Showing papers in "Journal of Clinical Child and Adolescent Psychology in 2011"

Bystanders Matter: Associations Between Reinforcing, Defending, and the Frequency of Bullying Behavior in Classrooms

Abstract: This study investigated whether the bystanders’ behaviors (reinforcing the bully vs. defending the victim) in bullying situations are related to the frequency of bullying in a classroom. The sample consisted of 6,764 primary school children from Grades 3 to 5 (9–11 years of age), who were nested within 385 classrooms in 77 schools. The students filled out Internet-based questionnaires in their schools’ computer labs. The results from multilevel models showed that defending the victim was negatively associated with the frequency of bullying in a classroom, whereas the effect of reinforcing the bully was positive and strong. The results suggest that bystander responses influence the frequency of bullying, which makes them suitable targets for antibullying interventions.

Introduction to the Special Section: More Than Measurement Error: Discovering Meaning Behind Informant Discrepancies in Clinical Assessments of Children and Adolescents

Abstract: Discrepancies often arise among multiple informants' reports of child and adolescent psychopathology and related constructs (e.g., parenting, family relationship quality and functioning, parental monitoring). Recently, studies using various designs (laboratory, longitudinal, randomized controlled trial, meta-analysis) have revealed that discrepancies among informants' reports (a) yield important information regarding where children express behaviors (time course, features of the context[s] of behavioral expression) and about the informants who observe their expression, (b) demonstrate stability over time in both community and clinic settings, (c) predict poor child and adolescent outcomes in ways that the individual informants' reports do not, and (d) can be used to identify meaningful treatment outcomes patterns within randomized controlled trials. Using existing data sources, the articles in this special section expand upon this emerging body of research. In particular, the articles illustrate how clinical science and practice can use informant discrepancies to increase understanding of the causes and consequences of, as well as treatments for, child and adolescent psychopathology.

Combining Parent and Child Training for Young Children with ADHD

Abstract: The efficacy of the Incredible Years parent and child training programs is established in children diagnosed with oppositional defiant disorder but not among young children whose primary diagnosis is attention-deficit/hyperactivity disorder (ADHD). We conducted a randomized control trial evaluating the combined parent and child program interventions among 99 children diagnosed with ADHD (ages 4–6). Mother reported significant treatment effects for appropriate and harsh discipline, use of physical punishment, and monitoring, whereas fathers reported no significant parenting changes. Independent observations revealed treatment effects for mothers' praise and coaching, mothers' critical statements, and child total deviant behaviors. Both mothers and fathers reported treatment effects for children's externalizing, hyperactivity, inattentive and oppositional behaviors, and emotion regulation and social competence. There were also significant treatment effects for children's emotion vocabulary and problem-solvi...

Commentary: Definitely more than measurement error: But how should we understand and deal with informant discrepancies?

Abstract: The special section articles demonstrate the importance of informant discrepancies. They also illustrate challenges posed by discrepancies, plus opportunities for advancing research and practice. This commentary addresses these cross-cutting issues: (a) Discrepancies affect many kinds of assessment besides ratings of children's problems. (b) Symptom models complicate challenges posed by discrepancies. (c) Informant discrepancies validly reflect different genetically and environmentally influenced aspects of children's functioning. (d) Multisource assessment is needed to test and refine diagnostic constructs. (e) Methodological issues arise from the kinds of variables that are rated and ways of evaluating agreement. (f) Assessment requires age-, gender-, informant-, and society-based norms. (g) Developmental levels affect what can be assessed, by whom, in what contexts, and for what purposes. (h) Research-based algorithms are needed for using multi-informant data to assess individuals.

The Relation Between Insecure Attachment and Child Anxiety: A Meta-Analytic Review

Abstract: Attachment theory suggests that children's attachment insecurity plays a key role in the development of anxiety. In the present study we evaluated the empirical evidence for the link between insecure attachment and anxiety from early childhood to adolescence. A meta-analysis of 46 studies, from 1984 to 2010, including 8,907 children, was conducted. The results show an overall effect size of r = .30, indicating that attachment is moderately related to anxiety. Moderator analyses indicated that ambivalent attachment showed the strongest association with anxiety. Further, the relation was stronger during adolescence, when attachment and anxiety were measured through questionnaires, when the informant was the child, when attachment was measured as internal working model, in cross-sectional studies, and in studies conducted in Europe. No difference was found between studies that measured anxiety as symptoms or as a disorder, and when different kinds of anxiety were considered.

