Social dominance mediates the association of testosterone and neurobehavioral disinhibition with risk for substance use disorder.

This investigation determined the influence of testosterone and neurobehavioral disinhibition (ND) on risk for substance use disorder (SUD). Testosterone level during puberty was hypothesized to promote social dominance associated with norm-violating behavior that, in turn, predisposes individuals to use of illicit drugs and, subsequently, SUD. Using a prospective paradigm, the authors recruited 179 boys (mean age=11.62 years, SD=0.88) and followed up when participants were ages 12-14, 16, 19, and 22. Results indicated that social dominance/norm-violating behavior (SD/NVB) at age 16 mediated the association between testosterone level (ages 12-14) and SUD (age 22). In addition, SD/NVB mediated the association between ND and SUD. These findings suggest that development of SUD is influenced by androgen-dependent and neurobehavioral processes via a social motivational style characterized by SD/NVB. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The persistence of teacher-reported behavioral problems among children aged 8 to 12

This investigation assessed psychiatric symptoms in children reported by teachers at two points of time, and the persistence of symptom groups over an interval of four years. 1128 children born in 1981 (mean age 8.5 yr in Study 1 and 12.5 yr in Study 2) were studied, using the Rutter Scale B2 questionnaires in both studies. The frequencies of teacher-reported problems generally decreased over an interval of four years. Hyperkinetic symptoms were the most prevalent at both occasions. Gender differences were seen in both studies, boys outnumbering girls on most items. Symptoms were classified into five groups representing hyperactivity, internalizing and externalizing behaviour, relationship difficulties, and habits. The correlations of these different groups in Study 1 with those in Study 2 were moderate. Among deviant girls, correlations were high or moderate for externalizing, hyperactivity and internalizing behavior between the two studies. For deviant boys, high correlations between the studies were found for hyperactivity and habits. Externalizing behavior was also highly correlated with relationship difficulties among deviant boys. Two symptom groups (hyperactivity and relationship difficulties) and low performance level in Study 1 increased the probability of being deviant in Study 2 among boys, and four interactional terms (hyperactivity by relationship difficulties, hyperactivity by performance level, internalizing by performance level, and externalizing by relationship difficulties) also had an effect. Among girls, the probability of being deviant in Study 2 was increased if they were hyperactive or had relationship difficulties in Study 1. Furthermore, one interactional term (hyperactivity by performance level) had an impact on deviance among girls.     

Psychiatric Comorbidity and Substance Use Treatment Outcomes of Adolescents.

Treatment outcomes of 126 adolescents (13-18 years old) with comorbid substance use disorders (SUDs) and Axis I psychiatric disorders (mood, anxiety, conduct, and attention-deficit/hyperactivity disorders) were compared to 81 SUD adolescents with no additional Axis I disorder. Participants completed structured interviews and symptom measures while participating in an adolescent treatment program and at 6 months following treatment. Results indicated that comorbid youth received more treatment during the outcome period; despite this, more comorbid SUD-Axis I disordered adolescents used substances following treatment than SUD-only youth, even after controlling for socioeconomic status and ethnicity. Among comorbid youth, internalizing disordered adolescents were less likely to use substances during the follow-up period, and externalizing disordered youth returned to substance use most rapidly after discharge from treatment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Trajectories of pure and co-occurring internalizing and externalizing problems from age 2 to age 12: Findings from the National Institute of Child Health and Human Development Study of Early Child Care.

