Hostname: page-component-78c5997874-lj6df Total loading time: 0 Render date: 2024-11-09T15:18:02.766Z Has data issue: false hasContentIssue false
  • English
  • Français

Early behavior problems: Pathways to mental disorders in adolescence

Published online by Cambridge University Press:  04 March 2009

Byron Egeland ,
Robert Pianta  and
John Ogawa
Byron Egeland*
Affiliation:
University of Minnesota
Robert Pianta
Affiliation:
University of Virginia
John Ogawa
Affiliation:
University of Minnesota
*
Institute of Child Development, University of Minnesota, 51 East River Road, Minneapolis, MN 55455
Get access Rights & Permissions [Opens in a new window]

Abstract

From teachers' rating in kindergarten through third grade, mutually exclusive groups of internalized, externalized, and mixed behavior problems were examined as pathways to three groups of psychiatric diagnosis in later adolescence: depression/anxiety, conduct/oppositional defiant, and other disorders. In looking both forward and backwards, the relation between behavior problems in the early school years, regardless of type, and psychopathology in adolescence, regardless of diagnosis, was very strong. The relations between type of early problems and specific outcomes were weak. The findings provided support for both the constructs of multifinality and equifinality; however the nature of the pathways differed somewhat by disorder. There was a substantial amount of multifinality (dispersion of outcomes) for the early internalizing pathway. There was less multifinality for the externalizing pathway, in that there was greater correspondence between early externalizing and later antisocial outcomes than for the internalizing pathway and depressed/anxious outcomes.

Type
Articles
Information
Development and Psychopathology , Volume 8 , Issue 4: Developmental Pathways: Diversity in Process and Outcome , Fall 1996 , pp. 735 - 749
Copyright
Copyright © Cambridge University Press 1996

