The purpose of this study was to examine the adjustment of older children and adolescents adopted from Eastern Europe and the impact of their preadoption history and family’s functioning on their adjustment. This is a follow-up study of families first surveyed in 2005 with an addition of new families. One hundred and forty-five families reporting on 194 adopted children (9 to 19 years; 104 girls) participated in this study at Time 2. The project was conducted as an internet-based survey. Parents and adopted children reported on children’s emotional, behavioral and social problems (CBCL and YSR), as well as family environment (FACES-III and PEQ). Children also reported on their attachment to parents (IPPA) and their preoccupation with adoption (ADQ). Results revealed that children adopted as infants or toddlers (18 months and younger) evidenced lower problem behaviors and higher competence scores than children adopted at later ages. History of preadoption abuse and/or neglect also played a role. Children without such history scored better on all problem and competency scales than their peers with reported history of either abuse or neglect. Relationships with the adoptive parents and family environment also contributed to better adjustment in this sample of adopted children. Children from more cohesive families displayed lower levels of internalizing and externalizing problems. Additionally, less conflict between adolescents and their parents was associated with lower levels of these problems. Adolescents with higher attachment levels to their parents self-reported lower internalizing and externalizing problems. Adolescents’ interest in their adoptions is a healthy thing; however, excessive preoccupation was associated with higher levels of internalizing behaviors, such as anxiety and depression. Preoccupation with adoption was not related to externalizing behaviors, as reported by children. This study replicates findings of previous studies of intercountry adoption of children from Eastern Europe. Implications of these findings are discussed.

Adolescents with Sluggish Cognitive Tempo (SCT) show symptoms of slowness, mental confusion, excessive daydreaming, low motivation, and drowsiness/sleepiness. Although many symptoms of SCT reflect internalizing states, no study has evaluated the utility of self-report of SCT in an ADHD sample. Further, it remains unclear whether SCT is best conceptualized as a unidimensional or multidimensional construct. In a sample of 262 adolescents comprehensively diagnosed with ADHD, the present study evaluated the dimensionality of a SCT scale and compared CFA and bifactor model fits for parent- and self-report versions. Analyses revealed the three-factor bifactor model to be the best fitting model. In addition, SCT factors predicted social and academic impairment and internalizing symptoms. Therefore, SCT as a multidimensional construct appears to have clinical utility in predicting impairment. Also, multiple reporters should be used, as they predicted different areas of functioning and were not invariant, suggesting that each rater adds unique information.

The present study investigated the direct and interactional effects of neighborhood disadvantage and harsh parenting on concurrent assessments and change in externalizing and internalizing behavior in toddlerhood. The study included 55 mothers and their children; families completed in-home assessments when children were 2 and 3 years of age. Mothers' reports were used to measure neighborhood disadvantage and children's problem behaviors. Observer ratings derived from a clean up task were used to measure harsh parenting. Four hierarchical regression equations were computed to test each study hypothesis. Results indicated marginally significant effects of harsh parenting on externalizing problems at age 2. Surprisingly, harsh parenting and exposure to neighborhood risk did not significantly predict increases in externalizing behavior problems from age 2 to 3. Harsh parenting was marginally related to children's internalizing problems under conditions of high levels of neighborhood disadvantage and predicted increases in internalizing over time. The theoretical implications of the results are discussed.

