PDF (Español (España))
FLIP
Authors who publish in this journal agree to the following terms:
Acta Colombiana de Psicología complies with international intellectual property and copyright laws, and particularly with Article No. 58 of the Political Constitution of Colombia, Law No. 23 of 1982, and the Agreement No. 172 of September 30, 2010 (Universidad Católica de Colombia Intellectual Property Regulation).
Authors retain their copyright and grant to the Acta Colombiana de Psicología the right of first publication, with the work registered under Creative Commons attribution license, which allows third parties to use the published material, provided they credit the authorship of the work and the first publication in this Journal.
Abstract
Several studies emphasize the high prevalence of internalizing and externalizing problems (I&EP) in childhood and the impact they have on academic competence (AC). In Mexico, there is little empirical evidence about this topic, so it is important to test the relationship between I&EP and AC in school children, in order to have indicators that may guide the design of interventions. The aim of this study was to analyze the scores obtained on AC indicators in three groups of children with differentials levels of I&EP. The sample was composed by 314 children from public schools, aged between 8 and 12 years, 51% girls and 49% boys. The Internalizing and Externalizing Problems Questionnaire (IEPQ), a Checklist of Demographic Data, the Raven’s Progressive Matrices Test, and Academic Competence Tests were administered. A crosssectional study of comparison groups was carried out. The tests were administered in a group manner in the classrooms. The SPSS v.20 was used for data analysis. Three clusters of I&EP were formed and the scores obtained by each cluster on AC indicators were analyzed and compared through MANOVA. Data showed significant effects on writing in the groups of internalizing problems (IP) and on reading in the groups of externalizing problems (EP). Results about the influence of I&EP on AC are discussed.
References
Achenbach, T. M. (1966). The Classification of Children’s Psychiatric Symptoms: A Factor-analytic Study. Psychological Monographs: General and Applied, 80(7), 1-37. doi: 10.1037/h0093906.
Achenbach, T. M. & Edelbrock, C. S. (1993). Diagnóstico, taxonomía y evaluación. En T. H. Ollendick y M. Hersen (Eds.), Psicopatología infantil (pp. 75-94). Barcelona: Martínez Roca.
Achenbach, T. M. & Edelbrock, C. S. (1983). Manual for the Child Behavior Checklist and Revised Child Behavior Profile. Burlington: University of Vermont.
Achenbach, T. M. & Rescorla, L. A. (2001). Manual for the ASEBA School-Age Forms & Profiles. Burlington: University of Vermont.
Ansary, N. S. & Luthar, S. (2009). Distress and Academic Achievement among Adolescents of Affluence: A Study of Externalizing and Internalizing Problem Behaviors and School Performance. Development and Psychopathology, 21(1), 319-341. doi: 10.1017/S0954579409000182.
Bornstein, H. M., Hahn, C. & Haynes, O. M. (2010). Social Competence, Externalizing, and Internalizing Behavioral Adjustment from Early Childhood through Early Adolescence: Developmental Cascades. Development and Psychopathology, 22(4), 717-735. doi: 10.1017/S0954579410000416.
Burt, K. B. & Roisman, G. I. (2010). Competence and Psychopathology: Cascade Effects in the NICHD Study Early Child Care and Youth Development. Development and Psychopathology, 22(3), 557-567. doi: 10.1017/S0954579410000271.
Caraveo, A. J. (2007). Cuestionario breve de tamizaje y diagnóstico de problemas de salud mental en niños y adolescentes: algoritmos para síndromes y su prevalencia en la ciudad de México. Revista Salud Mental, 30(1), 48-55.
Chen, X., Liu, M., Rubin, K. H., Li, D., Li, Z., Cen, G. & Li, B. (2003). Parental Reports of Externalizing and Internalizing Behaviors in Chinese Children: Relevancy to Social, Emotional and School Adjustment. The Journal of Psychology in Chinese Societies, 3(2), 233-259.
Cicchetti, D. (2006). Development and Psychopathology. En D. Cicchetti (Ed.), Developmental Psychopathology Vol.2: Theory and Method (2da. ed. pp. 1-23). New York: Wiley.
Cicchetti, D. & Toth, S. L. (1991). Internalizing and Externalizing Expressions of Dysfunctions: Rochester Symposium on Developmental Psychopathology. Hillsdale, N J: Lawrence Erlbaum Associates.
Coie, J. D., Belding, M. & Underwood, M. (1998). Aggression and Peer Rejection in Childhood. En B. B. Lahey, A. E. Kazdin (Eds). Advances in Clinical Child Psychology (pp. 125–158). New York: Plenum.
Epstein, M. H. (2004). Behavioral and Emotional Rating Scale-2: A Strength-based Approach to Assessment. Texas: PROED.
Esquivel, A. F., Heredia, A. C. y Lucio, G. E. (2007). Psicodiagnóstico clínico del niño. México: Manual Moderno.
Farrington, D. P. & Welsh, B. C. (2007). Saving Children from a Life of Crime: Early Risk Factors and Effective Interventions. Oxford: Oxford University Press.
Fergusson, D. M., Horwood, L. J. & Boden, J. M. (2006). Structure of Internalizing Symptoms in Early Adulthood. The British Journal of Psychiatry, 189(6), 540-546. doi: 10.1192/bjp. bp.106.022384.
Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A Research Note. Journal of Child Psychology and Psychiatry, 38(5), 581-586. doi: 10.1111/j.1469-7610.1997.tb01545.x.
