جستجوی مقالات مرتبط با کلیدواژه « internalizing » در نشریات گروه « روانشناسی »

The present study was conducted to examine the effectiveness of collaboration for academic, social and emotional learning on internalized and externalized emotional and behavioral problems and academic performance of male elementary school students. The research method was quasi-experimental with pre-test-post-test and follow-up with control group. The statistical population includes all fifth grade elementary school students who were educated in the city of Pishva during the 2017-2018 school year. Students were assessed using the Achenbach Checklist (CBCL) (Achenbach & Rescorla, 2001). Students with a T-score greater than 63 were classified into a clinical area and randomly divided into an experimental and a control group of 24 members. The experimental group participated in 12 sessions of collaborative social and emotional learning. Post-tests were conducted after the training sessions and a follow-up test was conducted after 3 months to assess the stability of the training. The Aachenbach Emotional Behavioral Problems Questionnaire (CBCL & TRF) and the Academic Performance Test (APT) were used to collect data. Data analysis was performed by multivariate analysis of covariance (MANCOVA) and one-way analysis of covariance (ANCOVA) using SPSS software version 24. The results of the data analysis showed that there was a significant difference between the experimental and control groups in the mean scores of internalized and externalized behavioral problems and academic performance (P = 0.001). Thus, collaborative for academic, social and emotional learning (CASEL) with activities and engaging students with various exercises in the educational process resulted in improved academic performance and reduced emotional and behavioral problems. It is recommended that educational agencies utilize these skills due to the impact of CASEL on reducing internalized and externalized emotional and behavioral problems and improving academic achievement of elementary students.

The main aim of this research is to compare attentional bias toward threat among children with signs of internalizing and externalizing disorders. First, we offend the CBCL questionnaire to 700 parents who had an 11-12-year-old son. This questionnaire was done at primary school in the Tabriz area.80 kids were chosen from this population who suffered from depression, anxiety, ADHD and aggression. We chose 20 students for each logical disorder. Then we used a computer test named: DOT-PROB in order to check out attentional bias among these students. The researchers showed that attentional bias toward threat among kids suffering from depression is different from those who have signs of aggression another finding of these research show differences between attentional bias toward threat between children with signs of anxiety and ADHD. In addition, we didn't realize any special difference between attentional bias toward threat among children who have signs of anxiety and those with signs of aggression. Also, we didn't find any special differences in attentional bias toward threat between children who have signs of depression and children with signs of ADHD.

The purpose of this research was to investigate the relationship between parenting methods, feelings of loneliness and internalized and externalized behavioral disorders of primary school students in Sari, Region 1. This research has been descriptive-correlation type and the statistical population includes all the parents-students of girls' elementary school in Sari city, region 1, whose number is 1400, using multi-stage random-cluster sampling method, 181 parents. and 121 students have been selected, and the collection tool is a 30-question questionnaire of parenting methods (Bamrind, 1991), a 24-question questionnaire on feelings of loneliness (Asher SLFS, 1984) and a child behavior list (Achenbach CBCL, 1991). The validity and reliability of the tools were confirmed after the review. Pearson's correlation coefficient and regression test were used for data analysis. The results showed that there is a relationship between parenting methods and children's feeling of loneliness. There is a relationship between parenting methods and children's internalizing and externalizing behavioral disorders. The results of the regression analysis also indicated that the contribution of each parenting style to the prediction of loneliness and internalizing and externalizing behavioral disorders of children is different, and the component of authoritative parenting style has the largest contribution (23). 0.0) and authoritarian parenting style with the lowest contribution (0.17) play a role in predicting children's feeling of loneliness. The component of authoritarian parenting style with the highest share (0.49) and authoritarian parenting style with the lowest share (0.25) play a role in predicting internalizing and externalizing behavioral disorders of children.