Do Childhood Callous-Unemotional Traits Drive Change in Parenting Practices?

Abstract: This study examined the relationship between callous-unemotional (CU) traits and parenting practices over time in a mixed-sex community cohort (N = 1,008; 52.6% boys), aged 3 to 10 years (M = 6.5, SD = 1.3). Measures of CU traits, externalizing psychopathology, parenting practices, and socioeconomic risk factors were collected at baseline, and parenting practices and CU traits were reassessed at 12-month follow-up. CU traits uniquely accounted for change in three domains of parenting (inconsistent discipline, punishment, and parental involvement). Likewise, multiple domains of parenting (positive parenting, parental involvement, and poor monitoring/supervision) uniquely predicted change in CU traits. These seemingly bidirectional dynamics between CU traits and parenting were found to be largely moderated by child age and sex. Results partially replicate previous findings regarding the association between quality of parenting and prospective change in CU traits, and provide initial evidence that CU traits disrupt parenting practices over time.

International comparisons of behavioral and emotional problems in preschool children: parents' reports from 24 societies.

Abstract: International comparisons were conducted of preschool children's behavioral and emotional problems as reported on the Child Behavior Checklist for Ages 1½-5 by parents in 24 societies (N = 19,850). Item ratings were aggregated into scores on syndromes; Diagnostic and Statistical Manual of Mental Disorders-oriented scales; a Stress Problems scale; and Internalizing, Externalizing, and Total Problems scales. Effect sizes for scale score differences among the 24 societies ranged from small to medium (3-12%). Although societies differed greatly in language, culture, and other characteristics, Total Problems scores for 18 of the 24 societies were within 7.1 points of the omnicultural mean of 33.3 (on a scale of 0-198). Gender and age differences, as well as gender and age interactions with society, were all very small (effect sizes < 1%). Across all pairs of societies, correlations between mean item ratings averaged .78, and correlations between internal consistency alphas for the scales averaged .92, indicating that the rank orders of mean item ratings and internal consistencies of scales were very similar across diverse societies.

The Youth Self Report: Applicability and Validity Across Younger and Older Youths

Abstract: The Youth Self Report (YSR) is a widely used measure of youth emotional and behavioral problems. Although the YSR was designed for youths ages 11 to 18, no studies have systematically evaluated whether youths younger than age 11 can make valid reports on this measure. This study thus examined the reliability and validity of the YSR scales scores for younger (ages 7-10; n = 184) and older (ages 11-14; n = 147) youths. Results demonstrated that younger youths were able to provide reliable reports on the YSR broad band (Internalizing, Externalizing) scales, though less so on the narrow band scales. Across all scales, the externalizing scales performed more favorably than the internalizing scales among both younger and older youth. Younger youths' DSM-oriented scales corresponded significantly with DSM diagnoses.

Parenting and Trajectories of Children's Maladaptive Behaviors: A 12-Year Prospective Community Study

Abstract: This study investigated how parenting accounted for interindividual differences in developmental trajectories of different child behaviors across childhood and adolescence. In a cohort sequential community sample of 1,049 children, latent class growth analysis was applied to three parent-reported dimensions (monitoring, positive parenting, inconsistent discipline) across 12 annual assessments (ages 6-18). Four longitudinal parenting styles (authoritative, authoritarian, indulgent, uninvolved) were differentiated on the basis of levels and rates of change in the constituent parenting dimensions. Multigroup analyses demonstrated that these parenting styles were differentially related to changes in parent- and child-reported measures of children's alcohol and cigarette use, antisocial behavior, and internalizing symptoms, with the authoritative parenting class being related to the most optimal long-term development.

Patterns and predictors of adolescent academic achievement and performance in a sample of children with attention-deficit/hyperactivity disorder.

Abstract: The current study examined predictors of academic achievement, measured by standardized test scores, and performance, measured by school grades, in adolescents (Mn age = 16.8) who met diagnostic criteria for Attention-Deficit/Hyperactivity Disorder (ADHD)–Combined type in early childhood (Mn age = 8.5; N = 579). Several mediation models were also tested to determine whether ADHD medication use, receipt of special education services, classroom performance, homework completion, or homework management mediated the relationship between symptoms of ADHD and academic outcomes. Childhood predictors of adolescent achievement differed from those for performance. Classroom performance and homework management mediated the relationship between symptoms of inattention and academic outcomes.

