Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-4rdpn Total loading time: 0 Render date: 2024-11-04T18:10:06.936Z Has data issue: false hasContentIssue false

19 - Internalizing Problems and Disorders of Childhood

from Part IV - Behavioral and Social-Emotional Interventions

Published online by Cambridge University Press:  18 September 2020

By
Randy W. Kamphaus ,
Emily Walden  and
Dianna Carrizales-Engelmann
Edited by
Frank C. Worrell ,
Tammy L. Hughes  and
Dante D. Dixson
Frank C. Worrell
Affiliation:
University of California, Berkeley
Tammy L. Hughes
Affiliation:
Duquesne University, Pittsburgh
Dante D. Dixson
Affiliation:
Michigan State University
Get access

Summary

The constructs now subsumed under the label “internalizing disorders” had garnered the attention of researchers and practitioners long before the recent terminology was coined in the 1980s. Spanning decades of research, intervention, and practice, this chapter describes childhood internalizing disorders by their traits and prevalence, and then highlights the important contribution of factor analysis in marking their scientific evolution. We learn how exposure of the underlying dimensionality of internalizing disorders, along with critical refinements to terminology, precipitated the identification of early (subsyndromal) symptoms of depression and anxiety, and paved the way for the development of assessment scales that would ultimately expand our ability to intervene with precision, refine research, develop methods for prevention, identify moderator variables, and discover the potential of universal screening. The chapter concludes by providing a brief sampler of tools currently in use by practitioners and schools for the treatment, reduction of symptoms, and prevention of internalizing disorders.

Keywords

internalizingdepressionanxietymental healthpreventioninterventionresearch trends
Type
Chapter
Information
The Cambridge Handbook of Applied School Psychology , pp. 317 - 334
Publisher: Cambridge University Press
Print publication year: 2020