Thesis advisor: Maureen E. Kenny / Childhood obesity is one of the most significant threats to the health development of children in the United States. A relationship has been found between mental health conditions, such as depression, and obesity development. Obesity prevention initiatives frequently target children's health behaviors due to their important role in the development of childhood obesity. Yet despite their importance, relatively little is known about the association between mental health factors and children's health behaviors. In addition, self-efficacy and self-regulation, cognitive factors which have been found to have a prominent role in behavior change, may also be correlated with children's health behaviors. These cognitive factors may also interact with mental health factors to predict children's health behaviors. The current study sought to investigate whether or not internalizing behaviors, self-efficacy, and self-regulation significantly predicted healthy eating behavior, unhealthy eating behavior, and physical activity behavior in preadolescent children. The study was a secondary data analysis of the Study of Early Child Care and Youth Development (SECCYD) Phase II-III data. Internalizing behaviors were found to have a significant relationship with unhealthy eating behaviors for both boys and girls, however, the relationship was positive for girls and negative for boys. Among the cognitive factors, sports self-efficacy and self-regulation, sports self-efficacy was found to be a significant predictor of physical activity behavior for both boys and girls. In addition, the moderating relationship between internalizing behaviors and self-regulation as a predictor of physical activity behavior was supported for boys. Findings from the study indicate individual psychological factors, such as mental health and self-efficacy may have a significant influence on children's health behaviors. Results also suggest factors at the psychological level may be interacting with one another, along with factors at the biological and social levels of development, to influence health behaviors. The current study highlights that investigating the psychological factors influencing health behaviors may yield an important contribution towards understanding obesity development. These findings have implications both for identifying children at risk for developing obesity, as well as, the design and implementation of obesity prevention initiatives. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental, and Educational Psychology.

Although approximately one-fourth of adolescents have a mental health disorder only half of them receive treatment. The goal of this study was to determine if Strong Kids, a social and emotional learning curriculum, implemented over a 4-week period could help decrease internalizing symptoms and increase resilience in middle school students, something not previously investigated. This study also measured social and emotional knowledge as measured by the Strong Kids questionnaire. Additionally, treatment fidelity and social validity were measured. The study used a non-equivalent, control group design. The sample consisted of 148 students: 70 in the treatment group and 78 in the control group. This study was completed using existing data from a title one middle school that implemented Strong Kids. The school had a relatively diverse population and was relatively low SES, with 66% of students receiving free or reduced price school lunch. The Strong Kids curriculum was taught by the school's health teacher to half of the eighth grade students, while the other half received normal state curriculum. Pre and post rating scales were completed by teachers and students on measures of resilience, internalizing symptoms, and social-emotional knowledge. Since there were some differences at pre-test, a 2-by-2 mixed-design analysis of variance and an analysis of covariance were used to analyze results. Results suggested that teacher was able to implement the curriculum with fidelity, with moderate social validity among students and the teacher, and some benefit for at-risk students. While the differences only approached statistical significance, it was likely due to the small sample size of at-risk students. The lack of significant differences between treatment and control classrooms were likely due to confounds. Further, this study suggests that the state curriculum implemented may be effective for general education students. SEL programs like Strong Kids could be used as a targeted approach for students who are at-risk or struggling with internalizing symptoms. Future studies should include randomly assigned students, parent and student ratings, different measures for resilience, a longer intervention period, and follow up data points if implemented over a shorter time frame.

Attention-deficit/hyperactivity disorder (ADHD) is one of the most prevalent and impairing childhood disorders (5%; American Psychiatric Association, 2013), yet it is often studied in isolation. Such an approach is at odds with the clinical reality, where ADHD has a high comorbidity with oppositional defiant disorder, anxiety, and depression (Jensen, Martin, & Cantwell, 1997). Based on the possible presentations of ADHD with both externalizing and internalizing symptoms, there may be differences in associated characteristics, areas of impairment, and resulting assessment interventions. Therefore, the present study investigated how ADHD comorbidities manifested in a population of 233 elementary age children and how these profiles varied in already established characteristics (i.e., traits, social behaviors) and areas of deficit for children with ADHD (i.e., social functioning, academics, narrative comprehension). Characteristics and outcomes were examined using rating scales, behavior observations, laboratory tasks, and grades. Based on latent profile analyses, different patterns of comorbidity were identified using both parent and teacher ratings of ADHD. Based on parent and teacher report, those with high ADHD/ODD symptoms had more negative characteristics and outcomes. Network analyses corroborated these results, showing that internalizing symptoms were less relevant for associated characteristics and outcomes compared to ADHD and ODD symptoms. Overall, these results suggest that ADHD comorbidities may be primarily driven by ADHD and ODD symptoms, with this profile displaying more severe negative characteristics and outcomes.