The Effectiveness of Two Universal Preventive Interventions in Reducing Children's Externalizing Behavior: A Cluster Randomized Controlled Trial.

Abstract: This article reports the effectiveness of two universal prevention programs in reducing externalizing behavior in elementary school children. A sample of 1,675 first graders in 56 Swiss elementary schools was randomly assigned to a school-based social competence intervention, a parental training intervention, both, or control. Externalizing psychopathology and social competence ratings were provided by the children, primary caregivers, and teachers at the beginning and end of the 2-year program, with a follow-up 2 years later. Intention-to-treat analyses revealed that long-term effects on teacher- and parent-rated externalizing behavior were greater for the social competence intervention than for the control. However, for most outcomes, no statistically significant positive effects were observed.

A latent growth curve analysis of early and increasing peer victimization as predictors of mental health across elementary school.

Abstract: Peer victimization has been implicated as a traumatic stressor that compromises children's long-term mental health, yet a dearth of prospective research documents lasting effects of early victimization. This study examined whether early (2nd grade) and increasing (2nd–5th grade) victimization predicted 5th grade depressive symptoms and aggressive behavior. Children (238 girls, 195 boys) reported on victimization and depressive symptoms; teachers reported on victimization and aggressive behavior. Latent growth curve analysis revealed that early and increasing victimization made unique contributions to depressive symptoms and aggressive behavior. Relational aggression was particularly likely to follow victimization in girls. This study reveals that victimization contributes to mental health over an extended period and elucidates the role of early versus increasing victimization, supporting the need for programs to prevent the pernicious mental health consequences of victimization.

Internal Consistency and Associated Characteristics of Informant Discrepancies in Clinic Referred Youths Age 11 to 17 Years.

Abstract: In this study, we examined the internal consistency of informant discrepancies in reports of youth behavior and emotional problems and their unique relations with youth, caregiver, and family characteristics. In a heterogeneous multisite clinic sample of 420 youths (ages 11-17 years), high internal consistency estimates were observed across measures of informant discrepancies. Further, latent profile analyses identified systematic patterns of discrepancies, characterized by their magnitude and direction (i.e., which informant reported greater youth problems). In addition, informant discrepancies systematically and uniquely related to informants' own perspectives of youth mood problems, and these relations remained significant after taking into account multiple informants' reports of informant characteristics widely known to relate to informant discrepancies. These findings call into question the prevailing view of informant discrepancies as indicative of unreliability and/or bias on the part of informants' reports of youths' behavior.

The Comparison and Interdependence of Maternal and Paternal Influences on Young Children's Behavior and Resilience

Abstract: We investigated how mothers' and fathers' depressed mood and father-child and mother-child relationship predicted preschool children's problem behavior. The sample was 11,286 continuously intact, two-parent biological families of the United Kingdom's Millennium Cohort Study. We found that mother-child relationship and maternal depressed mood had larger effects on children's problem behavior than father-child relationship and paternal depressed mood. The effect of paternal depressed mood was completely mediated by quality of father-child relationship. There were significant moderator effects but only on internalizing problems. There was little evidence to suggest that, among children of this developmental stage, quality of father-child relationship buffers the effect of contextual risk (i.e., promotes resilience). Quality of mother-child relationship, in contrast, buffered the effect of socioeconomic disadvantage but only on emotional symptoms.

Posttraumatic Stress Symptoms are Associated with the Frequency and Severity of Delinquency Among Detained Boys

Abstract: Trauma and posttraumatic stress symptoms increasingly are recognized as risk factors for involvement with the juvenile justice system, and detained youth evidence higher rates of trauma exposure and posttraumatic stress disorder (PTSD) compared to their nondetained peers. Using a sample of 83 detained boys aged 12 to 17, we tested the hypothesis that degree of PTSD symptomatology would be positively associated with arrest frequency and delinquency severity. Results indicated that 95% of participants had experienced trauma, and 20% met criteria for Full or Partial PTSD. As predicted, severity of PTSD symptoms was associated with degree of delinquency, and this effect remained present for the past year delinquency variables after controlling for the total number of traumas reported.