How and why do internalizing and externalizing problems, psychopathological problems from different diagnostic classes representing separate forms of psychopathology, co-occur in children? We investigated the development of pure and co-occurring internalizing and externalizing problems from ages 2 to 12 with the use of latent class growth analysis. Furthermore, we examined how early childhood factors (temperament, cognitive functioning, maternal depression, and home environment) and early adolescent social and behavioral adjustment variables were related to differential trajectories of pure and co-occurring internalizing and externalizing problems. The sample (National Institute of Child Health and Human Development Study of Early Child Care) consisted of 1,232 children (52% male). Mother reports on the Child Behavior Checklist (Achenbach, 1991, 1992) were used to construct the trajectories of externalizing and internalizing problems. Analyses identified groups of children exhibiting pure and co-occurring internalizing and externalizing problems. Children exhibiting continuous externalizing or continuous co-occurring internalizing and externalizing problems across the 10-year period under investigation were more likely to (a) engage in risky behaviors, (b) be associated with deviant peers, (c) be rejected by peers, and (d) be asocial with peers at early adolescence. However, children exhibiting pure internalizing problems over time were only at higher risk for being asocial with peers as early adolescents. Moreover, the additive effects of individual and environmental early childhood risk factors influenced the development of chronic externalizing problems, although pure internalizing problems were uniquely influenced by maternal depression. Results also provided evidence for the concepts of equifinality and multifinality. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relations of temperamental effortful control and anger/frustration to Chinese children's academic achievement and social adjustment: A longitudinal study.

The prospective relations of temperamental effortful control and anger/frustration to Chinese children's (N = 425, age range = 6.6–9.1 years) academic achievement (grade point average, or GPA) and social adjustment (externalizing problems and social competence) were examined in a 2-wave (3.8 years apart) longitudinal study. Parents and teachers rated children's temperament, and parents, teachers, and/or peers rated children's externalizing problems and social competence. Effortful control positively predicted children's GPA, controlling for prior level of GPA. Analyses examining the potential mechanisms underlying the temperament–achievement associations suggested that effortful control positively predicted social competence, and social competence positively predicted GPA. Moreover, anger/frustration positively predicted externalizing problems, and externalizing problems negatively predicted GPA. Mediational analyses suggested that the relations between temperament and GPA were mediated by social competence and externalizing problems. Evidence for the reciprocal relations between externalizing problems and GPA was also found. The study suggested that there are complex interplays among temperament, academic achievement, and social adjustment for school-age children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender differences in the development and adult outcome of co-occurring depression and delinquency in adolescence.

Using a dual trajectory modeling approach, we examined co-occurring trajectories of depression and delinquency from age 11 to age 18 and their relation to adult outcome six years later in a community sample of 1423 (674 boys) adolescents. We also examined the effects of childhood externalizing, internalizing, and social problems on trajectory membership for depression and delinquency. The results showed that although more girls than boys were likely to follow high-level, co-occurring trajectories on depression and delinquency, the adult outcome of adolescents following high-level trajectories on both domains was poorer for boys than for girls. However, the combination of decreasing depression symptoms and increasing delinquency symptoms across adolescence was related with poorer adult outcomes for girls compared to boys. Finally, whereas boys' high-level co-occurring trajectory of depression and delinquency was predicted by childhood aggression, girls' equivalent trajectory was predicted by childhood depression and delinquency. The findings support the “gender paradox” effect (Loeber & Keenan, 1994) stating that in disorders with an unequal gender ratio, members of the gender with the lower prevalence rate tend to be more seriously affected in terms of comorbidity and poor outcome. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

School functioning in early adolescence: Gender-linked responses to peer victimization.

Research indicates that peer victimization contributes to poor school functioning in childhood and adolescence, yet the processes by which victimization interferes with school functioning are unclear. This study examined internalizing and externalizing problems as domain-specific mediators of the association between subtypes of peer victimization (relational, physical) and school functioning (engagement, achievement) with a cross-sectional sample of 337 early adolescents. School engagement was examined further as a proximal process that intervenes in the associations between internalizing and externalizing problems and achievement. Gender differences in these associations were assessed. As expected, internalizing problems showed stronger links with relational than with physical victimization and partially mediated the influence of both on engagement for girls but not boys. Externalizing problems partially mediated the influence of both subtypes of victimization on school functioning for girls and physical victimization for boys. Notably, engagement was a robust mediator of the contributions of internalizing problems and physical victimization to achievement for girls and externalizing problems to achievement for girls and boys. Findings also suggest that physical (but not relational) victimization partially mediates the link between internalizing and externalizing problems and school functioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's intellectual and emotional-behavioral adjustment at 4 years as a function of cocaine exposure, maternal characteristics, and environmental risk.

