Preschool Developmental Pathways to Preadolescent Internalizing and Externalizing Problems

Abstract

The present study investigated longitudinal pathways from specific early preschool behavioral problems (ages 2-3 years) to internalizing and externalizing problems in preadolescence (ages 10-11 years), and the role of social problems at school entry (ages 4-5 years) in such pathways. Path analyses were performed using both parent and teacher reports in a sample of 251 to 346 children from the general population, depending on the availability of parent and teacher data at each time of assessment. Structural equation modeling revealed homotypic internalizing and externalizing pathways, predictions from early preschool externalizing problems to later internalizing problems, and negative predictive paths from early internalizing problems to externalizing problems in preadolescence. Cross-informant predictions spanning 8 years were found between parent-reported aggression and overactivity at ages 2-3 years and teacher-reported externalizing problems at ages 10-11 years. Further, results showed that boys' pathways were more complex and showed greater predictive validity than pathways for girls, and that social problems at school entry played a significant role in pathways to internalizing problems, but only for boys. The results are discussed from a developmental psychopathology perspective.

The sexually dimorphic impact of maltreatment on cortical thickness, surface area and gyrification

“…These regions have been implicated in emotion regulation and theory of mind processes, respectively, both commonly found to be affected in maltreated populations (Rogosch et al 1995). It is possible that sex differences in lGI may be associated with psychiatric risk trajectories apparent in in maltreated males and females (Keyes et al 2012; Mesman et al 2001). Future longitudinal studies are required to determine the functional significance of these cortical differences and whether they represent markers of latent vulnerability in relation to future psychiatric outcome.…”

Prevalence of DSM-IV Disorder in a Representative, Healthy Birth Cohort at School Entry: Sociodemographic Risks and Social Adaptation

“…56 Sex differences also might be evident in patterns of individual symptom profiles or developmental pathways. 56,57 …”

Language and internalizing and externalizing behavioral adjustment: Developmental pathways from childhood to adolescence

“…In addition, it allowed examination of how the two forms of behavioral adjustment influence one another. Internalizing behavior problems could constrain the development of externalizing behavior problems because behavioral inhibition diminishes risk-taking and/or involvement with deviant peers (Mesman, Bongers, & Koot, 2001). Reciprocally, less inhibited children are more likely to increase in externalizing behavior problems.…”

“…For example, language might serve as an intervening link between internalizing and externalizing behavior problems (see Mesman et al, 2001, and Mesman & Koot, 2001, for an analogous three-term chain). Relevant data addressing this possibility are lacking.…”