The Environmental Stress Hypothesis (ESH) illustrates the underlying mechanisms of internalizing problems in children with Developmental Coordination Disorder (DCD), indicating that the relationship between DCD and internalizing problems could be influenced by numerous physical and psychosocial consequences. However, the potential pathways described in this conceptual framework have not been comprehensively examined. Furthermore, given that child development is a dynamic process, these pathways have not been investigated from a developmental perspective. In order to address these gaps in knowledge, this dissertation sought to advance our understanding of the ESH by examining the underlying mediating pathways connecting DCD and internalizing problems in three age groups: early childhood, late childhood/early adolescence, and young adulthood. Study 1 showed that preschool children at risk for DCD (rDCD) experience more internalizing problems than typically developing children. However, physical activity and BMI do not mediate the relationship between rDCD and internalizing problems. Overall, our findings confirm that rDCD and internalizing problems co-occur in early childhood. Nevertheless, as there is no mediation of physical activity or BMI, the underlying mechanisms may be more related to other psychosocial outcomes (e.g., self-concept or perceived social support), suggested in the ESH. Study 2 examined school-aged children and included global self-worth, one of the psychological outcomes identified in the ESH, to address one of the limitations in Study 1. Findings support the ESH by showing a sequential mediating pathway from probable DCD (pDCD), through physical activity/BMI and global self-worth, to self-reported internalizing problems. Sex was found to moderate the underlying mechanisms of internalizing problems, altering the pathways from pDCD to internalizing problems. Study 3 was conducted to test the full ESH in emerging adults. Results support the mediating effects of psychosocial well-being, including stress, global relationships, perceived social support, and self-concept, on the relationship between poor motor coordination and self-reported psychological distress in young adults. However, in this age group, physical inactivity and higher BMI, did not mediate the relationship between motor coordination and internalizing problems. In conclusion, this dissertation highlights the co-occurrence of motor difficulties and internalizing problems across three developmental stages. The underlying mechanisms of internalizing problems may differ by age and sex. It is also worth noting that compared to physical health, psychosocial well-being may play a more important role as a mediator in the relationship between motor coordination and internalizing problems. / Thesis / Doctor of Philosophy (PhD) / Developmental Coordination Disorder (DCD) or poor motor coordination has been linked to the higher levels of internalizing problems, such as anxiety and/or depression. However, the underlying mechanisms remain unclear. Although the Environmental Stress Hypothesis (ESH) provides a theoretical framework illustrating that physical and psychosocial consequences of DCD may play important roles, this model has not been comprehensively examined. Therefore, this dissertation tested different components of the ESH in three age groups (i.e., preschool age, school age, and young adulthood) in an attempt to provide a better understanding of why motor difficulties cause more internalizing problems from a developmental perspective. Findings confirm that children with DCD and adults with poor motor coordination are at greater risk for internalizing problems, and that perceptions of self may play a more important role explaining the relationship. However, the potential pathways from motor difficulties to internalizing problems may differ by sex and age. In summary, it is recommended that, in order to prevent or improve mental health problems, interventions should target improvements in self-concept, such as self-esteem, through participation in physical activity or weight control, while taking into account sex and age.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Ce travail avait pour objectif de répondre à trois questions de recherche relatives au bullying en milieu scolaire. Dans un premier temps, la validité d’un questionnaire d’évaluation du bullying scolaire a été explorée. En second lieu, il s’agissait d’identifier si le cyber-bullying présente les mêmes caractéristiques que le bullying scolaire. Enfin, l’importance de la relation entre le bullying scolaire et le sommeil a été analysée.Des entretiens individuels ont été menés auprès de 1422 collégiens et lycéens (Filles = 47%, Garçons = 53%, âge moyen = 14,3±2,7 ans). Notre première étude montre que l’adaptation française du Bully/Victim Questionnaire révisé d’Olweus (1996) est un outil valide pour évaluer le bullying auprès d’adolescents (α= 0,75 ; χ²/ddl= 7 ; RMSEA=0,064 ; GFI=0,95 ; AGFI=0,93 ; validité de construit satisfaisante). Plus d’un adolescent sur quatre est concerné par le bullying : 18% des élèves ont un profil « victime », 9% sont « agresseurs » et 3% sont « agresseurs/victimes ». Les résultats de notre deuxième étude invitent à distinguer le cyber-bullying du bullying scolaire : les élèves impliqués dans l’une et l’autre de ces formes de bullying ne sont pas les mêmes et ils ne présentent pas les mêmes difficultés psychosociales. Notre troisième étude montre que le sommeil est associé aux profils du bullying scolaire. Les victimes se plaignent davantage de problèmes relatifs à la qualité subjective de leur sommeil ; les agresseurs ont un rythme veille/sommeil plus irrégulier que leurs camarades et présentent une quantité de sommeil plus faible. Enfin, le sommeil a un effet modérateur sur les problèmes psychosociaux rencontrés par les élèves impliqués dans le bullying scolaire.Ces résultats amènent à considérer que le bullying constitue tant une réalité scolaire qu’un problème de santé publique. Il est important de continuer d’explorer ce phénomène pour nourrir les réflexions sur les modes de prévention à mettre en place dans les établissements scolaires. / The aim of this study was to investigate bullying in