Klein, J. M., Gonçalves, A. & Silva, C. F. (2009). The Rutter Children Behaviour Questionnaire for Teachers: From Psychometrics to Norms, Estimating Caseness. Psico-USF, 14(2), 157-165. Doi: 10.1590/S1413-82712009000200004.
Lucio, E. (2014). Psicopatología infantil. En E. Lucio y M. C. Heredia (Eds.), Psicopatología: riesgo y tratamiento de los problemas infantiles (pp. 1-25). México: Manual Moderno.
Lucio, E. y Durán, C. (2010). Ficha Socio-demográfica para Niños. Manuscrito inédito.
Masten, A. S., Burt, K. & Coatsworth, J. D. (2006). Competence and Psychopathology. En D. Cicchetti & D. Cohen (Eds.), Developmental Psychopathology, Vol 3: Risk, Disorder and Psychopathology (2nd ed. pp. 696-738). New York: Wiley.
Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradović, J., Roberts, J. M., Boelcke, K. & Tellegen, A. (2005). Developmental Cascades: Linking Academic Achievement, Externalizing and Internalizing Symptoms over 20 Years. Developmental Psychology, 41(5), 733-746. doi: 10.1037/0012- 1649.41.5.733.
Moilanen, K. L, Shaw, D. S. & Maxwell, K. L. (2010). Developmental Cascades: Externalizing, Internalizing, and Academic Competence from Middle Childhood to Early Adolescence. Development and Psychopathology, 22(3), 635-653. doi: 10.1017/S0954579410000337.
Murray, J., Irving, B., Farrington, D. P., Colman, I. & Bloxsom, C. A. (2010). Very Early Predictors of Conduct Problems and Crime: Results from a National Cohort Study. Journal of Child Psychology and Psychiatry, 51(11), 1198-1207. doi: 10.1111/j.1469-7610. 2010.02287.x.
OMS (2005). Child and Adolescent Mental Health Policies and Plans. Recuperado de: http://www.who.int/mental_health/policy/services/essentialpackage1v11/en/ .
Raven, J.C. (1999). Test de Matrices Progresivas. Buenos Aires: Paidós.
Reep, A. C., y Horner, R. H. (2000). Análisis funcional de problemas de la conducta. Madrid: Paraninfo-Thompson Learning.
Reynolds, C. R. & Kamphaus, R. W. (2004). Behavior Assessment System for Children (2nd ed.). Circle Pines, MN: American Guidance System Publishing.
Rhule, D. M. (2005). Take Care to Do No Harm: Harmful Interventions for Youth Problem Behavior. Professional Psychology: Research and Practice, 36(6), 618-625. doi: 10.1037/0735-7028.36.6.618.
Rolf, J., Masten, A. S., Cicchetti, D., Nuechterlein, K. H. & Weintraub, S. (1990). Risk and Protective Factors in the Development of Psychopathology. Cambridge, England: Cambridge University Press.
Romero, E. y Lucio, E. (2015). Cuestionario de Problemas Internalizados y Externalizados para Niños (CPIEN). Manuscrito en preparación.
Rutter, M. (1967). The Rutter Behaviour Scales. Recuperado de: http://www.cls.ioe.ac.uk/text.asp?section=0001000100050017 .
Rutter, M., Kim-Cohen, J. & Maughan, B. (2006). Continuities and Discontinuities in Psychopathology between Childhood and Adult Life. Journal of Child Psychology and Psychiatry, 47(3-4), 276–295. doi: 10.1111/j.1469-7610.2006.01614.x.
Toth, S. & Cicchetti, D. (2010). The Historical Origins and Developmental Pathways of the Discipline of Developmental Psychopathology. The Israel Journal of Psychiatry and Related Sciences, 47(2), 5-14. Recuperado de: http://www.ncbi.nlm.nih.gov/pubmed/20733251 .
Vaillancourt, T., Brittain, H.L., McDougall, P. & Duku, E. (2013). Longitudinal Links between Childhood Peer Victimization, Internalizing and Externalizing Problems, and Academic Functioning: Developmental Cascades. Journal of Abnormal Child Psychology, 41(8),1203-1215. doi: 10.1007/s10802- 013-9781-5.
van Lier, P. A., Vitaro, F., Barker, E. D., Brendgen, M., Tremblay, R. E. & Boivin, M. (2012). Peer Victimization, Poor Academic Achievement, and the Link between Childhood Externalizing and Internalizing Problems. Child development, 83(5), 1775- 1788. doi: 10.1111/j.1467-8624.2012.01802.x.
van Lier, P. A. & Koot, H. M. (2010). Developmental Cascades of Peer Relations and Symptoms of Externalizing and Internalizing Problems from Kindergarten to Fourth-Grade Elementary School. Development and Psychopathology, 22(3), 569-582. doi: 10.1017/S0954579410000283.
Waters, E. & Sroufe, L. A. (1983). Social Competence as a Developmental Construct. Developmental Review, 3(1), 79-97. doi: 10.1016/0273-2297(83)90010-2.
Wegener, D. T. & Fabrigar, L. R. (2000). Analysis and Design for Nonexperimental Data: Addressing Causal and Noncausal Hypotheses. In H. T. Reis & C. M. Judd (Eds.), Handbook of Research Methods in Social and Personality Psychology (pp. 412-450). New York: Cambridge University Press.
Reference by