The aim of the present study was to investigate psychological damage aspects, including the Internalizing and externalizing problems based on the dimensions of behavioral activation system (BAS) and behavioral inhibition system (BIS). For this purpose, first, 270 persons of high school adolescent students (including boys and girls) of arak's schools were selected through a multistage cluster sampling. Then Brain / behavioral Systems questionnaire were distributed among them to be answered. After initial data analysis, 64 of them, based on final score distribution (Z Standard) in Brain / behavioral Systems questionnaire were chosen. Finally, in order to test the hypothesis of this study, participants were have studied to measure Internalizing and externalizing problems, Through Brain / behavioral, Multiple anxiety, depression, aggression and hyperactivity questionnaires. The collected data were analyzed using a Multivariate analysis of variance, ANOVA and post hoc tests. Results showed that are significant difference between the four personality groups in Internalizing and externalizing problems. So that, High sensitivity of behavioral inhibition system (HBIS) and Low sensitivity of behavioral inhibition system (LBIS) group, had the highest anger and aggression had the highest anger and aggression (p < 0/05). In symptoms of of social anxiety and physical symptoms of anxiety, high sensitivity Behavioral Activation System (HBAS), showed a significant difference with other groups (p < 0/05). The results showed that the more active and less active of brain/ behavioral systems can make adolescents vulnerable to psychological damages. The results showed that high and low levels of brain-behavioral systems sensitivity, leading to psychological disorders.

The purpose of this study was to investigate the role of mental representation in predicting the internalizing and externalizing problems in preschool children. The sample consisted of 75 children (52 girls, 23 boys) between 4 and 6 years. The participants were selected by multistage cluster sampling from 6 nursery school of Tehran, Iran. The mothers completed the Child Behavioral Checklist (Achenbach & Rescorla, 2001). The mental representations of children were assessed by the McArthur Story Stem Battery (Emde, Wolf & Oppenheim, 2003). The results of step by step regression indicated that negative representation of self, moral issues, empathic relations, negative emotion and verbal conflict were the most important predictors of internalizing and the representations of aggression, verbal conflict and negative representation of parents were the most determinant predictors of externalizing problem. The findings were consistent with attachment theory, suggesting internal working models can be considered as a mechanism between child-parent interaction and developmental outcomes.

This causal-comparative study aimed to compare the children’s internalizing and externalizing behavioral problems in terms of birth order and age spacing. Five hundred and thirty six elementary students and their parents were selected by multistage random cluster sampling from city of Yazd. The Child Behavior Checklist (CBCL; Achenbach & Rescorla, 2001) and a demographic information form were used in the study. The results of the two-way analysis of variance indicated that the age spacing between siblings and birth order had significant impact on externalizing behavioral problems. The children with under two years age space had most problems of externalization. Furthermore, the fourth-born child onward and the firstborn child had the highest scores of externalizing problems, respectively. The findings suggested that 2-3 years of age space was appropriate and the behavioral problems of children in families with three children were lower than other groups.

The aim of this study was to investigate the structural relationship of family environment، socioeconomic status and cognitive affect regulation strategies with externalizing and internalizing syndromes in adolescents. To explore the mentioned relations، a sample of 1647 (840 girls، 807 boys) high school students was selected by multi-stage sampling method. All participants were asked to complete the Family Environment Scale (FES)، Inventory of Cognitive Affect Regulation Strategies (ICARUS) and Youth Self-Report form of Achenbach''s ASEBA school-age forms. There were correlations between most of variables of family environment، cognitive affect regulation strategies and internalizing and externalizing syndromes. For evaluating adequacy and Goodness of fitness of the model، RMR، RMSEA، CFI، AGFI، GFI، X2، X2/df، indices were computed. Findings supported the goodness of fitness of suggested model in this study. Results of this study Show that cognitive affect regulation strategies، family environment and socioeconomic status can predict internalizing and externalizing syndromes in adolescents. For the Psychotherapy in adolescents with affective-Behavioral disorders paying attention to evaluation of adolescent''s Cognitive affect regulation strategies، family environment and socioeconomic status is suggested.