A School-Based Expressive Writing Intervention for At-Risk Urban Adolescents' Aggressive Behavior and Emotional Lability

Abstract: This school-based randomized controlled trial tested the efficacy of 2 expressive writing interventions among youth living in high-violence urban neighborhoods. Seventeen classrooms (n = 258 seventh graders; 55% female; 91% African American/Black) from 3 public schools were randomized to 3 conditions in which they wrote 8 times about a nonemotional topic (control condition) or about experiencing and witnessing violence following either a standard or an enhanced expressive writing protocol. Outcomes were assessed 1 month prior and 2 and 6 months postintervention and included teacher-rated emotional lability and aggressive behavior and child-rated physical aggression. Intent-to-treat, mixed-model analyses controlled for preintervention measures of outcomes, sex, race, and family structure. At 2 months postintervention, relative to controls, students in the standard expressive writing condition had lower levels of teacher-rated aggression and lability (d = -.48). The beneficial effects of the writing interventions on aggression and lability were stronger at higher levels of community violence exposure.

Sex variations in youth anxiety symptoms: effects of pubertal development and gender role orientation.

Abstract: This study evaluated whether pubertal development and gender role orientation (i.e., masculinity and femininity) can partially explain sex variations in youth anxiety symptoms among clinic-referred anxious youth (N = 175; ages 9-13 years; 74% Hispanic; 48% female). Using youth and parent ratings of youth anxiety symptoms, structural equation modeling results indicated that youth who reported being more advanced in their pubertal development reported high levels of femininity and anxiety symptoms. Youth who reported high levels of masculinity had low levels of anxiety symptoms as reported by both youths and parents. The estimated effects of pubertal development, femininity, and masculinity on youth and parent ratings of youth anxiety symptoms were not significantly moderated by biological sex. Pubertal development and gender role orientation appear to be important in explaining levels of youth anxiety symptoms among clinic-referred anxious youth.

Treatment Outcomes and Mediators of Parent Management Training: A One-Year Follow-Up of Children with Conduct Problems

Abstract: This effectiveness study presents the results of a 1-year follow-up of a randomized controlled trial of Parent Management Training. Families of 112 Norwegian girls and boys with clinic-level conduct problems participated, and 75 (67%) families were retained at follow-up. Children ranged in age from 4 to 12 at intake (M = 8.44). Families randomized to the control group received an active treatment alternative as would be normally offered by participating agencies. Multi-informant, multisetting outcome measures were collected and results from both intention-to-treat and treatment-on-the-treated analyses are presented. In two separate indirect effects models, assignment to Parent Management Training-the Oregon model predicted greater effective discipline and family cohesion at postassessment, which in turn predicted improvements in several child domains at follow-up.

A prospective study investigating the impact of school belonging factors on negative affect in adolescents.

Abstract: School belonging, measured as a unidimensional construct, is an important predictor of negative affective problems in adolescents, including depression and anxiety symptoms. A recent study found that one such measure, the Psychological Sense of School Membership scale, actually comprises three factors: Caring Relations, Acceptance, and Rejection. We explored the relations of these factors with negative affect in a longitudinal study of 504 Australian Grade 7 and 8 students. Each school belonging factor contributed to the prediction of negative affect in cross-sectional analyses. Scores on the Acceptance factor predicted subsequent negative affect for boys and girls, even controlling for prior negative affect. For girls, the Rejection factor was also significant in the prospective analysis. These findings have implications for the design of interventions and are further confirmation that school belonging should be considered a multidimensional construct.

Depressive Symptoms and Romantic Relationship Qualities from Adolescence Through Emerging Adulthood: A Longitudinal Examination of Influences

Abstract: Research has consistently demonstrated the negative consequences of depression on adolescents’ functioning in peer and family relationships, but little work has examined how depressive symptoms affect the quality of adolescents’ and emerging adults’ romantic relationships. Five waves of data on depressive symptoms, romantic relationship conflict, and use of positive problem solving were collected from 188 boys and girls during middle adolescence to emerging adulthood. Latent growth curve models indicated that having more depressive symptoms when 15 years old was associated with both more increase in relationship conflict and less increase in positive problem solving as compared to adolescents with fewer depressive symptoms. These results suggest that depression in middle adolescence may impair subsequent romantic relationship qualities into late adolescence and emerging adulthood.

