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The longitudinal association between externalizing and internalizing problems: An exploration of the dual failure
Stéphanie Boutin1, Valérie Roy2, Renée A St-Pierre2
1Department of Educational and Counselling Psychology.
Developmental Psychology
|May 1, 2020
Summary
Children with externalizing behaviors are at risk for later internalizing problems, primarily through peer victimization. Early intervention for externalizing behaviors can mitigate social and emotional difficulties.
Area of Science:
- Child Psychology
- Developmental Psychology
- Clinical Psychology
Background:
- Externalizing behaviors in children can predict later internalizing problems.
- The Dual Failure Model proposes social and academic failures as mediators.
- Understanding these pathways is crucial for effective intervention.
Purpose of the Study:
- To test the Dual Failure Model in a sample of children aged 6-10.
- To examine the mediating roles of peer victimization and academic difficulties.
- To identify pathways from externalizing to internalizing problems.
Main Methods:
- Longitudinal study of 744 children (aged 6-10 at baseline).
- Parent and teacher ratings of externalizing and internalizing problems.
- Assessment of peer victimization and academic difficulties.
Main Results:
- The social failure pathway (peer victimization) was supported.
- Academic difficulties did not significantly mediate the association.
- Externalizing behaviors at Time 1 predicted internalizing problems via peer victimization at Time 2.
Conclusions:
- Peer victimization is a key mediator linking externalizing to internalizing problems.
- Early identification and intervention for externalizing behaviors are vital.
- Interventions should focus on reducing social failure and peer victimization.
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