Pol A. C. van Lier

Multidimensional Assessment of Emotion Regulation Difficulties in Adolescents Using the Difficulties in Emotion Regulation Scale.

The authors explored the utility of the Difficulties in Emotion Regulation Scale (DERS) in assessing adolescents’ emotion regulation. Adolescents (11-17 years; N = 870) completed the DERS and measures of externalizing and internalizing problems. Confirmatory factor analysis suggested a similar factor structure in the adolescent sample of the authors as demonstrated previously among adults. Furthermore, results indicated no gender bias in ratings of DERS factors on three scales (as evidenced by strong factorial gender invariance) and limited gender bias on the other three scales (as evidenced by metric invariance). Female adolescents scored higher on four of six DERS factors than male adolescents. DERS factors were meaningfully related to adolescents’ externalizing and internalizing problems. Results suggest that scores on the DERS show promising internal consistency and validity in a community sample of adolescents.

Preventing Disruptive Behavior in Elementary Schoolchildren: Impact of a Universal Classroom-Based Intervention.

A population-based, randomized universal classroom intervention trial for the prevention of disruptive behavior (i.e., attention-deficit/hyperactivity problems, oppositional defiant problems, and conduct problems) is described. Impact on developmental trajectories in young elementary schoolchildren was studied. Three trajectories were identified in children with high, intermediate, or low levels of problems on all 3 disruptive behaviors at baseline. The intervention had a positive impact on the development of all disruptive behavior problems in children with intermediate levels of these problems at baseline. Effect sizes of mean difference at outcome were medium or small. In children with the highest levels of disruptive behavior at baseline, a positive impact of the intervention was found for conduct problems.

Developmental cascades of peer relations and symptoms of externalizing and internalizing problems from kindergarten to fourth-grade elementary school

A developmental cascade model linking symptoms of externalizing and internalizing psychopathology through three indices of peer relational difficulty (peer rejection, peer victimization, friendedness) was tested in a general population sample of 653 children followed annually from kindergarten to fourth grade. Rejection and victimization linked kindergarten externalizing problems with fourth-grade internalizing problems. Transactional links between rejection and victimization were found. In addition, peer rejection added to the development of externalizing problems. Friendedness did not add to the development of externalizing or internalizing problems. Cascade paths were similar for boys and girls. Over the period of kindergarten to fourth grade, psychopathology and peer relations become entangled, and the dynamic interplay between multiple manifestations of poor peer relations ultimately adds to the development of both externalizing and internalizing problems and their cross-time relation. Implications for research and prevention are discussed.

Peer Victimization, Poor Academic Achievement, and the Link between Childhood Externalizing and Internalizing Problems.

This study explored whether early elementary school aged childrens externalizing problems impede academic functioning and foster negative social experiences such as peer victimization, thereby making these children vulnerable for developing internalizing problems and possibly increasing their externalizing problems. It also explored whether early internalizing problems contributed to an increase in externalizing problems. The study examined 1,558 Canadian children from ages 6 to 8years. Externalizing and internalizing problems, peer victimization, and school achievement were assessed annually. Externalizing problems lead to academic underachievement and experiences of peer victimization. Academic underachievement and peer victimization, in turn, predicted increases in internalizing problems and in externalizing problems. These pathways applied equally to boys and girls. No links from internalizing to externalizing problems were found.

The Role of Teacher Behavior Management in the Development of Disruptive Behaviors: An Intervention Study with the Good Behavior Game

The role of teacher behavior management for children’s disruptive behavior development (hyperactive and oppositional behavior) was investigated using a universal classroom preventive intervention study. Five-hundred seventy children were followed from second to third grade of elementary school. Observations of teacher behavior management and children’s on-task and off-task classroom behavior and peer reports of hyperactive and oppositional behavior were available. Results showed that the reduced use of negative remarks of intervention teachers predicted children’s increase in on-task behavior and decrease in talking-out behavior. These improved children’s classroom behaviors in turn mediated the impact of the intervention on the development of hyperactive and oppositional behavior over the studied period. These results were similar for girls and boys. The results underscore the role of teachers’ classroom management strategies in improving children’s classroom behavior, which, in turn is an important component in the reduction of disruptive behavior development.

Language Skills, Peer Rejection, and the Development of Externalizing Behavior from Kindergarten to Fourth Grade.