The authors examined 223 children at age 4 years for the effects of prenatal cocaine exposure, exposure to other substances, maternal and environmental risk factors, and neonatal medical problems on IQ, externalizing problems, and internalizing problems. Regression analyses showed that maternal verbal IQ and low environmental risk predicted child IQ. Cocaine exposure negatively predicted children's overall IQ and verbal reasoning scores, but only for boys. Cocaine exposure also predicted poorer short-term memory. Maternal harsh discipline, maternal depressive symptoms, and increased environmental risk predicted externalizing problems. In contrast, only maternal depressive symptoms predicted internalizing problems. These findings indicate that early exposure to substances is largely unrelated to subsequent IQ or adjustment, particularly for girls. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Common and specific correlates of preadolescent internalizing and externalizing psychopathology.

The specificity of various child characteristics and environmental correlates of childhood internalizing and externalizing problems was examined using both cross-sectional and longitudinal analyses (from ages 2–3 and 4–5 years) in a general population sample of 10–11-year-olds. Specificity was defined according to a between-subjects and a within-subjects method, using parent and teacher reports of psychopathology. Temperamental withdrawal, parental internalizing psychopathology, and early single parenthood (for girls) were identified as correlates that are specific for internalizing problems, whereas temperamental high general activity level was identified as externalizing-specific. Further, parenting stress, poor school results (only for boys), and stressful life events (only for girls) were found to be common correlates of psychopathology. Research implications regarding the findings and the use of a within-subjects method are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Infant-mother attachment classification: Risk and protection in relation to changing maternal caregiving quality.

The relations between early infant-mother attachment and children's social competence and behavior problems during the preschool and early school-age period were examined in more than 1,000 children under conditions of decreasing, stable, and increasing maternal parenting quality. Infants' Strange Situation attachment classifications predicted mothers' reports of children's social competence and teachers' reports of externalizing and internalizing behaviors from preschool age through 1st grade. These relations appeared to be mediated by parenting quality; main effects of attachment classification disappeared when effects of parenting quality were controlled. Interactions were also observed. For example, when parenting quality improved over time, teachers rated children with insecure infant-mother attachments lower on externalizing behaviors; when parenting quality decreased, teachers rated insecure children higher on externalizing behaviors. In contrast, children classified as securely attached in infancy did not appear to be affected by declining or improving parenting quality. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Substance-dependent, conduct-disordered adolescent males: severity of diagnosis predicts 2-year outcome

Most delinquent youths have conduct disorder (CD), often with comorbid substance use disorder (SUD), attention-deficit/hyperactivity disorder (ADHD) and depression. Some youths' conduct problems later abate, while those of others persist into adult antisocial personality disorder. Earlier CD onset and ADHD reportedly predict persisting antisocial problems, but predictors of persisting SUD are poorly understood. Males aged 13-19 years (n = 89), most referred by criminal justice and social service agencies, received residential treatment for comorbid CD and SUD. They had diagnostic assessments for SUD at intake and for CD, ADHD, and depression (as well as drug-use assessments) at intake and 6, 12 and 24 months later. At intake nearly all had DSM-III-R substance dependence (usually on alcohol and marijuana) and CD with considerable violence and criminality. The 2-year follow-ups revealed improvements in criminality, CD, depression and ADHD, but substance use remained largely unchanged. Various aspects of conduct, crime and substance outcomes at 2 years were predicted by intake measures of intensity of substance involvement, and by CD severity and onset age, but not by severity of either ADHD or depression, nor by treatment duration. Earlier CD onset, more severe CD and more drug dependence predicted worse outcomes, supporting the validity of these diagnoses in adolescents.     

Maltreatment, competency deficits, and risk for academic and behavioral maladjustment.

