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The aim of this study was to examine the relations between popularity and different types of aggressive, destructive, and norm‐breaking behaviors in a large cross‐sectional sample of adolescents (N=3,312, M age=13.60). We were interested in the extent to which the relations of these behaviors with popularity were moderated by positive features (i.e., athletic abilities, physical attractiveness, and prosociality). From a goal‐framing perspective, it was argued that positive features evoke positive affect, which in turn enhances the positive impact of aggressive, destructive, and norm‐breaking behaviors on popularity. The results supported our notion that these latter behaviors are especially related to popularity in adolescents who also exhibit positive features.

For prevention of anxiety in children and adolescents, it is important to know whether family stress is a predictor of anxiety. We studied this in 1,875 adolescents from the Tracking Adolescents' Individual Lives Survey (TRAILS) who were followed up for 2 years, from age 10–12 to 12–14 years. Adolescents reported anxiety and depression symptoms at both assessments, and parents reported family stress (family dysfunction and parenting stress) at the first assessment. Family dysfunction was not associated with future anxiety, whereas high parenting stress was. Furthermore, family dysfunction was more strongly associated with anxiety than with depression, whereas parenting stress was more strongly associated with depression. Level of parental psychopathology explained part of the association of family stress with anxiety. The associations were modest and the understanding of the origins of adolescents' anxiety will require identifying other factors than family stress that account for more of the variance.

Emotional/behavioral problems of 238 deaf Dutch children ages
4-18 years were studied. Parental reports indicated that 41% had
emotional/behavioral problems, a rate nearly 2.6 times higher than the
16% reported by parents of a Dutch normative sample. Mental health
problems seemed most prevalent in families with poor parent-child
communication. Deaf children ages 12-18 showed more problems with anxiety
and depression and more social problems than those ages 4-11. Deaf
children with relatively low intelligence showed more social problems,
thought problems, and attention problems than those with relatively high
intelligence. The authors stress the need to get information on deaf
children's mental health functioning not just from parents but from other
informants such as teachers and the children themselves. An expansion
assessment of deaf children, and of special services and treatments
for deaf children and adolescents with emotional/behavioral problems,
is recommended.

Adolescents' peer experiences embrace behavior, relationship quality, status, and victimization, but studies that account for multiple dimensions are rare. Using latent profile modeling and measures of peer behavior, relationship quality, peer status, and victimization assessed from 1,677 adolescents, four profiles were identified: High Quality, Low Quality, Low Quality Victimized, and Deviant Peers. Multinomial logistic regressions showed that negative parent–child relationships in preadolescence reduced the likelihood of High Quality peer relations in mid‐adolescence but only partly differentiated between the other three profiles. Moderation by gender was partly found with girls showing greater sensitivity to parent–child relationship quality with respect to peer experiences. Results underline the multifaceted nature of peer experiences, and practical and theoretical implications are discussed.

<b><i>Aims:</i></b> To investigate the influence of parenting styles (overprotection, emotional warmth, and rejection) in early adolescence on regular alcohol use in late adolescence. <b><i>Methods:</i></b> We analyzed data from the first three waves (mean ages: 11.09, 13.56, and 16.27 years, respectively) of a population-based prospective cohort study of 2,230 adolescents, conducted between 2001 and 2007. Adolescents reported on parental overprotection, emotional warmth, and rejection (T1). Regular alcohol use was defined as six and seven glasses or more a week for girls and boys, respectively. We further assessed family socioeconomic status, parental divorce, parental alcohol use, educational level of the adolescent, and alcohol use at baseline. <b><i>Results:</i></b> Parental overprotection had the strongest relationship to regular alcohol use: adolescents who perceived more parental overprotection were at increased risk of developing regular alcohol use, even after adjustment for several confounders. Rejection was not related to adolescents' alcohol use and, after adjustment for the other variables, neither was emotional warmth. <b><i>Conclusion:</i></b> Overprotective parenting is a determinant of future regular adolescent alcohol use and therefore health professionals should pay particular attention to those adolescents who have overprotective parents. The role of adolescent characteristics in the relationship between overprotection and alcohol use deserves further study.

AbstractTo obtain a better understanding of how genetic and environmental processes are involved in the stability and change in problem behavior from early adolescence into adulthood, studies with genetically informative samples are important. The present study used parent-reported data on internalizing and externalizing problem behavior of adoptees at mean ages 12.4, 15.5 and 26.3. In this adoption study adopted biologically related sibling pairs shared on average 50% of their genes and were brought up in the same family environment, whereas adopted biologically unrelated sibling pairs only shared their family environment. The resemblance between these adopted biologically related (N = 106) and unrelated sibling pairs (N = 230) was compared and examined over time. We aimed to investigate (1) to what extent are internalizing and externalizing problem behavior stable from early adolescence into adulthood, and (2) whether the same or different genetic and environmental factors affect these problem behaviors at the 3 assessments. Our results show that both internalizing (rs ranging from .34 to .58) and externalizing behavior (rs ranging from .47 to .69) were rather stable over time. For internalizing and externalizing problem behavior it was found that both genetic and shared environmental influences could be modeled by an underlying common factor, which explained variance in problem behavior from early adolescence into adulthood and accounted for stability over time. The nonshared environmental influences were best modeled by a Cholesky decomposition for internalizing behavior, whereas a time-specific influence of the nonshared environment was included in the final model of externalizing behavior.

