysis revealed that asthma severity and child externalizing problems accounted for 26% of the variance in child emotional functioning QOL. No moderators or mediators were identified. Findings from this study imply that externalizing problem behaviors of school-aged children may be a predictor of their negative feelings about their asthma. Nursing educators should consider including the emotional impact of asthma on children in nursing curriculums as this may ultimately influence health care providers to more skillfully address this important issue in both assessment and intervention settings. / text

Children's difficulties with regulating or controlling emotion are associated with externalizing problems (Eisenberg et al., 2001). Emotion regulation develops through interactions with caregivers during childhood, where children are socialized about the management and expression of emotions (Kopp, 1989). The parent-child relationship is thus one factor associated with children's externalizing problems and, to date, research on children’s externalizing problems has focused on relationships with parental emotion socialization and parent-child emotions (Granic & Lamey, 2002; Lengua, 2006). However, parent-child co-regulation— the bidirectional process whereby individuals mutually regulate emotions with others (Fogel, 1993)— is also likely a proximal factor in children's externalizing problems. Over time, dyadic patterns emerge and are reinforced through co-regulation, and children develop regulated or dysregulated emotional patterns with their parents (Granic & Lamey, 2002). Co-regulation is also likely related to differences in externalizing symptomatologies, as dyads with children with co-occurring externalizing and internalizing problems (MIXED) show more mutual hostility over the course of a conflict than dyads with purely externalizing children (EXT; Granic & Lamey, 2002). The current study examined co-regulation in 255 parent-child dyads, of which 80 had EXT children (73% male), 111 had MIXED children (87% male), and 64 had typically-developing children (63% male). Children were between the ages of 8 and 12 (M = 9.56). Behaviours during positive and conflict discussions were coded with a new observational tool, the Co-Regulation of Emotion (CORE) coding system. CORE's validity was supported with associations with independent raters’ impressions of the interactions. Generally, co-regulation was higher during the conflict as compared to the positive discussions, as expected. Contrary to hypotheses, dyads with EXT and MIXED children did not show more non-supportive co-regulation than dyads with typically-developing children, and dyads with typically-developing children did not show more supportive co-regulation. Similarly, group differences on the association between interaction partners' supportive and non-supportive co-regulation and negative affect were not significant. Overall, MIXED dyads did not show more non-supportive co-regulation than EXT dyads, as had been expected. The findings did not support the hypothesis that emotion co-regulation differentiates dyads with externalizing children from dyads with typically-developing children in middle childhood. / Thesis (Master, Psychology) -- Queen's University, 2012-08-07 11:41:10.329