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The tagasalo concept is a unique Filipino personality, indigenous to its culture and relevant within the family system. Carandang (1987) based this concept from her in-depth clinical practice and observation of Filipino family dynamics. The tagasalo is the family member who “catches” or “saves” the family and feels inordinately responsible for the care and welfare of other members of the family. Udarbe (2001) conducted further research and identified dynamics of the tagasalo personality. In the current study, the authors have extended the framework by exploring other dimensions aside from the compulsive and non-compulsive dimensions. The tagasalo also exhibits internalizing behaviors, an implicit tendency to be sensitive to other people, struggling with internal anxiety and stress; and externalizing behaviors by acting out explicitly to alleviate these anxieties. This chapter provides an in-depth theoretical-historical development of the tagasalo personality construct, locates it in broader psychological literature, and extends its potential by identifying multiple dimensions, supported with case illustrations and a composite case analysis.

Research on behavioral functioning among Mexican-origin children primarily uses an individual-centered approach that ignores the residential context. In addition, most studies have been unable to consider an important measure of inequality for this population, legal status; and mental health of children with undocumented parents is underexplored. We address these gaps by investigating the influence of parental legal status and neighborhood characteristics on Mexican-origin children’s behavioral functioning using a multilevel approach.

We use data from the Los Angeles Family and Neighborhood Study and 2000 decennial census. Our primary focus is variation in internalizing and externalizing behavior problems among Mexican-origin youth (N = 2,535) with mothers who are undocumented, documented or naturalized citizens, or US-born using multilevel models.

The multilevel results show the importance of considering parental legal status. Mexican children of unauthorized mothers are more likely to exhibit internalizing and externalizing problems than all other groups of Mexican children. Furthermore, neighborhood-concentrated disadvantage is significantly associated with internalizing behavior problems, and neighborhood-concentrated affluence is significantly associated with externalizing behavior problems. In short, the results demonstrate the importance of considering both parental legal status and neighborhood contexts for understanding behavior problems of Mexican-origin children.

Our findings suggest that Mexican children’s mental health outcomes – measured by internalizing and externalizing behavior problems – vary significantly by parental legal status and neighborhood contexts. This study provides important nuances for public policy for health care prevention and interventions.

Despite being a significant public health problem, teen dating violence and related risk behaviors are yet to be examined in Nicaragua. This study aims to examine the prevalence of in-person dating violence and cyber dating abuse and to test the associations between teen dating violence and substance use (i.e. alcohol, cigarette, marijuana and e-cigarette) as well as externalizing behaviors.

Survey responses were collected from a school-based sample of 1,799 Nicaraguan early adolescents (average age = 13.04 years).

The prevalence was 41% for in-person dating violence victimization, 39% for in-person dating violence perpetration, 30% for cyber dating abuse victimization and 26% for cyber dating abuse perpetration. The majority (56%) of the adolescents reported engagement in externalizing behaviors, but substance use prevalence was relatively low, ranging from 1–9% depending on the substance type. Multivariate regression analyses suggest that in-person dating violence perpetration was positively associated with all types of substance use and externalizing behaviors, while victimization was only associated with externalizing behaviors.

Despite the descriptive nature, the study is the first to examine the prevalence of teen dating violence and its relationships with other risk behaviors in Nicaraguan adolescents and have important health implications.

The purpose of this paper is to investigate whether the Enhanced Thinking Skills (ETS) programme, prepared for the Joint Prison Probation Service Accreditation Panel, might reduce antisocial behaviour if delivered to school‐aged children.

The paper presents two studies. In the first, adult offenders' executive function was measured before and after undertaking the ETS course, using a self report form. Change in behaviour following the course was assessed using behaviour checklists completed by prison staff. In the second study, schoolchildren's executive function was measured using a self report form and their behaviour was also assessed using a comparable behaviour checklist.

The results showed an association between antisocial behaviour and poor executive function in both offenders and schoolchildren. Offenders displayed less antisocial behaviour following the ETS course. Executive function and antisocial behaviour measured before the ETS course predicted reduction in antisocial behaviour following the course.

The studies do not establish a causal role for the ETS programme in reducing antisocial behaviour, and it was not possible to investigate the effect of the programme in schoolchildren. However, the results indicate that further research may be fruitful.

The possibility that an adapted ETS programme might lead to a reduction in antisocial behaviour in schoolchildren should be investigated. Behavior checklists and measures of executive function should guide the selection of individuals joining the ETS programme.

The findings suggest that the ETS programme might be effective outside a criminal justice setting, as an early intervention with schoolchildren aimed at preventing later offending.

Military-connected students experience a high rate of parental absence due to their parents’ military obligations. Military work-related parental absences can affect school-aged children’s emotional and behavioural health and overall academic functioning. The paper aims to discuss this issue.

The current review identified research studies that explored the effects of military-connected parental absence on school-aged children. Specifically, quantitative and qualitative research studies that examine the impact of military parental absences on dependent variables related to internalising and externalising behaviours and academic functioning were of interest. In all, 26 studies were identified for inclusion in the review.