Preschoolers' Observed Temperament and Psychiatric Disorders Assessed with a Parent Diagnostic Interview

Abstract: Evidence supports the role of temperament in the origins of psychiatric disorders. However, there are few data on associations between temperament and psychiatric disorders in early childhood. A community sample of 541 three-year-old preschoolers participated in a laboratory temperament assessment, and caregivers were administered a structured diagnostic interview on preschool psychopathology. In bivariate analyses, temperamental dysphoria and low exuberance were associated with depression; fear, low exuberance, and low sociability were associated with anxiety disorders; and disinhibition and dysphoria were associated with oppositional defiant disorder. Although there were no bivariate associations between temperament and attention-deficit/hyperactivity disorder, disinhibition emerged as a unique predictor in multivariate analyses. Findings indicate that the pattern of relations between temperament and psychopathology in older youth and adults is evident as early as age 3.

Late-Onset PTSD in Unaccompanied Refugee Minors: Exploring the Predictive Utility of Depression and Anxiety Symptoms

Abstract: Following resettlement in Western countries, unaccompanied refugee minors (URM) are at risk of developing posttraumatic stress disorder (PTSD). It is unclear to what extent PTSD in this group may become manifest at later stages following resettlement and which factors are associated with late onset. We examined data from URM collected 1 (T1) and 2 years (T2) following resettlement for differences between groups with no PTSD, PTSD at T1, and late-onset PTSD (at T2 only) using multinomial regression and path analysis. Of the children and adolescents (ages 12-18) completing both assessments (N = 554), 223 (40%) met criteria for PTSD at T1, and 88 (16%) endorsed late-onset PTSD. Late-onset PTSD was associated with traumatic event exposure, older age, and low education. In the late-onset PTSD group, the predictive effects of traumatic event exposure on symptom severity at T2 were fully mediated by depression and anxiety symptoms at T1. These results suggest that late-onset PTSD is a clinically relevant problem among URM that may be heralded by early depression and anxiety symptoms.

The Development of Conduct Problems and Depressive Symptoms in Early Elementary School Children: The Role of Peer Rejection.

Abstract: Conduct problems in childhood often co-occur with symptoms of depression. This study explored whether the development of conduct problems becomes indirectly linked to depressive symptoms in a sample of 323 kindergarten children, followed over a period of 2 school years. Results showed that the development of conduct problems was indirectly linked to the development of depressive symptoms via experiences of peer rejection. These links were similar for boys and girls. Results underscore that part of the development of childhood symptoms of depression in the early years of school can be explained by a cascade effect in which the development of conduct problems results into poor peer experiences, which ultimately predict depressive symptoms.

Testing the adaptation to poverty-related stress model: predicting psychopathology symptoms in families facing economic hardship.

Abstract: This study tested the Adaptation to Poverty-related Stress Model and its proposed relations between poverty-related stress, effortful and involuntary stress responses, and symptoms of psychopathology in an ethnically diverse sample of low-income children and their parents. Prospective Hierarchical Linear Modeling analyses conducted with 98 families (300 family members: 136 adults, 82 adolescents and preadolescents, 82 school-age children) revealed that, consistent with the model, primary and secondary control coping were protective against poverty-related stress primarily for internalizing symptoms. Conversely, disengagement coping exacerbated externalizing symptoms over time. In addition, involuntary engagement stress responses exacerbated the effects of poverty-related stress for internalizing symptoms, whereas involuntary disengagement responses exacerbated externalizing symptoms. Age and gender effects were found in most models, reflecting more symptoms of both types for parents than children and higher levels of internalizing symptoms for girls.

A Discrete Choice Conjoint Experiment to Evaluate Parent Preferences for Treatment of Young, Medication Naive Children with ADHD

Abstract: The current study examined treatment preferences of 183 parents of young (average age = 5.8 years, SD = 0.6), medication naive children with ADHD. Preferences were evaluated using a discrete choice experiment in which parents made choices between different combinations of treatment characteristics, outcomes, and costs. Latent class analysis yielded two segments of parents: (a) medication avoidant parents constituted 70.5% of the sample whose treatment decisions were strongly influenced by a desire to avoid medication, and (b) outcome oriented parents constituted 29.5% of the sample whose treatment decisions were most influenced by a desire for positive treatment outcomes. Parents in the outcome oriented segment were more stressed and depressed, had lower socioeconomic status and education, were more likely to be single parents, and had more disruptive and impaired children. Simulations predicted that parents would prefer treatments with behavior therapy over treatments with stimulant medication only.