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Achenbach, T. M. (1991). Manual for the Teacher's Report Form and 1991 Profile. Burlington, VT: University of Vermont Department of Psychiatry.Google Scholar
Achenbach, T. M., Conners, C. K., Quay, H. C., Verhulst, F. C., & Howell, C. T. (1989). Replication of empirically derived syndromes as a basis for taxonomy of child/adolescent psychopathology. Journal of Abnormal Child Psychology, 17, 299–323.CrossRefGoogle ScholarPubMed
Achenbach, T. M., & Edelbrock, C. S. (1978). The classification of child psychopathology: A review and analysis of empirical efforts. Psychological Bulletin, 85, 1275–1301.CrossRefGoogle ScholarPubMed
Achenbach, T. M., & Edelbrock, C. S. (1983). Manual for the Child Behavior Checklist and Revised Child Behavior Profile. Burlington, VT: Queen City Printers.Google Scholar
Achenbach, T. M., Howell, C. T., Quay, H. C., & Connors, C. K. (1992). National survey of problems and competencies among four-to sixteen-year-olds. Monographs of the Society for Research in Child Development, 56 (3, Serial No. 225).Google Scholar
Achenbach, T. M., Howell, C. T., Stephanie, M. S., McConaughy, H., & Stranger, C. (1995, 03). Six-year predictors of problems in a national sample of children and youth: I. Cross-informant syndromes. Journal of the American Academy of Child and Adolescent Psychiatry, 34, 336–347.CrossRefGoogle Scholar
Ackerson, L. (1942). Children's behavior problems. Chicago: University of Chicago Press.Google Scholar
Block, J., Gjerde, P. F., & Block, J. H. (1991). Personalty antecedents of depressive tendencies in 18-year-olds: A prospective study. Journal of Personality and Social Psychology, 60, 726–738.CrossRefGoogle Scholar
Calkins, D. F. (1994). Origins and outcomes of individual differences in emotion regulation. Monographs of the Society for Research in Child Development, 59 (2–3, Serial No. 59), 53–72.CrossRefGoogle ScholarPubMed
Campbell, S. B. (1994). Hard to manage preschool boys: Externalizing behavior, social competence, and family context at two year follow-up. Journal of Abnormal Child Psychology, 22, 147–166.CrossRefGoogle Scholar
Campbell, S. B., Breaux, A. M., Ewing, L. J., & Szumowski, E. K. (1984). A one-year follow-up study of parent-referred “hyperactive” preschoolers. Journal of the American Academy of Chid Psychiatry, 23, 243–249.CrossRefGoogle Scholar
Campbell, S. B., Ewing, L. J., Breaux, A. M., & Szumowski, E. K. (1986). Parent-referred problem three-year-olds: Follow-up at school entry. Journal of Child Psychology and Psychiatry, 27 (4), 473–488.CrossRefGoogle ScholarPubMed
Capaldi, D. M. (1991). Co-occurrence of conduct problems and depressive symptoms in early adolescent boys: I. Familial factors and general adjustment at grade six. Development and Psychopathology, 3, 277–300.CrossRefGoogle Scholar
Cicchetti, D. (1990). A historical perspective on the discipline of developmental psychopathology. In Rolf, J., Masten, A., Cicchetti, D., Nuechterlein, K., & Weintraub, S. (Eds.), Risk and protective factors in the development of psychopathology (pp. 2–28). New York: Cambridge University Press.CrossRefGoogle Scholar
Cicchetti, D. (1993). Developmental psychopathology: Reactions, reflections, projections. Developmental Review, 13, 471–502.CrossRefGoogle Scholar
Dodge, K. (1990). Emotion and social information processing. In Garber, J. & Dodge, K. A. (Eds.), The development of emotion regulation and disregulation (pp. 159–181). Cambridge: Cambridge University Press.Google Scholar
Egeland, B., Pianta, R., & O'Brien, M. A. (1993). Maternal intrusiveness in infancy and child maladaptation in early school years. Development and Psychopathology, 81, 359–370.CrossRefGoogle Scholar
Egeland, B., Kalkoske, M., Gottesman, N., & Erickson, M. (1990). Preschool behavior problems: Stability and factors accounting for change. Journal of Child Psychiatry, 31(6), 891–909.CrossRefGoogle ScholarPubMed
Esser, G., Schmidt, M. H., & Woerner, W. (1990). Epidemiology and course of psychiatric disorders in school-age children—Results of a longitudinal study. Journal of Child Psychology and Psychiatry, 31, 243–263.CrossRefGoogle ScholarPubMed
Fischer, M., Rolf, J. E., Hasazi, J. E., & Cummings, L. (1984). Follow-up of a preschool epidemiological sample: Cross-age continuities and predictions of later adjustment with internalizing and externalizing dimensions of behavior. Child Development, 55, 137–150.CrossRefGoogle ScholarPubMed
Gjerde, P. F. (1995). Alternative pathways to chronic depressive symptoms in young adults: Gender differences in developmental trajectories. Child Development, 66, 1277–1300.CrossRefGoogle ScholarPubMed
Harrington, R. C., Fudge, H., Rutter, M., Pickles, A., & Hill, J. (1991). Adult outcomes of childhood and adolescent depression: II Risk for anti-social disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 30, 434–439.CrossRefGoogle Scholar
Hewitt, L. E., & Jenkins, R. L. (1946). Fundamental patterns of maladjustment, the dynamics of their origin. Springfield: State of Illinois.Google Scholar