Maltreatment was predicted to negatively affect children's academic and behavioral adjustment through the creation of deficits in academic engagement, social competencies, ego resiliency, and ego control. Teachers' comprehensive evaluations, school records, and camp counselors' ratings were obtained for 229 socioeconomically disadvantaged children (ages 5–12 years), 146 of whom had been maltreated. Maltreated children showed less academic engagement, more social skills deficits, and lower ego resiliency than nonmaltreated comparison children. Maltreated children manifested multiple forms of academic risk and showed more externalizing and internalizing behavior problems. The effects of maltreatment on academic maladjustment were partially mediated by academic engagement, whereas maltreatment's effects on behavior problems were mediated fully by social competencies and ego resiliency. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Yeast cells expressing differential levels of human or yeast DNA topoisomerase II: a potent tool for identification and characterization of topoisomerase II-targeting antitumour agents

A large school-based sample of children in Grades 1, 2, 3, and 4 were screened for disruptive behavior and subsequently assessed over a 5-year period for DSM-III-R symptoms of attention deficit hyperactivity disorder (ADHD) and other externalizing and internalizing behavior disorders. Parents completed structured diagnostic interviews in Years 1, 4, and 5, and teachers completed Behavioral Assessment for Children-Teacher Rating Scales behavioral ratings annually. For parent-derived diagnostic data, both inattention and hyperactivity/impulsivity symptom groups declined from Year 1 to Year 4, with hyperactivity showing more significant decline. For teacher-rated behavioral dimensions, the Attention Problems scale declined from Year 1 to Year 3 and stabilized thereafter. The Hyperactivity scale showed stability during the first 3 years before declining in Year 4. Of those children diagnosed with ADHD in Year 1, 69% still met criteria for ADHD in either Year 4 or 5. Persisters were more likely to exhibit coexisting conduct disorder in Year 1 and oppositional defiant disorder in Years 1, 4, and 5. Parents of persisters reported more psychosocial adversity on measures of parenting and marital satisfaction.     

Modeling relations between hassles and internalizing and externalizing symptoms in adolescents: A four-year prospective study.

This study examined the relations between hassles and internalizing and externalizing symptoms across 4 years in adolescents who varied with regard to their risk for psychopathology. The sample comprised 240 adolescents assessed in 6th, 7th, 8th, and 9th grades regarding their level of peer and academic hassles and internalizing and externalizing symptoms. Structural equation modeling was used to construct latent variables of hassles and internalizing and externalizing syndromes. Results varied by informant about the teens' symptoms. For adolescent report, the stress exposure model fit the data best for internalizing syndromes; that is, higher levels of stressors predicted significantly higher levels of self-reported symptoms 1 year later. For mother report of adolescents' symptoms, the stress generation model fit the data best for both internalizing and externalizing syndromes; that is, higher levels of adolescents' internalizing and externalizing symptoms, as reported by their mothers, significantly predicted higher levels of hassles 1 year later. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intergenerational transfer of psychosocial risk in women with childhood histories of aggression, withdrawal, or aggression and withdrawal

Intergenerational transfer of risk between mothers and children, based on mothers' childhood aggression and social withdrawal, was examined in an inner-city sample. Each of the 3 studies reported involved a subset of the 909 female participants in the Concordia Longitudinal Risk Project, initiated when the participants were of school age. Using medical records, Study 1 (n = 853) focused on prediction of teen motherhood, delivery complications during childbirth, multiparity, and close spacing of births. Study 2 (n = 428) examined pathways to school dropout and teen parenthood. Study 3 (n = 89) involved prediction of observed parent and child behavior from mothers' childhood characteristics. Mothers' childhood aggression was consistently predictive of negative outcomes in each area of intergenerational risk, especially when combined with social withdrawal and low levels of academic achievement. Education was protective: Mothers' years of schooling predicted positive outcomes.     

The power of friendship: Protection against an escalating cycle of peer victimization.

This study examined 2 aspects of friendship (presence and perceived qualities of a best friend) as moderators of behavioral antecedents and outcomes of peer victimization. A total of 393 children (188 boys and 205 girls) in the 4th and 5th grades (mean age 10 years 7 months) participated during each of 2 waves of data collection in this 1-year longitudinal study. Results indicated that teacher-reported internalizing and externalizing behaviors predicted increases in peer-reported victimization, but the relation of internalizing behaviors to increases in victimization was attenuated for children with a protective friendship. Victimization predicted increases in internalizing and externalizing behaviors but only for children without a mutual best friendship. Results highlight the importance of peer friendships in preventing an escalating cycle of peer abuse. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predicting preschoolers' externalizing behaviors from toddler temperament, conflict, and maternal negativity.