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). The Child Behavior Checklist—1991. Burlington, VT: University of Vermont.Google Scholar
Achenbach, T. M. (2019). Achenbach System of Empirically Based Assessment. Retrieved from www.aseba.org/Google Scholar
Achenbach, T. M., & Edelbrock, C. S. (1981). Behavioral problems and competencies reported by parents of normal and disturbed children aged four through sixteen. Monographs of the Society for Research in Child Development, 46, 1–82. https://doi.org/10.2307/1165983Google Scholar
Allen, J. P., Pianta, R. C., Gregory, A., Mikami, A. Y., & Lun, J. (2011). An interaction-based approach to enhancing secondary school instruction and student achievement. Science, 333, 1034–1037. https://doi.org/10.1126/science.1207998CrossRefGoogle ScholarPubMed
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing. https://doi.org/10.1176/appi.books.9780890425596Google Scholar
Barnes, S., Partee, A., Bailey, R., & Jones, S. (2016, July). Testing a new kernel of practice focused on children’s executive function and self-regulation: Preliminary findings from a 3-school pilot study. Poster presented at the National Research Conference on Early Childhood, Washington, DC.Google Scholar
Barrett, P. M. (2004). Friends for Life: Group leaders’ manual for children. Queensland, Australia: Australian Academic Press.Google Scholar
Barrett, P. M., Farrell, L. J., Ollendick, T. H., & Dadds, M. (2010). Long-term outcomes of an Australian universal prevention trial of anxiety and depression symptoms in children and youth: An evaluation of the Friends Program. Journal of Clinical Child & Adolescent Psychology, 35, 403–411. https://doi.org/10.1207/s15374424jccp3503_5CrossRefGoogle Scholar
Beck, J. S. (2011). Cognitive behavior therapy: Basics and beyond (2nd ed.). New York, NY: The Guilford Press.Google Scholar
Bernstein, G. A., Bernat, D. H., Victor, A. M., & Layne, A. E. (2008). School-based interventions for anxious children: 3-, 6-, and 12-month follow-ups. Journal of the American Academy of Child and Adolescent Psychiatry, 47, 1039–1047. https://doi.org/10.1097/CHI.0b013e31817eecc0Google Scholar
Bertha, E. A., & Balázs, J. (2013). Subthreshold depression in adolescence: A systematic review. European Child & Adolescent Psychiatry, 22, 589–603. https://doi.org/10.1007/s00787-013-0411-0Google Scholar
Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Developmental Psychopathology, 20, 899–911. https://doi.org/10.1017/S0954579408000436Google Scholar
Bowers, H., Manion, I., Papadopoulos, D., & Gauvreau, E. (2013). Stigma in school-based mental health: Perceptions of young people and service providers. Child and Adolescent Mental Health, 18, 165–170. https://doi.org/10.1111/j.1475-3588.2012.00673.xGoogle Scholar
Cantwell, D. P. (1996). Classification of child and adolescent psychopathology. The Journal of Child Psychology and Psychiatry, 37, 3–12. https://doi.org/10.1111/j.1469-7610.1996.tb01377.xGoogle Scholar
Caporino, N. E., Read, K. L., Shiffrin, N., et al. (2017). Sleep-related problems and the effects of anxiety treatment in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 46, 675–685. https://doi.org/10.1080/15374416.2015.1063429Google Scholar
Carrizales-Engelmann, D., Feuerborn, L. L., Gueldner, B. A., & Tran, O. K. (2016). Merrell’s Strong kids. Baltimore, MD: Brookes Publishing.Google Scholar
Collaborative for Academic, Social, and Emotional Learning. (2014). What is SEL? Skills and competencies. Chicago, IL: Author. Retrieved from www.casel.org/social-andemotionallearning/core-competenciesGoogle Scholar
Cooley-Strickland, M. R., Griffin, R. S., Darney, D., Otte, K., & Ko, J. (2013). Urban African American youth exposed to community violence: A school-based anxiety preventive intervention efficacy study. Journal of Prevention & Intervention in the Community, 39, 149–166. https://doi.org/10.1080/10852352.2011.556573Google Scholar
Dowdy, E., Doane, K., Eklund, K., & Dever, B. V. (2013). A comparison of teacher nomination and screening to identify behavioral and emotional risk within a sample of underrepresented students. Journal of Emotional and Behavioral Disorders, 21, 127–137. https://doi.org/10.1177/1063426611417627Google Scholar
Eklund, K., Renshaw, T. L., Dowdy, E., et al. (2009). Early identification of behavioral and emotional problems in youth: Universal screening versus teacher-referral identification. The California School Psychologist, 14, 89–95. https://doi.org/10.1007/BF03340954Google Scholar
Forness, S. R., Cluett, S. E., Ramey, C. T., et al. (1998). Special education identification of Head Start children with emotional and behavioral disorders in second grade. Journal of Emotional and Behavioral Disorders, 6, 194–204. https://doi.org/10.1177/106342669800600401Google Scholar
Foster, C. E., Horwitz, A., Thomas, A., et al. (2017). Connectedness to family, school, peers, and community in socially vulnerable adolescents. Children and Youth Services Review, 81, 321–331. https://doi.org/10.1016/j.childyouth.2017.08.011CrossRefGoogle ScholarPubMed
Foster, S., Rollefson, M., Doksum, T., et al. (2005). School mental health services in the United States, 2002–2003 (DHHS Pub. No. (SMA) 05–4068). Rockville, MD: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration.Google Scholar