Temperamental characteristics may distinguish which children are at greater risk for later psychopathology. In addition, parenting quality may interact with the association between temperament and behavior problems to increase or decrease externalizing or internalizing behaviors in children. This study examined whether mothers’ parenting quality moderated the associations between children’s temperamental fear and children’s behavior problems. The sample consisted of 143 low-income mother-child dyads who participated in various interactional tasks designed to measure mothers’ parenting and children’s temperamental fear. While children’s fearless and fearful temperament were not significantly associated with externalizing and internalizing behaviors, respectively, some significant associations emerged. Positive and negative parenting were negatively associated, negative parenting and fearful temperament were positively associated, fearful and fearless temperament were negatively associated, and internalizing and externalizing behaviors were positively associated. Finally, results from moderation analyses indicated no significant interaction effects of parenting quality and children’s temperamental fear on children’s problem behavior.

The current study examines associations between community violence exposure (CVE) and internalizing and externalizing symptoms. The emotional desensitization hypothesis states that moderate levels of CVE will be associated with increased internalizing symptoms, whereas high levels of CVE will be associated with decreases in internalizing distress. The current study extends prior research by examining whether patterns of emotional desensitization differ based on the route of exposure – either being personally victimized or witnessing community violence. Further, associations examined the influence of interpersonal proximity to the victims of violence – that is, whether individuals are victims themselves (most proximal), witness violence against known individuals, or witness violence against strangers (least proximal). Participants include 714 undergraduate students (Mage = 20.5 years, SD = 3.9) who completed an online survey of CVE, internalizing and externalizing outcomes, and cognitions supporting aggression. Results revealed significant moderation by interpersonal proximity. Specifically, curvilinear associations between CVE and internalizing symptoms, reflecting emotional desensitization, were stronger at lower levels of proximity, whereas positive linear associations emerged at higher levels of proximity. Associations between CVE and more externalizing behaviors were stronger at low, compared to high, levels of proximity. Internalizing symptoms and cognitions supporting aggression partially mediated the association between CVE and externalizing behaviors. Further, latent profile analysis revealed that distinct groups of individuals were classified based on cumulative frequency of CVE and types of violent experiences. Thus, route of exposure, relationship to the victims of violence, and type of violence are each salient characteristics of CVE that may relate differentially to adjustment.

Purpose. The purpose of this study was to evaluate whether severe victimization experiences, and psychological and social resources were shared risk factors for internalizing only, externalizing only, and co-occurring internalizing and externalizing disorders among victimized substance-using adolescents. Method. Data for this cross-sectional study were obtained from a multisite research project. Adolescents, ages 11-18, participated in a comprehensive screening program for substance abuse at 106 Substance Abuse and Mental Health Services Administration (SAMHSA) Center for Substance Abuse Treatment (CSAT)-funded grantee sites throughout the United States. Results. Longer duration/frequent victimization, more than one type of victimization, recent victimization, low self-efficacy beliefs and available sources of emotional support were related to co-occurring internalizing and externalizing disorders. Victimization by a trusted person, however, was only related to internalizing disorders. Conclusion. The findings show that some indicators of severe victimization experiences, psychological and social resources are shared risk factors for internalizing, for externalizing, and for co-occurring internalizing and externalizing problems, thus providing support for the common factors model of co-morbidity. These findings suggest that practitioners in substance abuse treatment must thoroughly assess for severe victimization experiences among adolescents presenting with co-occurring mental health issues. Treatment planning and interventions may focus on helping adolescents cope effectively with their victimization experiences and addressing their MH needs. Particular emphasis may be placed on enhancing self-efficacy and social skills, so that adolescents may benefit from their available sources of support.

This study investigated the language skills and behavior characteristic of 63 students with severe behavior disorders who were referred by a large, mostly urban school district for a neuropsychiatric evaluation between 2001 and 2005. Archival data were retrieved by chart review for this study and was used to answer the following questions: 1) What is the prevalence of language disorders in children referred for a psychiatric evaluation? 2) Do behavioral symptoms vary among children with and without a language disorder? and 3) What is the initial area of concern identified by the parents of children with language and behavior disorders? The study revealed: (1) prevalence rates of language disorders in children with severe behavior was 57%; (2) behavioral symptoms did not vary significantly among children with and without language disorders on the parent version of Child Behavior Check List; and (3) no relationship existed between parent initial area of concern about their child and communication. Study results support the need for teacher education about the high prevalence of language disorders in children with severe behavioral problems in school populations.