International School Psychology

AbstractGroup-based modeling techniques are increasingly used in developmental studies toexplore the patterns and co-occurrence of internalizing and externalizing problems.Social competence has been found to reciprocally influence internalizing and externaliz-ing problems, but studies on its associations with different patterns of these problemsare scarce. Using data from a Finnish longitudinal normal population sample, trajectoriesof internalizing and externalizing problems were formed using the Child BehaviorChecklist completed by the mother at the child’s age of 4- to 5-years-old, 8- to9-years-old, and 16- to 17-years-old (N¼261). The results indicate that adolescent’sself-reported internalizing and externalizing problems based on the Youth Self Reportwere associated with the trajectories of internalizing and externalizing problems. Socialcompetence both in early childhood and in adolescence was poorer among childrenwith chronic internalizing problems and among those with adolescent-onset externaliz-ing problems. One-third of the children who had a chronically high level of internalizingproblems had an initially high but decreasing level of externalizing problems, while 33%of the adolescents with adolescent-onset externalizing problems had a chronically highlevel of internalizing problems. School psychologists are encouraged to screen forinternalizing problems from children with behavioral, academic or social problems.KeywordsExternalizing problems, Finland, internalizing problems, longitudinal study, social com-petence, trajectory analysisYoung children’s ability to express emotions verbally and control their own behav-ior is limited compared to that of adolescents and adults. As cognitive maturationproceeds and ability in emotion regulation and verbal expression of aggressionimprove with age, the rates of externalizing problems tend to decrease and thoseof internalizing problems increase (Crijnen, Achenbach, & Verhulst, 1997; Fanti,Panayiotou, & Fanti, 2012; Rescorla et al., 2007a). In most societies girls tendto score higher on internalizing kinds of problems, especially at ages 12- to16-years-old and boys on externalizing kinds of problems, especially at ages 6- to11-years-old (Crijnen et al., 1997; Rescorla et al., 2007a). There are also culture-specific patterns of internalizing and externalizing problems (Savina, Coulacoglou,Sanyal, & Zhang, 2012). In the school environment, externalizing problems aremore apparent than internalizing problems. However, studies conducted in theUSA indicate that school psychologists find identifying, preventing, andtreating internalizing problems important aspects of their work but feel poorlyprepared (Miller & Jome, 2008, 2010). Understanding the patterns of individuals’internalizing and externalizing problems, their interplay and associations withsocial competence might help in identifying and supporting children with emo-tional and behavioral problems at school, an integral part of their livingenvironment.2 School Psychology InternationalDownloaded from spi.sagepub.com