Ginsburg, G. S., Drake, K. L., Tein, J.-Y., Teetsel, R., & Riddle, M. A. (2015). Preventing onset of anxiety disorders in offspring of anxious parents: A randomized controlled trial of a family-based intervention. The American Journal of Psychiatry, 173, 1207–1214. https://doi.org/10.1176/appi.ajp.2015.14091178Google Scholar
Gonzalez, A., Peris, T. S., Vreeland, A., et al. (2015). Parental anxiety as a predictor of medication and CBT response for anxious youth. Child Psychiatry and Human Development, 46, 84–93. https://doi.org/10.1007/s10578-014-0454-6Google Scholar
Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581–586. https://doi.org/10.1111/j.1469-7610.1997.tb01545.xGoogle Scholar
Goodman, R. (1999). The extended version of the Strengths and Difficulties Questionnaire as a guide to child psychiatric caseness and consequent burden. Journal of Child Psychology and Psychiatry, 49, 791–799. https://doi.org/10.1111/1469-7610.00494Google Scholar
Goodman, R. (2001). Psychometric properties of the Strengths and Difficulties Questionnaire. Child and Adolescent Psychiatry, 40, 1137–1145. https://doi.org/10.1097/00004583-200111000-00015Google Scholar
Herman, K. C., Borden, L. A., Reinke, W. M., & Webster-Stratton, C. (2011). The impact of the Incredible Years parent, child and teacher training programs on children’s co-occurring internalizing symptoms. School Psychology Quarterly, 26, 189–201. https://doi.org/10.1037/a0025228Google Scholar
Higgins, E., & O’Sullivan, S. (2015). “What Works”: systematic review of the “FRIENDS for Life programme as a universal school-based intervention programme for the prevention of child and youth anxiety. Educational Psychology in Practice, 4, 424–438. https://doi.org/10.1080/02667363.2015.1086977Google Scholar
Hinshaw, S. P., Owens, E. B., Zalecki, C., et al. (2012). Prospective follow-up of girls with attention-deficit/hyperactivity disorder into early adulthood: Continuing impairment includes elevated risk for suicide attempts and self-injury. Journal of Consulting and Clinical Psychology, 80, 1–11. https://doi.org/10.1037/a0029451CrossRefGoogle ScholarPubMed
Husky, M. M., Kanter, D. A., McGuire, L., & Offson, M. (2012). Mental health screening of African American adolescents and facilitated access to care. Community Mental Health Journal, 48, 71–78. https://doi.org/10.1007/s10597-011-9413-xGoogle Scholar
Husky, M. M., Sheridan, M., McGuire, L., & Offson, M. (2011). Mental health screening and follow-up care in public high schools. Journal of the American Academy of Child & Adolescent Psychiatry, 50, 881–891. https://doi.org/10.1016/j.jaac.2011.05.013Google Scholar
International Rescue Committee. (2014). Healing classrooms. New York, NY: Author.Google Scholar
Jones, S. M., Bailey, R., & Jacob, R. (2014). Social-emotional learning is essential to classroom management. Phi Delta Kappan, 96, 19–24. https://doi.org/10.1177/0031721714553405Google Scholar
Kamphaus, R. W. (2012). Screening for behavioral and emotional risk in schools: Constructs and practicalities. School Psychology Forum, 6, 89–97.Google Scholar
Kamphaus, R. W., & Reynolds, C. R. (2015). Behavioral and Emotional Screening System (BESS). Bloomington, MN: Pearson.Google Scholar
Koot, H. M., & Verhulst, F. C. (1992). Prediction of children’s referral to mental health and special education services from earlier adjustment. Journal of Child Psychology and Psychiatry, 33, 717–729. https://doi.org/10.1111/j.1469-7610.1992.tb00907.xGoogle Scholar
Kösters, M. P., Chinapaw, M. J. M., Zwaanswijk, M., van der Wal, M. F., & Koot, H. M. (2015). Indicated prevention of childhood anxiety and depression: Results from a practice-based study up to 12 months after intervention. American Journal of Public Health, 105, 2005–2013. https://doi.org/10.2105/AJPH.2015.302742Google Scholar
Kramer, T. J., Caldarella, P., Young, K. R., Fischer, L., & Warren, J. S. (2014). Implementing “Strong Kids” school-wide to reduce internalizing behaviors and increase prosocial behaviors. Education and Treatment of Children, 37, 659–680. https://doi.org/10.1353/etc.2014.0031CrossRefGoogle Scholar
Matsumoto, Y., & Shimizu, E. (2016). The FRIENDS Cognitive Behavioral Program in Japanese schools: An examination of the treatment effects. School Psychology International, 37, 397–409. https://doi.org/10.1177/0143034316649639Google Scholar
Merrell, K. W., Carrizales, D. C., Feuerborn, L., Gueldner, B. A., & Tran, O. K. (2007a). “Strong Kids – Grades 3–5.” A Social-Emotional Learning Curriculum. Baltimore, MD: Paul H. Brookes Publishing.Google Scholar
Merrell, K. W., Carrizales, D. C., Feuerborn, L., Gueldner, B. A. & Tran, O. K. (2007b). Strong Kids – Grades 6–8: A Social-Emotional Learning Curriculum. Baltimore, MD: Paul H. Brookes Publishing.Google Scholar
Merrell, K. W., Carrizales, D. C., Feuerborn, L., Gueldner, B. A. & Tran, O. K. (2007c). Strong Teens – Grades 9–12: A Social-Emotional Learning Curriculum. Baltimore, MD: Paul H. Brookes Publishing.Google Scholar
Miller, L. D., Laye-Gindhu, A., Liu, Y., et al. (2011). Evaluation of a preventive intervention for child anxiety in two randomized attention-control school trials. Behavior Research and Therapy, 49, 315–323. https://doi.org/10.1016/j.brat.2011.02.006Google Scholar