Rarely have researchers elucidated early childhood precursors of externalizing behaviors for boys and girls from a normative sample. Toddlers (N=104; 52 girls) were observed interacting with a same-sex peer and their mothers, and indices of conflict-aggression, emotion and behavior dysregulation, parenting, and child externalizing problems were obtained. Results indicated that boys initiated more conflictual-aggressive interactions as toddlers and had more externalizing difficulties 2 years later, yet girls' (not boys') conflict-aggressive initiations at age 2 were related to subsequent externalizing problems. When such initiations were controlled for, emotional-behavioral undercontrol at age 2 also independently predicted externalizing problems at age 4. Moreover, the relation between conflict-aggressive initiations at age 2 and externalizing problems at age 4 was strongest for dysregulated toddlers. Finally, the relation between age 2 conflict-aggressive initiations and age 4 externalizing problems was strongest for those toddlers who incurred high levels of maternal negativity. These findings illustrate temperament by parenting connections in the development of externalizing problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceived social support mediates between prior attachment and subsequent adjustment: A study of urban African American children.

The processes whereby attachment and other social and cognitive factors contribute to social and emotional adjustment were examined. Participants were 56 African American children from low-income urban families. Attachment and sociability were assessed in the strange situation when children were 4.5 years old. Two years later, children were interviewed regarding their perceptions of social support and their attributions about others' intentions. Also assessed at Time 2 were child verbal intelligence, defensive response style, children's self-reports, and parent reports of child adjustment. As expected, attachment uniquely predicted perceived social support. Insecure attachment predicted self-reports of behavior problems and parental report of internalizing problems. Perceived social support was associated positively and significantly with viewing ambiguously depicted actions as prosocial rather than aggressive. Perceived social support was found to mediate the relation between attachment and adjustment. Results suggest that behaviorally mediated strategies for relating to caregivers in early childhood predict generalized social perception, thought, and emotion at later ages. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relations of maternal socialization and toddlers' effortful control to children's adjustment and social competence.

The authors examined the relations of maternal supportive parenting to effortful control and internalizing problems (i.e., separation distress, inhibition to novelty), externalizing problems, and social competence when toddlers were 18 months old (n = 256) and a year later (n = 230). Mothers completed the Coping With Toddlers' Negative Emotions Scale, and their sensitivity and warmth were observed. Toddlers' effortful control was measured with a delay task and adults' reports (Early Childhood Behavior Questionnaire). Toddlers' social functioning was assessed with the Infant/Toddler Social and Emotional Assessment. Within each age, children's regulation significantly mediated the relation between supportive parenting and low levels of externalizing problems and separation distress, and high social competence. When using stronger tests of mediation, controlling for stability over time, the authors found only partial evidence for mediation. The findings suggest these relations may be set at an early age. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rethinking environmental contributions to child and adolescent psychopathology: A meta-analysis of shared environmental influences.

Behavioral genetic research has concluded that the more important environmental influences result in differences between siblings (referred to as nonshared; e2), whereas environmental influences that create similarities between siblings (referred to as shared; c2) are indistinguishable from zero. However, there is mounting evidence that during childhood and adolescence, c2 may make important contributions to most forms of psychopathology. The aim of the meta-analysis was to empirically confirm this hypothesis. The author examined twin and adoption studies (n = 490) of internalizing and externalizing psychopathology prior to adulthood. Analyses revealed that c2 accounted for 10%–19% of the variance within conduct disorder, oppositional defiant disorder, anxiety, depression, and broad internalizing and externalizing disorders, regardless of their operationalization. When age, informant, and sex effects were considered, c2 generally ranged from 10%–30% of the variance. Importantly, c2 estimates did not vary across twin and adoption studies, suggesting that these estimates reflect actual environmental influences common to siblings. The only exception was attention-deficit/hyperactivity disorder, which appeared to be largely genetic (and particularly nonadditive genetic) in origin. Conceptual, methodological, and clinical implications of these findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)