by Stephanie Chi-kwan Lam. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 46-52). / Abstract and questionnaire also in Chinese. / ABSTRACT --- p.ii / ACKNOWLEDGEMENTS --- p.iii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.vii / LIST OF APPENDICES --- p.ix / Chapter CHAPTER I - --- INTRODUCTION --- p.1 / Application of cognitive model to parent-child interactions --- p.7 / Chapter CHAPTER II - --- METHOD --- p.12 / Participants --- p.12 / Measures --- p.12 / Assessment of adolescent social information processing --- p.12 / Youth Self-Report Form --- p.14 / Demographic information --- p.15 / Assessment of maternal social information processing --- p.15 / State-Trait Anger Scale --- p.16 / General Health Questionnaire --- p.17 / Family Demographics --- p.17 / Procedure --- p.18 / Chapter CHAPTER III - --- RESULTS --- p.19 / The adolescent sample --- p.19 / Prediction of adolescent behaviors in mother-adolescent situations --- p.20 / Prediction of adolescent aggression --- p.21 / Prediction of adolescent delayed response --- p.22 / Prediction of adolescent withdrawal --- p.23 / Prediction of adolescent psychopathology --- p.24 / Prediction of internalising problems --- p.25 / Prediction of externalising problems --- p.26 / The mother sample --- p.27 / Prediction of maternal behaviors in mother-adolescent situations --- p.29 / Prediction of maternal aggression --- p.30 / Prediction of maternal delayed response --- p.30 / Prediction of maternal withdrawal --- p.31 / Prediction of maternal psychopathology --- p.32 / Prediction of aggressive symptoms --- p.32 / Prediction of depressive symptoms --- p.33 / Chapter CHAPTER IV - --- DISCUSSION --- p.35 / Prediction of behaviors: specificity of cognitive variables --- p.35 / Link between cognitions and adolescent behaviors --- p.35 / Link between cognitions and maternal behaviors --- p.37 / Prediction of psychopathology: specificity of cognitive variables --- p.38 / Link between cognitions and adolescent psychopathology --- p.38 / Link between cognitions and maternal psychopathology --- p.40 / Implications --- p.40 / Aggression and coercive interactions --- p.41 / Depression and coercive interactions --- p.42 / Directions for future research --- p.44 / REFERENCES --- p.46 / APPENDICES --- p.53

LGBTQ individuals may be at risk for suicidal behavior due to perceived stigma and psychopathology. However, protective factors, such as community connectedness, may reduce risk. We examined depression and anxiety as mediators of the linkage between perceived stigma and suicidal behavior, and the moderating role of LGBTQ community connectedness. Among our sample of LGBTQ persons (N = 496), psychopathology mediated the association between perceived stigma and suicidal behavior. Connectedness moderated the relation between perceived stigma and depression, and between perceived stigma and suicidal behavior in the anxiety model. Therapeutically addressing stigma and promoting LGBTQ community connectedness may reduce risk for suicidal behavior.

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The Baker Act is legislation that provides civil rights for individuals suspected of having a mental illness and may be in need of involuntary psychiatric evaluation. Its intent is to prevent the indiscriminate placement of individuals in residential treatment facilities and other restrictive placements. Referrals for involuntary psychiatric evaluation under Baker Act statutes have increased among children and adolescents in recent years, raising concerns related its use with this population. The purpose of this study was to explore the relationship between school based factors and the use of the Baker Act among children and adolescents. Results indicate that the use of the Baker Act is more prevalent receiving among the high school population, females, Other/mixed children and adolescents, and White children and adolescents. Multiple regression analyses indicated that school district variables (e.g., minority enrollment, graduation rates, out-of-school suspension, etc.) contributed to a statistically significant proportion of the variance in Baker Act ER rates and repeat Baker Act ER rates among the 67 counties in the state of Florida. The percent of students in a district that graduated with a standard diploma was the variables that most consistently contribute to a unique proportion of the variance in Baker Act ER and repeat Baker Act ER rates. The findings from the study have implications for the design of mental health and behavioral support systems for children and adolescents. Additional research is necessary to more closely examine the relationship between demographics, school related variables, and the use of the Baker Act.