schools. At first, we assessed the validity of a widespread questionnaire devoted to evaluate school-bullying. Second, we investigated the overlap between school-bullying and cyber-bullying. At least, we examined the relation between school-bullying and sleep. Individual interviews were conducted with 1422 middle- and high-school students (Girls = 47%, Boys=53%, Mean age=14.3±2.7 y.o).Results of our first study show that the French adaptation of the revised Olweus Bully/Victim Questionnaire (1996) is a valid instrument for measuring bullying in adolescents (α= 0.75 ; χ²/ddl= 7 ; RMSEA=0.064 ; GFI=0.95 ; AGFI=0.93 ; construct validity). More than one adolescent in four is involved in bullying: 18% as “victim”, 9% as “bully” and 3% as “bully/victim”. Results of our second study show that cyber-bullying and bullying do not overlap: students involved in each of these forms of Bullying are not the same and they do not experienced the same psychosocial problems.Our third study shows that sleep is associated with profiles in school-bullying. Victims have higher complains related to subjective sleep quality. Bullies’ sleep/wake patterns are more irregular and their sleep duration is lower than their schoolmates. Then, there is a moderator effect of sleep on psychosocial problems related to bullying.Given the sizable proportion of adolescents involved in bullying and its significant relationship with health criterion, the issue warrants serious school and public health attention. More studies should be conducted in order to implement relevant school-based intervention programs.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2016-04-12T16:45:17Z No. of bitstreams: 1 Fabrício Eidelwein_.pdf: 3923548 bytes, checksum: 36d9c55f73c9e8e15962e851d07db5c4 (MD5) / Made available in DSpace on 2016-04-12T16:45:17Z (GMT). No. of bitstreams: 1 Fabrício Eidelwein_.pdf: 3923548 bytes, checksum: 36d9c55f73c9e8e15962e851d07db5c4 (MD5) Previous issue date: 2016-02-26 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / PROSUP - Programa de Suporte à Pós-Gradução de Instituições de Ensino Particulares / Os negócios e a natureza estão intimamente conectados e o desenvolvimento humano depende de uma relação harmoniosa entre ambos. Enquanto a disponibilidade de recursos naturais é pressionada pelo crescimento populacional, por níveis crescentes de poluição e por padrões de consumo inadequados, as organizações procuram referências para crescer de modo sustentável. Tendo em vista a dependência que os negócios têm da natureza, a busca por soluções de menor impacto ambiental é, além de uma boa prática, uma condição sine qua non para a manutenção da competitividade. O atual formato de avaliação dos resultados econômicos nas empresas é incompatível com a mensuração do real valor gerado. Além de estimular ações de curto prazo que, muitas vezes, geram impactos ambientais no longo prazo, a Demonstração de Resultado do Exercício (DRE) desconsidera uma série de efeitos ambientais externos gerados pelas organizações, os quais impactam a sociedade sem que ela seja recompensada. Estes impactos são conhecidos como externalidades ambientais, as quais podem ser positivas, embora sejam, majoritariamente, negativas. No Brasil, a indústria petroquímica é rigidamente controlada pela legislação ambiental e pela ação das comunidades com as quais se relaciona. Ainda assim, é um ramo industrial sujeito à geração de externalidades. Neste sentido, esta pesquisa teve como objetivo o desenvolvimento de um método para a elaboração da Demonstração do Resultado Econômico-Ambiental (DREA), a qual internaliza as externalidades ambientais, bem como a aplicação em uma empresa do setor petroquímico. Para tanto, o método de pesquisa utilizado foi o Design Science Research (DSR). Os resultados desta pesquisa indicam que as externalidades ambientais presentes planta fabril avaliada são predominantemente negativas. A internalização destes custos externos impactaria o resultado econômico consolidado da empresa em valor correspondente a 12,5% do Lucro Líquido do exercício considerado. Além disso, é possível concluir que o método desenvolvido é adequado para a elaboração da DREA e configura-se em um passo importante no avanço da contabilidade. / Business and nature are closely connected and human development depends on a harmonious relationship between them. While the availability of natural resources is pressed by population growth, by increasing levels of pollution and inadequate consumption patterns, organizations seek drivers to grow sustainably. Given the dependence that businesses have of nature, the search for lower environmental impact solutions is, besides a good practice, a sine qua non condition for maintaining competitiveness. The current format for evaluating economic results in companies is inconsistent with the measurement of the real value generated. Besides stimulating short-term actions, which often cause environmental impact in the long term, the traditional Income Statement disregards a series of external environmental effects generated by organizations, which affect the society without a compatible reward. These impacts are known as environmental externalities, which can be positive, although they are mostly negative. In Brazil, the petrochemical industry is tightly controlled by the environmental legislation and by the action of the communities with which it interacts. Even so, it is an industry subject to the generation of externalities. In this sense, this research aimed to develop a method for the preparation of the Economic and Environmental Income Statement (EEIS), which internalize environmental externalities, and test this method in a petrochemical company. To support this study, the research method used was the Design Science Research (DSR). The results of this research indicate that environmental externalities present in the assessed petrochemical plant are predominantly negative. The internalization of the relative external costs would impact the consolidated economic results of the company in an amount equal to 12.5% of net profit for the year considered. In addition, it can be concluded that the developed method is suitable for the preparation of EEIS and sets up an important step in advancing the accounting.