Morgan, A. J., Rapee, R. M., Salim, A., et al. (2017). Internet-delivered parenting program for prevention and early intervention of anxiety problems in young children: randomized controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 56, 417–425. https://doi.org/10.1016/j.jaac.2017.02.010Google Scholar
Norton, S., & Tappin, R. (2009). Mental health services in New Hampshire’s schools. Concord, NH: New Hampshire Center for Public Policy Studies.Google Scholar
Okasha, A. (2009). Would the use of dimensions instead of categories remove problems related to subthreshold disorders? European Archives of Psychiatry and Clinical Neuroscience, Suppl. 2, S129–S133. https://doi.org/10.1007/s00406-009-0052-yGoogle Scholar
Pahl, K. M., & Barrett, P. M. (2010). Preventing anxiety and promoting social and emotional strength in preschool children: A universal evaluation of The Fun FRIENDS Program. Advances in School Mental Health Promotion, 3, 14–25. https://doi.org/10.1080/1754730X.2010.9715683Google Scholar
Peterson, D. R. (1961). Behavior problems of middle childhood. Journal of Clinical Psychology, 25, 205–209. https://doi.org/10.1037/h0038994Google ScholarPubMed
Raines, T. C., Dever, B. V., Kamphaus, R. W., & Roach, A. T. (2012). Universal screening for behavioral and emotional risk: A promising method for reducing disproportionate placement in special education. Journal of Negro Education, 81, 283–296. https://doi.org/10.7709/jnegroeducation.81.3.0283Google Scholar
Rapee, R. M. (2013). The preventative effects of a brief, early intervention for preschool-aged children at risk for internalising: Follow-up into middle adolescence. The Journal of Child Psychology and Psychiatry, 54, 780–788. https://doi.org/10.1111/jcpp.12048Google Scholar
Rapee, R. M., Kennedy, S., Ingram, M., Edwards, S., & Sweeney, L. (2005). Prevention and early intervention of anxiety disorders in inhibited preschool children. Journal of Consulting and Clinical Psychology, 73, 488–497. https://doi.org/10.1037/0022-006X.73.3.488Google Scholar
Rapee, R. M., Kennedy, S. J., Ingram, M., Edwards, S. L., & Sweeney, L. (2010). Altering the trajectory of anxiety in at-risk young children. American Journal of Psychiatry, 167, 1518–1525. https://doi.org/10.1176/appi.ajp.2010.09111619Google Scholar
Reynolds, C., & Kamphaus, R. (2015). Behavior Assessment System for Children, 3rd edition (BASC-3). San Antonio, TX: Pearson Education.Google Scholar
Sandler, I., Tein, J. Y., Wolchik, S., & Ayers, T. S. (2016). The effects of the family bereavement program to reduce suicide ideation and/or attempts of parentally bereaved children six and fifteen years later. Suicide and Life-Threatening Behavior, 46(Suppl 1), S32–S38. https://doi.org/10.1111/sltb.12256Google Scholar
Schanding, G. T., Jr., & Nowell, K. P. (2013). Universal screening for emotional and behavioral problems: Fitting a population-based model. Journal of Applied School Psychology, 29, 104–119. https://doi.org/10.1080/15377903.2013.751479Google Scholar
Schoenfeld, N. A., & Mathur, S. R. (2009). Effects of cognitive-behavioral intervention on the school performance of students with emotional or behavioral disorders and anxiety. Behavioral Disorders, 34, 184–195. https://doi.org/10.1177/019874290903400401Google Scholar
Scott, M., Wilcox, H., Huo, Y., et al. (2010). School-based screening for suicide risk: Balancing costs and benefits. American Journal of Public Health, 100, 1648–1652. https://doi.org/10.2105/AJPH.2009.175224Google Scholar
Shortt, A. L., Barrett, P. M., & Fox, T. L. (2001). Evaluating the FRIENDS Program: A cognitive-behavioral group treatment for anxious children and their parents. Journal of Clinical Child & Adolescent Psychology, 30, 525–535. https://doi.org/10.1207/S15374424JCCP3004_09Google Scholar
Silverstone, P. H., Bercov, M., Suen, V. Y. M., et al. (2017). Long-term results from the Empowering a Multimodal Pathway Toward Healthy Youth program, a multimodal school-based approach, show marked reductions in suicidality, depression, and anxiety in 6,227 students in Grades 6–12 (aged 11–18). Frontiers in Psychiatry, 8, 81. https://doi.org/10.3389/fpsyt.2017.00081Google Scholar
Stormont, M., & Reinke, W. M. (2013). Implementing Tier 2 social behavioral interventions: Current issues, challenges, and promising approaches. Journal of Applied School Psychology, 29, 121–125. https://doi.org/10.1080/15377903.2013.778769Google Scholar
Walker, H. M., Nishioka, V. M., Zeller, R., Severson, H. H., & Feil, E. G. (2000). Causal factors and potential solutions for the persistent underidentification of students having emotional or behavioral disorders in the context of schooling. Assessment for Effective Intervention, 26, 29–39. https://doi.org/10.1177/073724770002600105Google Scholar
Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004). The scientific base linking social and emotional learning to school success. In Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.), Building academic success and social-emotional learning: What does the research say? (pp. 3–22). New York, NY: Teachers College Press.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×