Introduction—Bullying involvement is associated with many long-term adverse outcomes. Bullied children are at risk for internalizing disorders including anxiety, depression and suicidal behavior in childhood and adulthood. Bullies are also at risk for psychiatric disorders, specifically externalizing disorders. Bully victims—children who are both bullied and bullies—have a particularly poor prognosis, with a higher risk for internalizing and externalizing disorders. The purpose of this study is to study the epidemiology, risk of psychiatric disorders, and genetic and environmental influences of being bullied, a bully, and a bully victim—in the sample and individually in males and females. Methods—Twins (N=2,844, aged 8-17) from the Virginia Twin Study of Adolescent Behavioral Development and the Young Adult Follow-Up were used to study bullying involvement. Child and mother responses from three waves of data collection were used to determine bullying involvement status and to diagnose internalizing and externalizing disorders. The epidemiology of bullying involvement was examined. The odds ratios (OR) of being involved in bullying and having a psychiatric disorder were calculated. The twin methodology was used to estimate the genetic and environmental influences of bullying involvement. Results—In the sample, 14.56% were bullied, 17.33% were bullies, and 10.69% were bully victims. Males are more often involved in bullying, but females are more severely affected by their involvement. Bullied children are at a higher risk for internalizing disorders, especially young adult depression (OR 1.29). Bullies are at a higher risk for externalizing disorders, and depression (OR 1.72). Bully victims are at a higher risk for nearly every disorder tested. Bullying involvement is heritable, and being bullied has a dominance genetic component. The heritability of being bullied, a bully, and a bully victim is 48.12%, 54.81%, and 62.62% respectively. Conclusion—Individuals involved in bullying are at risk for serious and long-lasting psychiatric disorders. Interventions need to be developed that target each category of bullying involvement, and the specific disorders that these children are at risk for, while keeping in mind that their involvement is heritable.

Criticism of discrete classification systems for mental disorders has led to a focus on identification of mechanisms that cut across symptom clusters, known as transdiagnostic factors. One such proposed factor is negative repetitive thought (NRT), or a perseverative, often uncontrollable, focus on negative information, experiences, or expectations. Worry and rumination are two major constructs thought to compose NRT. No confirmatory factor analyses have investigated whether worry and rumination might compose a general NRT factor, discrete factors, or some combination of the two. The first purpose of the current study was to use confirmatory factor analyses to uncover whether worry and rumination are best characterized as separate or common constructs. In addition to this purpose, the study investigated NRT as a transdiagnostic factor for psychopathology. Finally, it examined incremental associations of NRT with mental illness symptoms, after controlling for negative emotionality, the most well established transdiagnostic risk factor. A bi-factor conceptualization of worry and rumination, in which there was a common NRT factor and specific worry and rumination factors, yielded the best fit to the data across three separate samples. The NRT factor was associated with both internalizing and externalizing psychopathology; however, it demonstrated significant overlap with negative emotionality. Further exploration of this overlap using bi-factor modeling demonstrated that NRT and negative emotionality are likely best thought of as a unidimensional general negative affect construct, and this structure was replicated across samples. Importantly, evidence was found that this tendency to experience negative affect was also a common liability for mental illness symptoms.

A dual-factor model of mental health conceptualizes mental health status as a combination of both psychopathology and subjective well-being. Current literature indicates that complete mental health (i.e., low psychopathology, high subjective well-being) is associated with the best academic and social functioning among youth. Thus, the absence of psychopathology alone is not sufficient for student success. While research on interventions for improving subjective well-being, termed positive psychology interventions (PPIs), is increasing, PPIs for youth in particular lag behind similar interventions for adults. Additionally, a majority of youth-focused PPIs have targeted singular constructs (e.g., gratitude, character strengths), have neglected to include relevant stakeholders in youth's lives, and have not examined the impact of booster sessions on maintaining gains in subjective well-being. Research questions answered in the current study pertain to: (a) the impact of a comprehensive, multi-target, multi-component, small-group youth-focused PPI on students' subjective well-being and symptoms of psychopathology, and (b) the extent to which booster sessions can prevent students from experiencing post-intervention declines in subjective well-being and symptoms of psychopathology. To answer these questions, 42 seventh grade students were randomly assigned to either immediately receive the PPI or to a wait-list control group; all participants' subjective well-being and symptoms of psychopathology were analyzed across time. At immediate post-intervention, students who participated in the PPI made significant gains in all components of subjective well-being, and there was a trend for them to report less internalizing and externalizing symptoms of psychopathology relative to students in the wait-list control group. By seven-week follow-up, students who participated in the PPI exhibited sustained high levels of positive affect, and there was a trend for them to report sustained low levels of negative affect and internalizing symptoms of psychopathology relative to students in the wait-list control group. Thus, findings from the current study support this multi-component PPI as an evidence-based method for making long-lasting improvements in early adolescents' positive affect, a primary indicator of subjective well-being. Implications for school psychologists, contributions to the literature, and future directions are discussed.