<p>Syftet med denna studie är att undersöka om det finns ett samband mellan opredicerbara föräldrar och förekomsten av både interna och externa beteendeproblem hos ungdomar. I studien undersöks interna beteendeproblem såsom låg självkänsla och depression samt de externa beteendeproblemen brottslighet och aggression. Studien baseras på 1018 ungdomar i åldrarna 13- 15 år. Studien utgår från en enkätundersökning där fem olika skalor används för att mäta ungdomarnas självkänsla, depression, brottslighet och aggression samt hur konsekventa deras föräldrar är. Resultaten visar i allt väsentligt att de ungdomar som har både interna och externa beteendeproblem är de som rapporterar högst i opredicerbarhet hos sina föräldrar.</p> / <p>The purpose with this study is to investigate if there is an association between unpredictable parents and the occurrence of both internal and external behavior problems among adolescents. The study considers the internalizing behavior problems low self-esteem and depression and the externalizing behavior problems delinquency and aggression. The study consists of 1018 adolescents in ages between 13 and 15 years old. The study is based on a questionnaire where five scales are used to measure the participating adolescent’s self-esteem, depression, delinquency and aggression and their view on how consistent their parents are. The result shows that those adolescents who have both internalizing and externalizing behavior problems where those who reported highest in unpredictability in their parents.</p>

<p>Various aspects of elementary school children's behavior problems were investigated in four studies. In Study I, teachers’ perceived low control over the classroom situation and a custodial teacher orientation were associated with teachers' (n = 86) preferences for authoritarian strategies (e.g., firm commands) in handling externalizing child behavior problems. Further, perceived high control and a humanistic teacher orientation were associated with non-authoritarian strategies (e.g., reasoning with students). In Study II, the aim was to investigate prospectively teacher-child interactions and teacher-child perceptions of the relationship between children with externalizing (n=26) and internalizing (n=25) behavior problems and unproblematic children (n=44) in the first grade. Children with behavior problems had a higher frequency of negative teacher relationships than unproblematic children. Observed conflictual children-teacher interactions contributed to negative teacher relationships independent of problem status. The moderating effects of social competence were small. In Study III, the principal aim was to investigate whether the children’s social competence, relationships with teachers and behavior with peers functioned as protective or exacerbating factors regarding the adaptation of children with behavior problems. Children with externalizing and internalizing behavior problems, in comparison with unproblematic children, were lower in social competence, school achievement and peer acceptance in sixth grade. There were moderating and independent effects of social competence and teacher and peer relationships on outcomes, but these were mainly restricted to those children with internalizing problems. The primary aim of Study IV was to investigate the social and school adjustment of six-grade children experiencing feelings of loneliness and low peer acceptance. Totally, 808 children participated, and 323 of these children had been followed from grade 1 to grade 6. The results indicated that loneliness was most strongly predicted by early internalizing problems, whereas poor acceptance was predicted by early externalizing problems and poor social competence. Associations between loneliness and low peer acceptance and other adjustment difficulties were also observed. In conclusion, children with behavior problems risk negative relationships as well as other adjustment problems. Early interventions are important in strengthening the protective factors.</p>

Various aspects of elementary school children's behavior problems were investigated in four studies. In Study I, teachers’ perceived low control over the classroom situation and a custodial teacher orientation were associated with teachers' (n = 86) preferences for authoritarian strategies (e.g., firm commands) in handling externalizing child behavior problems. Further, perceived high control and a humanistic teacher orientation were associated with non-authoritarian strategies (e.g., reasoning with students). In Study II, the aim was to investigate prospectively teacher-child interactions and teacher-child perceptions of the relationship between children with externalizing (n=26) and internalizing (n=25) behavior problems and unproblematic children (n=44) in the first grade. Children with behavior problems had a higher frequency of negative teacher relationships than unproblematic children. Observed conflictual children-teacher interactions contributed to negative teacher relationships independent of problem status. The moderating effects of social competence were small. In Study III, the principal aim was to investigate whether the children’s social competence, relationships with teachers and behavior with peers functioned