This study utilized longitudinal correlational and regression analyses to examine children’s internalizing behaviour problems, while focusing on the predictive function of peer victimization, the quality of the teacher-child relationship and child gender in early school years. Given the relationship between peer victimization and internalizing problems, the teacher-child relationship and gender was hypothesized to influence the strength and/or direction of this relationship. Participants included children in pre-kindergarten (n = 258) to grade one (n = 272) from twelve schools in an Australian city. Parent reports were used to assess child internalizing problems and peer victimization, and teachers reported on the teacher-child relationship and peer victimization. A significant main effect was found for child gender and kindergarten teacher-child conflict on internalizing behaviours in grade one, whereas no main effect was found for grade one internalizing behaviours for parent-rated peer victimization and teacher-child warmth. The quality of the teacher-child relationship was not found to moderate the relationship between peer victimization and internalizing problems, while child gender did moderate the influence of teacher-child relationship conflict on internalizing problems a year later. The results of the present study indicated that the relationship between teacher-child conflict and internalizing problems a year later differs for boys and girls. The importance of specific microsystems (i.e., teacher-child relationships) over time on children’s behavioural development is discussed, and implications for future research and teacher-child interventions are presented. / Graduate / 0518 / 0525 / 0530 / zerffm@gmail.com

This study utilized longitudinal correlational and regression analyses to examine children’s internalizing behaviour problems, while focusing on the predictive function of peer victimization, the quality of the teacher-child relationship and child gender in early school years. Given the relationship between peer victimization and internalizing problems, the teacher-child relationship and gender was hypothesized to influence the strength and/or direction of this relationship. Participants included children in pre-kindergarten (n = 258) to grade one (n = 272) from twelve schools in an Australian city. Parent reports were used to assess child internalizing problems and peer victimization, and teachers reported on the teacher-child relationship and peer victimization. A significant main effect was found for child gender and kindergarten teacher-child conflict on internalizing behaviours in grade one, whereas no main effect was found for grade one internalizing behaviours for parent-rated peer victimization and teacher-child warmth. The quality of the teacher-child relationship was not found to moderate the relationship between peer victimization and internalizing problems, while child gender did moderate the influence of teacher-child relationship conflict on internalizing problems a year later. The results of the present study indicated that the relationship between teacher-child conflict and internalizing problems a year later differs for boys and girls. The importance of specific microsystems (i.e., teacher-child relationships) over time on children’s behavioural development is discussed, and implications for future research and teacher-child interventions are presented. / Graduate / 0518 / 0525 / 0530 / zerffm@gmail.com

Updated: Current version includes the name of Supervisor, and Co-supervisor. Error corrected in preliminary pages. / Background: Emerging evidence suggests that there is both within-disorder heterogeneity and across-disorder overlap in the clinical presentation of children with ASD, ADHD, and OCD. Two prevalent dimensional phenotypes in children with these NDDs that warrant close attention, and are suitable for cross-disorder investigation, are internalizing and externalizing problems. Objectives: The current study uses a data-driven, diagnosis-agnostic approach to identify homogenous clusters that describe behavioural profiles of internalizing and externalizing problems within and across ASD, ADHD, and OCD. Methods: Data on 1565 children (M = 10.76 years) were drawn from the Province of Ontario Neurodevelopmental Disorder (POND) Network. Non-hierarchical clustering approaches were used to empirically derive, distinct behavioural profiles of internalizing and externalizing problems indexed by the Child Behavior Checklist (CBCL). Empirically derived groups were characterized using measures of adaptive functioning indexed by the Adaptive Behaviour Assessment (ABAS-II), and interpreted in relation to original diagnoses. Results: Cluster analyses identified four distinct behavioural profiles that cut across all diagnostic groups: High Internalizing Externalizing (HIE; 15%), High Externalizing (HE; 21%), Low Internalizing Externalizing (LIE; 38%), and Low Externalizing (LE; 26%). Derived clusters had variable levels of adaptive behaviours and reflected different behavioural profiles than the ones defined by the original diagnostic category groups of ASD, ADHD, and OCD. Conclusion: Data-driven, diagnosis-agnostic approaches can inform our understanding of the between and within phenotypic heterogeneity seen in ASD, ADHD, and OCD. Empirical ways of classifying children with homogeneous behavioural profiles may complement existing diagnostic models in our efforts to develop cross-disorder, more personalized interventions for children with neurodevelopmental disorders. / Thesis / Master of Science (MSc) / ASD, ADHD, and OCD are heterogenous neurodevelopmental disorders (NDDs) with some overlapping clinical characteristics and etiological factors. Internalizing and externalizing behavioural problems persist across these three NDDs, and in this study, are used to identify unique behavioural profiles. Study findings reveal four groups with distinct behavioural profiles of internalizing and externalizing problems that are not identified by the original diagnostic groups. This empirical way of classifying children with similar behavioural profiles can be used in combination with diagnostic labels to enhance transdiagnostic interventions that can be tailored to each child’s needs.

Past research has focused extensively on the influence of temperament and mother-child interactions for the development of psychopathology. However, there is a paucity of research that has examined the role of natural variations in temperament and mother-child interactions on socioemotional outcome in samples of low-risk typically developing children. Furthermore, most research has investigated temperament and mother-child interactions in separate studies. Accordingly, the present work addressed three issues: 1) the short-term and long-term continuity of temperament and joint attention in typically developing children; 2) the predictive value of temperament and joint attention for socioemotional outcome in typically developing children; and 3) joint attention behaviours in a clinical sample of children. Temperament was assessed through maternal report on the Infant Behavior Questionnaire (IBQ) beginning when children were between 18 and 3 7 months of age while joint attention was assessed through direct observation. All the IBQ subscales showed 9-month continuity and 4 of the 6 IBQ subscales showed moderate to high stability. Although there was 9-month continuity for all the joint attention measures, only 4 out of the 7 joint attention behaviors showed low to moderate levels of stability. There was little 4-year continuity or stability of temperament. Cross-sectional relations were found between temperament and socioemotional outcome at both 18 and 37 months of age as well as 69 and 88 months of age. Established joint attention, measured when children were between 18 and 37 months of age, significantly predicted internalizing behaviours in typically developing children between the ages of 69 and 88 months. Significant differences in joint attention were also found in a clinical sample of children with internalizing disorders between the ages of 5 and 8 years. The present results suggest that some ofthe same temperament and joint attention behaviours that are associated with atypical development are also associated with typical variations in socioemotional development. / Thesis / Doctor of Philosophy (PhD)

Thesis (M. A.( Clinical psychology)) -- University of Limpopo, 2013 / Refer to document