BACKGROUND Children with poorer language skills are more likely to show externalizing behavior problems, as well as to become rejected by their peers. Peer rejection has also been found to affect the development of externalizing behavior. This study explored the role of peer rejection in the link between language skills and the development of externalizing behavior. METHODS Six hundred and fifteen (615) children were followed from kindergarten to grade 4. Receptive language skills were measured with the Peabody Picture Vocabulary Test in grade 2. Teachers reported externalizing behavior and peer reports of social rejection were measured annually. RESULTS Children with poorer receptive language skills showed increasing externalizing behavior, while children with better receptive language skills showed decreases in externalizing behavior. Children with poorer receptive language skills experienced peer rejection most frequently. The link between receptive language skills and the development of externalizing behavior was mediated by the development of peer rejection. Findings suggested that this mediational link applied mostly to boys. CONCLUSION Children with poorer language skills are at increased risk of becoming rejected by mainstream peers, which adds to the development of externalizing behavior.

Daily Dynamics of Personal Identity and Self-concept Clarity

We examined the daily dynamics among self–concept clarity and identity processes, and their effects on distress, among a sample of 580 Dutch adolescents. Participants completed measures of identity, self–concept clarity, anxiety and depression at annual intervals; and daily single–item measures of self–concept clarity, identity commitments and reconsideration across three 5–day weeks. We examined (a) cross–lagged associations of self–concept clarity to identity commitment and reconsideration and (b) associations of daily fluctuations in self and identity processes to later anxiety and depression. Results indicated that self–concept clarity and identity commitments influence one another reciprocally across days, and that day–to–day fluctuations in identity predicted later anxiety and depression. Results are discussed in terms of self and identity processes and their effects on distress. Copyright

Prenatal Smoking and Internalizing and Externalizing Problems in Children Studied From Childhood to Late Adolescence.

OBJECTIVE To study whether prenatal smoking only relates to externalizing problems or whether it is associated with both internalizing and externalizing problems from childhood into late adolescence. METHOD Child Behavior Checklist-derived, parent-reported internalizing and externalizing problems of 396 children were longitudinally assessed at ages 5, 10 to 11, and 18 years. The influence of self-reported prenatal smoking on the course of internalizing and externalizing problems over these ages was assessed, controlling for the co-occurrence of internalizing and externalizing problems and co-occurring pre- and perinatal risk factors, demographic characteristics, maternal mental health, and child social and attention problems. RESULTS Children whose mothers had smoked during pregnancy had increased levels of both internalizing and externalizing problems over the period of ages 5 to 18 years when compared with children whose mothers did not smoke during pregnancy. These associations remained significant after controlling internalizing for externalizing and vice versa and possible confounding variables. CONCLUSIONS Maternal smoking during pregnancy is a predictor of internalizing as well as externalizing psychopathology in offspring. The association between prenatal smoking and internalizing and externalizing problems persists throughout childhood and late adolescence.

The role of peer relationships in the development of early school-age externalizing problems.

This study investigated the role of peer rejection and best friends externalizing behavior in the development of externalizing behavior in 740 children followed annually from kindergarten (mean age=6.2, SD=0.46) to 3rd grade. Consistently across time, childrens externalizing problems predicted peer rejection. Peer rejection, in turn, added to the prediction of externalizing problems above and beyond prior levels of problem behavior. Having a best friend with externalizing problems did not add to the prediction of childrens externalizing problems. All findings were similar for boys and girls. These results suggest that in early elementary school peer rejection, but not yet best friends behavioral characteristics, has an additive effect on childrens externalizing problem development.

Genome-wide DNA methylation levels and altered cortisol stress reactivity following childhood trauma in humans

DNA methylation likely plays a role in the regulation of human stress reactivity. Here we show that in a genome-wide analysis of blood DNA methylation in 85 healthy individuals, a locus in the Kit ligand gene (KITLG; cg27512205) showed the strongest association with cortisol stress reactivity (P=5.8 × 10−6). Replication was obtained in two independent samples using either blood (N=45, P=0.001) or buccal cells (N=255, P=0.004). KITLG methylation strongly mediates the relationship between childhood trauma and cortisol stress reactivity in the discovery sample (32% mediation). Its genomic location, a CpG island shore within an H3K27ac enhancer mark, and the correlation between methylation in the blood and prefrontal cortex provide further evidence that KITLG methylation is functionally relevant for the programming of stress reactivity in the human brain. Our results extend preclinical evidence for epigenetic regulation of stress reactivity to humans and provide leads to enhance our understanding of the neurobiological pathways underlying stress vulnerability.