as protective or exacerbating factors regarding the adaptation of children with behavior problems. Children with externalizing and internalizing behavior problems, in comparison with unproblematic children, were lower in social competence, school achievement and peer acceptance in sixth grade. There were moderating and independent effects of social competence and teacher and peer relationships on outcomes, but these were mainly restricted to those children with internalizing problems. The primary aim of Study IV was to investigate the social and school adjustment of six-grade children experiencing feelings of loneliness and low peer acceptance. Totally, 808 children participated, and 323 of these children had been followed from grade 1 to grade 6. The results indicated that loneliness was most strongly predicted by early internalizing problems, whereas poor acceptance was predicted by early externalizing problems and poor social competence. Associations between loneliness and low peer acceptance and other adjustment difficulties were also observed. In conclusion, children with behavior problems risk negative relationships as well as other adjustment problems. Early interventions are important in strengthening the protective factors.

Syftet med denna studie är att undersöka om det finns ett samband mellan opredicerbara föräldrar och förekomsten av både interna och externa beteendeproblem hos ungdomar. I studien undersöks interna beteendeproblem såsom låg självkänsla och depression samt de externa beteendeproblemen brottslighet och aggression. Studien baseras på 1018 ungdomar i åldrarna 13- 15 år. Studien utgår från en enkätundersökning där fem olika skalor används för att mäta ungdomarnas självkänsla, depression, brottslighet och aggression samt hur konsekventa deras föräldrar är. Resultaten visar i allt väsentligt att de ungdomar som har både interna och externa beteendeproblem är de som rapporterar högst i opredicerbarhet hos sina föräldrar. / The purpose with this study is to investigate if there is an association between unpredictable parents and the occurrence of both internal and external behavior problems among adolescents. The study considers the internalizing behavior problems low self-esteem and depression and the externalizing behavior problems delinquency and aggression. The study consists of 1018 adolescents in ages between 13 and 15 years old. The study is based on a questionnaire where five scales are used to measure the participating adolescent’s self-esteem, depression, delinquency and aggression and their view on how consistent their parents are. The result shows that those adolescents who have both internalizing and externalizing behavior problems where those who reported highest in unpredictability in their parents.

According to previous research, internalizing and externalizing problems tend to be comorbid or co-occur at different ages in development (Angold, Costello, & Erkanli, 1999). The question that this dissertation addresses is how and why internalizing and externalizing problems, two disorders that represent separate forms of psychopathology, co-occur in children. This is an important question for the developmental psychopathology perspective because an appreciation of the concept of co-occurrence is essential for explaining the development and taxonomy of internalizing and externalizing psychopathology, and for understanding the etiology and course of these symptoms (Achenbach, 1990). Attempts to explain co-occurrence have proposed that co-occurring psychopathology might represent distinct, meaningful syndromes (Angold & Costello, 1992; O’Connor et al., 1998), and in support of this idea, evidence of the existence of pure and co-occurring internalizing and externalizing problems has been found (Keiley et al., 2003). However, no previous study has identified heterogeneous developmental patterns of pure or combined internalizing and externalizing problems within a dynamic framework by taking trajectories of change into account. This dissertation uses data from the NICHD study of Early Child Care to explore the co-occurrence between internalizing and externalizing problems from age 2 to 12 with the use of Latent Class Growth Analysis. The sample included 1232 children (52% male). Different groups of children exhibiting low/normative, pure internalizing, pure externalizing, and co-occurring internalizing and externalizing problems across the 10 year period were identified. The higher risk groups deviated from the low/normative group in terms of antecedents, SES risk, medical risk, difficult temperament, and home environment. Moreover, children who exhibited pure moderate externalizing problems, and children who exhibited chronic externalizing problems, with and without co-occurring internalizing problems, engaged in more risky behaviors and were more likely to have friends who also engaged in risky behaviors. Furthermore, the pure chronic externalizing group and the groups scoring high on internalizing problems, with and without co-occurring externalizing problems, were more asocial with peers. Finally, children exhibiting chronic co-occurring externalizing and internalizing problems were more excluded by peers in comparison to the rest of the sample’s population.