The advent of positive psychology has increased awareness of factors that lead individuals to thrive in life, allowing for a more comprehensive model of mental health service delivery. However, while measurement and understanding of character strengths and well-being have improved over the last decade, the interaction of these factors with social risk factors is not entirely understood. The current study analyzed an archival dataset consisting of self-report data from 425 high school students, to examine the extent to which high school students' specific character strengths (i.e., social competence, self-regulation, responsibility, and empathy) are associated with positive psychological outcomes (i.e., gratitude, life satisfaction, and hope), and moderate the relationships between positive psychological outcomes and relational and overt peer victimization. All measured character strengths were positively associated with life satisfaction and hope except for empathy, which was negatively associated with both in multivariate analyses. Social competence and self-regulation were positively associated with gratitude. Relational victimization (but not overt victimization) was inversely associated with life satisfaction and gratitude, and indirectly predicted hope as mediated by gratitude. Gratitude and hope predicted life satisfaction in both models, and served as partial mediators of character strengths and relational victimization. For overt victimization, social competence served as a protective factor and self-regulation served as a risk factor to gratitude. For relational victimization, self-regulation served as a protective factor to gratitude. Implications for research and practice are discussed.

Attention-Deficit/Hyperactivity Disorder (ADHD) is comorbid with a range of other disorders in clinical and community samples, including anxiety disorders. The outcomes of the Multimodal Treatment Studies of ADHD (MTA Cooperative Group, 1999) highlight the importance of this comorbidity, as children with anxiety responded differently to treatments than did children with ADHD only. At present there are few tested theoretical explanations of the etiological processes and developmental trajectories associated with their co-occurrence. The aim of this research was to put forward and examine different explanations for the comorbidity of these two disorders in children according to the framework provided by Lilienfeld (2003). This was achieved by examining the covariation of ADHD symptoms and anxiety symptoms in a community sample of 499 children aged 8-13. Dimensional assessments of psychopathology were conducted via self-report questionnaires given to children, parents and teachers. The results were analysed via structural equation modelling approaches using AMOS (Arbuckle, 2003). Consistent with the hypotheses, positive associations at Time 1 between ADHD and anxiety symptoms were linked with inattention symptoms and were particularly pronounced for girls. The concurrent positive associations observed at each time period could not be completely accounted for by overlapping symptoms across measures or by method covariance explanations. The link between ADHD and anxiety symptoms could be explained by a common factor in reporting whereby ADHD and anxiety symptoms were both associated with noncompliance and negative affect for parents' reports, and negative affect for children???s' reports. Despite the concurrent associations, there was no support for the hypothesis that ADHD symptoms predicted the development of anxiety symptoms over time, nor the alternative hypothesis that anxiety symptoms predicted the development of ADHD symptoms over time, when the stability of symptoms across time was taken into account. It was concluded that ADHD symptoms (particularly inattention) and anxiety symptoms are covarying phenomena that are linked with common features of an irritable temperament and disruptive behaviour. Future research should investigate the role of these common factors in treatment outcome and cognitive research, which has previously found differences between ADHD children with and without anxiety.

The purpose of this study was to investigate relationships between four personality styles and two important indications of HIV risk behavior, at intake and 3-month follow-up, among a sample of adolescents participating in court-mandated substance abuse treatment in conjunction with an HIV prevention intervention. This study involved a secondary analysis of data from a NIDA funded project (1R01DA011875-01, R. Malow, PI). Predictor variables included levels of antisocial (unruly), dependent(submissive), avoidant (inhibited), and borderline (borderline tendency) personality styles drawn from scales of the Million Adolescent Clinical Inventory (MACI). Criterion variables included number of sexual partners and percentage of sex acts unprotected, derived from the Risk Behavior Assessment (RBA). A series of hierarchical regression analyses were conducted to test study hypotheses. Analyses controlled for age, ethnicity, education, gender, intervention status, the three personality variables not central to the hypothesis being tested, and baseline values of sexual risk behavior, when relevant. Results from the multiple regression analyses failed to support study hypotheses,indicating that adolescent personality styles were not important predictors of HIV risk behavior. Results are discussed within the context of the relevant literature. Study limitations and recommendations for future research are noted.