Posttrauma numbing of fear, detachment, and arousal predict delinquent behaviors in early adolescence.

Abstract: This study elaborated on associations between youth's trauma-related emotional numbing across multiple affective domains (e.g., fear, sadness, happiness, anger) and delinquent behaviors. The study also examined whether the effects of posttrauma emotional numbing varied by the occurrence of posttrauma arousal symptoms. Participants were 123 middle school boys and girls from working-class, urban communities. Emotional numbing, particularly diminished fear, was related to both home and community violence exposure. Numbing of fearful emotions was associated with all types of delinquent behaviors examined. In addition, numbing of sadness was associated with aggression. Interactions between numbing of fear and hyperarousal suggested a complex pattern of emotional processing following exposure to traumatic events in which numbing related to delinquent behavior only in the context of high posttrauma arousal. These patterns may coalesce to place youth at risk for early involvement in delinquent behaviors.

Discrepancy Between Mother and Child Reports of Parental Knowledge and the Relation to Risk Behavior Engagement

Abstract: The study examined discrepancies in mother and child reports of parental knowledge (PK) of a child's whereabouts, activities, and companions, as well as the extent to which discrepancies in reports of PK are related to child risk-taking behavior concurrently and prospectively across two time points. The sample consisted of 219 mother and early adolescent youth (M age = 11.0, SD = .8) dyads. Mother and child reports of PK significantly differed and, at both waves, scores on the risk taking composite related negatively to both mother and child reports of PK and positively to the discrepancy between the two reports. A significant interaction between mother and child reports was found at Wave 2, such that the relation between child reported PK and risk behavior was stronger when mothers reported high levels of parental knowledge versus low levels of parental knowledge. Prospective analyses indicated a main effect of mother report.

Transactional associations among teacher support, peer social preference, and child externalizing behavior: a four-wave longitudinal study.

Abstract: The links between children's externalizing behaviors and two characteristics of children's social interactions within the classroom, namely, peer social preference and received support from the teacher, were studied in 570 children followed from their 2nd- to 3rd-grade years of elementary school. Data consisted of peer and teacher reports of externalizing behavior, sociometric "liked most" and "liked least" nominations, and teacher rated support. Results showed consistent paths from externalizing behavior to (low) peer social preference. Peer social preference, in turn, predicted decreases in externalizing behavior, even after taking teacher support into account. Teacher support was not consistently linked to the development of externalizing behavior across time. However, an indirect path from externalizing behavior, via (low) peer social preference, to lower levels of teacher support was found. These results were similar for girls and boys.

The effects of domestic violence on the stability of attachment from infancy to preschool.

Abstract: We hypothesized that trajectories of domestic violence (DV), maternal depression, and household income (from pregnancy to age 4) would be differentially associated with instability and stability of attachment, as measured by the Strange Situation at ages 1 and 4. Participants were 150 women and children. Women were first assessed during pregnancy and then yearly when the children were 1 to 4 years old. Overall, attachment was unstable for 56% of the sample from age 1 to age 4. Trajectories of DV and income both predicted attachment patterns. Positive outcomes (secure-secure and insecure-secure) were related to initially low levels of DV that stayed constant or became lower as well as initially high or low levels of income that increased over time.

Probing the depths of informant discrepancies: contextual influences on divergence and convergence.

Abstract: This study examined how a contextual approach to child assessment can clarify the meaning of informant discrepancies by focusing on children's social experiences and their if…then reactions to them. In a sample of 123 children (M age = 13.30) referred to a summer program for children with behavior problems, parent–teacher agreement for syndromal measures of aggression and withdrawal was modest. Agreement remained low when informants assessed children's reactions to specific peer and adult events. The similarity of these events increased consistency within informants but had no effect on agreement between parents and teachers. In contrast, similarity in the pattern of social events children encountered at home and school predicted informant agreement for syndromal aggression and for aggression to aversive events. Our results underscore the robustness of informant discrepancies and illustrate how they can be studied as part of the larger mosaic of person–environment interactions.