Horowitz, F. D. (1994). Developmental theory, prediction, and the development equation in follow-up research. In Friedman, S. and Haywood, H. C. (Eds.), Developmental follow-up: Concepts, domains, and methods (pp. 27–44). New York: Academic Press.CrossRefGoogle Scholar
Kellam, S. G., Branch, J. D., Agrawal, K. C., & Ens-minger, M. E. (1975). Mental health and going to school. Chicago: University of Chicago Press.Google Scholar
Lerner, J. A., Invi, T. S., Tropin, E. W., & Douglas, E. (1985). Preschool behavior can predict future psychiatric disorders. Journal of the American Academy of Child Psychiatry, 24(1), 42–48.CrossRefGoogle ScholarPubMed
Loeber, R. (1990). Development and risk factors of juvenile antisocial behavior and delinquency. Clinical Psychology Review, 10, 1–41.CrossRefGoogle Scholar
Loeber, R. (1991). Questions and advances in the study of developmental pathways. In Cicchetti, D. & Toth, S. (Eds.), Rochester symposium on developmental psychopathology, vol. 3: Models and interpretations (pp. 97–116). Rochester: University of Rochester Press.Google Scholar
McGee, R., Silva, P. A., & Williams, S. (1984). Behavioral problems in a population of seven-year-old children: Prevalence, stability, and types of disorder—A research report. Journal of Child Psychology and Psychiatry, 25, 251–259.CrossRefGoogle Scholar
McConaughy, S. H., Stranger, C., Achenbach, T. M. (1992). Three-year course of behavioral/emotional problems in a national sample of 4-to 16-year-olds: I. Agreement among informants. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 932–940.CrossRefGoogle Scholar
Pianta, R. C., & Caldwell, C. (1990). Stability of externalizing symptoms in five and six year old children and factors related to instability. Developmental and Psychopathology, 2, 247–258.CrossRefGoogle Scholar
Pianta, R. C., & Castaldi, J. (1990). Stability of internalizing symptoms from kindergarten to first grade and factors related to instability. Development and Psychopathology, 1, 305–316.CrossRefGoogle Scholar
Quay, H. C. (1979). Classification. In Quay, H. C. & Werry, J. S. (Eds.), Psychological disorders of childhood (2nd ed., pp. 1–42). New York: Wiley.Google Scholar
Quinton, D., Rutter, M., & Gulliver, L. (1990). Continuities in psychiatric disorders from childhood to adulthood in the children of psychiatric patients. In Robins, L. & Rutter, M. (Eds.), Straight and devious pathways from childhood to adulthood (pp. 259–278). New York: Cambridge University Press.Google Scholar
Robin, L. N. (1966). Deviant children grown up. Baltimore: Williams & Wilkins.Google Scholar
Sameroff, A. J. (1994). Ecological perspectives on longitudinal follow-up studies. In Friedman, S. & Haywood, H. C. (Eds.), Developmental follow-up: Concepts, domains, and methods (pp. 45–66). New York: Academic Press.CrossRefGoogle Scholar
Shaw, D. S., & Bell, R. Q. (1993). Developmental theories of parental contributors to antisocial behavior. Journal of Abnormal Child Psychology, 27(5), 493–517.CrossRefGoogle Scholar
Sroufe, L. A. (1989). Pathways to adaptation and malad-aptation: Psychopathology as developmental deviation. In Cicchetti, D. (Ed.), Rochester Symposia on Developmental Psychopathology (Vol. 1, 13–40). Hillsdale, NJ: Erlbaum.Google Scholar
Sroufe, L. A., & Rutter, M. (1984). The domain of developmental psychopathology. Child Development, 55, 17–29.CrossRefGoogle ScholarPubMed
Thompson, R. A. (1994). Emotion regulation: A theme in search of definition. Monographs of the Society for Research in Child Development, 59 (2–3, Serial No. 240), 25–52.CrossRefGoogle ScholarPubMed
Verhulst, F. C., & Althaus, M. (1988). Persistence and change in behavioral/emotional problems reported by parents of children aged 4–14: An epidemiological study. Acta Psychiatrica Scandinavia, 77(suppl. 339).CrossRefGoogle Scholar
Verhulst, F. C., Koot, H. M., & van der Ende, J. (1994). Differential predictive value of parents' and teachers' reports of children's problem behaviors: A longitudinal study. Journal of Abnormal Child Psychology, 22(5), 531–546.CrossRefGoogle ScholarPubMed
Verhulst, F. C., & van der Ende, J. (1991). Four-year follow-up of teacher-reported problem behaviors. Psychological Medicine, 21, 965–977.CrossRefGoogle Scholar
Verhulst, F. C., & van der Ende, J. (1992a). Six-year developmental course of internalizing and externalizing problem behaviors. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 924–931.CrossRefGoogle ScholarPubMed
Verhulst, F. C., & van der Ende, J. (1992b). Six-year stability of parent-reported problem behavior in an epidemiological sample. Journal of Abnormal Child Psychology, 6, 595–611.CrossRefGoogle Scholar
Verhulst, F. C., & van der Ende, J. (1993). “Comorbidity” in an epidemiological sample: A longitudinal perspective. Journal of Child Psychology and Psychiatry, 31, 767–783.CrossRefGoogle Scholar
Zahn-Waxler, C., Cole, P. M., & Barrett, K. C. (1991). Guilt and empathy: Sex differences and implications for the development of depression. In Garber, J. & Dodge, K. A. (Eds.), The development of emotion regulation and dysregulation (pp. 243–272). Cambridge: Cambridge University Press.CrossRefGoogle Scholar