Overall, military-connected students who experience a parental absence due to military service are more likely to exhibit an increase in problem behaviours and a decrease in academic functioning compared to civilian peers or military-connected peers who were not experiencing parental absence.

The current review elucidates parental absence within the military context, highlighting key factors that may contribute to increased and decreased behavioural and academic functioning of military-connected students. Results from the review in relation to risk and protective factors for military-connected students, future research and school programming directions are discussed.

The purpose of this paper is to investigate the prevalence of anxiety in youngsters with emotional and behavioral disorders, and its relation to other problems, using different informants.

Data were collected in a Flemish treatment center. Educators completed a Child Behavior Checklist (CBCL) for each child, teachers completed a Teacher Report Form (TRF), and youth themselves completed a Youth Self Report (YSR) and a Screen for Child Anxiety Related Emotional Disorders (SCARED).

Analyses indicated an explicit presence of anxiety. A clear relation was found between anxiety symptoms and internalizing problem behavior on the YSR, whereas only a slight relationship was found with the CBCL, and practically no relationship was found with the TRF. Only few correlations between anxiety and externalizing problems were found. Finally, youth themselves indicated strong correlations between anxiety and thought problems, whereas educators indicated strong correlations between youths’ anxiety and social problems.

Several studies describe professionals’ difficulties to get a comprehensive perceptions of youths’ problems. This paper provides detailed insights in the nature of the informant discrepancies.

Childhood traumatic brain injury (CTBI) is one of the most common causes of mortality and disability in children and adolescents that impacts on neuropsychological, social and psychological development. A disruption of development in these areas often results in long-term problems with interpersonal relationships, participation in leisure and social activities and employment status. These social and psychological problems appear to persist longer in comparison to other functional consequences, although evidence is scarce. The purpose of this paper is to investigate social and psychological outcomes 15 years post-injury.

In all, 36 participants post-CTBI (mean age 21.47 years, SD=2.74), 16 males) and 18 healthy controls (mean age 20.94 years, SD=2.21), 12 males) were recruited from a larger sample of a longitudinal study conducted at the Royal Children's Hospital, Melbourne, Australia. Information about social and psychological functioning was collected via questionnaires completed at 15 years post-injury.

Results showed that post-CTBI, adolescents and young adults reported elevated risk of developing psychological problems following their transition into adulthood. CTBI survivors reported greatest problems on internalizing symptoms such as depression, anxiety and withdrawal.

Despite the reported psychological symptoms, the survivors of CTBI did not report more social problems than their peers. Further research is needed to identify long-term social and psychological problems so that optimal intervention may be provided.

This is the first perspective longitudinal study investigating the young adults perspective of their long-term psychosocial outcomes following CTBI.

While the field of criminology is rooted in sociological tradition, biosocial criminology has emerged as a promising perspective in studying antisocial behaviors. This perspective encompasses the research from other scientific disciplines, namely behavioral genetics and molecular genetics. At its core, biosocial criminology views criminal behavior as a function of both the social environment as well as biological/genetic factors. This chapter will provide a description of the prominent methodologies used in behavioral genetics and molecular genetics, a review of the empirical research, an overview of some of the statistical and methodological issues, as well as a discussion on the potential avenues for future research.

The Peaceful Kids Early Childhood Social‐Emotional (ECSEL) Conflict Resolution Program and curriculum was created to fulfill the need for a developmentally appropriate, theory‐based approach to promoting social‐emotional, cognitive, and conflict resolution skills' development in preschoolers (ages 2 to 6). From Fall 1997 through Fall 1999, an evaluation of this program occurred in 18 classrooms in day care/Head Start centers. Each classroom was randomly assigned to one of three conditions: ECSEL training for (1) day care staff, parents, and children, (2) day care staff and children (but not their parents), and (3) control, no‐training. As predicted, children in the condition where both parents and day care staff were trained showed significant increases in assertiveness, cooperation, and self‐control, and significant decreases in aggressiveness and socially withdrawn behavior. Parents receiving training showed significant reductions in authoritarian and permissive parenting styles and an increase in authoritative parenting style.

Students with emotional and behavioral disorders (EBD) are one of the most underserved populations in today's schools (Kauffman, Mock, & Simpson, 2011). Many of these students also have additional disabilities in conjunction with an EBD identification, such as Learning Disabilities (LD), Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), or Obsessive Compulsive Disorder (OCD), among other psychiatric disorders (Henley, Ramsey, & Algozzine, 2009; Kauffman, 2005).

Because the identification of EBD examines behaviors that tend to be more subjective in nature than other disabilities and because these pervasive behaviors are manifested in a variety of forms, EBD is one of the most misidentified disability categories (Skiba, Poloni-Staudinger, Gallini, Simmons, & Feggins-Azziz, 2006). For students with EBD, the behavior(s) they exhibit contribute to learning difficulties in multiple academic and functional areas. This chapter provides in-depth information on the common characteristics and behavioral dimensions of this population. Additionally, the in-school performance and long-term outcomes of students with EBD are discussed.