This paper presents a test of Moffitt's (1993) prediction on the stability of longitudinal antisocial behavior, using data from the South‐Holland Study. Aggressive (overt) and non‐aggressive antisocial (covert) behaviors were measured when subjects were 6–11 years old, and at follow‐ups when they were 12–17 years old and 20–25 years old. In accordance with the postulate, we did find a higher level of stability of overt behavior from childhood to adulthood, compared with childhood to adolescence, especially in combination with early manifestations of status violations and/or covert behavior in childhood. Results related to the stability of covert behavior were not in accordance with the prediction, but did support the recently proposed adjustment to the starting age of the adult phase.

AbstractAltered patterns of facial expression recognition (FER) have been linked to internalizing and externalizing problems in school children and adolescents. In a large sample of preschoolers (N = 727), we explored concurrent and prospective associations between internalizing/externalizing problems and FER. Internalizing/externalizing problems were rated by parents at 18 and 36 months using the Child Behavior Checklist. FER was assessed at 36 months using age‐appropriate computer tasks of emotion matching and emotion labeling. Internalizing problems were associated with emotion‐specific differences at both ages: at 18 months they predicted more accurate labeling of sadness; at 36 months they were associated with less accurate labeling of happiness and anger. Externalizing problems at both ages were associated with general FER deficits, particularly for matching emotions. Findings suggest that in preschoolers, internalizing problems contribute to emotion‐specific differences in FER, while externalizing problems are associated with more general FER deficits. Knowledge of the specific FER patterns associated with internalizing/externalizing problems can be proven useful in the refinement of emotion‐centered preventive interventions.

To investigate differences in cognitive coping strategies between anxiety-disordered and non-anxious 9–11-year-old children. Additionally, differences in cognitive coping between specific anxiety disorders were examined. A clinical sample of 131 anxiety-disordered children and a general population sample of 452 non-anxious children were gathered. All children filled out the child version of the Cognitive Emotion Regulation Questionnaire (CERQ-k). Structured clinical interviews were used to assess childhood anxiety disorders. Results showed that anxiety-disordered children experience significantly more 'lifetime' negative life events than non-anxious children. Adjusted for the 'lifetime' experience of negative life events, anxiety-disordered children scored significantly higher on the strategies catastrophizing and rumination, and significantly lower on the strategies positive reappraisal and refocus on planning than non-anxious children. No significant differences in cognitive coping were found between children with specific anxiety disorders. Anxiety-disordered children employ significantly more maladaptive and less adaptive cognitive coping strategies in response to negative life events than non-anxious children. The results suggest that cognitive coping is a valuable target for prevention and treatment of childhood anxiety problems.

We examined the mental health problems of Dutch young adult domestic adoptees ( N = 75) relative to Dutch non-adopted peers and Dutch international adoptees. We found small differences in favor of the non-adopted peers ( N = 2021), while a minority of male domestic adoptees were at risk of anxiety/depression problems. Domestic adoptees showed somewhat less problems behavior than international adoptees ( N = 1331). Domestic and international adoptees differed in search status (non-searcher, searcher, reunited), although this could not explain any differences in mental health problems. Social workers and clinicians should support (male) adult adoptees in coping with possible feelings of anxiety and depression. Future studies should pay attention to gender differences in adoptees.

Background  This study described similarities and differences in the 5‐year stability and change of problem behaviour between youths attending schools for children with mild to borderline (MiID) versus moderate intellectual disabilities (MoID).Methods  A two‐wave multiple‐birth‐cohort sample of 6 to 18‐year‐old was assessed twice across a 5‐year interval using the Developmental Behaviour Checklist Primary Carer version (n = 718) and Teacher version (n = 313).Results  For most types of problem behaviour youths with MiID and MoID showed similar levels of stability of individual differences, persistence and onset of psychopathology. Whenever differences were found, youths with MoID showed the highest level of stability, persistence and onset across informants. Mean levels of parent‐reported, but not teacher‐reported, problem behaviour, regardless of level of intellectual disability, decreased during the 5‐year follow‐up period.Conclusions  Youths with MoID and MiID are at risk for persistent psychopathology to a similar degree. Different informants showed to have a different evaluation of the level and the amount of change of problem behaviour, and should be considered complementary in the diagnostic process.