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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.

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.

Behavior problems are common in toddlers and preschoolers. Richman, Stevenson, and Graham (1975) identified difficulties with eating, sleeping, toileting, temper, fears, peer relations, and activity as typical in this young population. While all young children should be expected to experience behavior problems as part of their normal development, an ongoing challenge in the field has been to determine when these “normal” developmental problems rise to the level of being considered “clinical” behavior problems (Keenan & Wakschlag, 2000). For example, when does a two-year-old child's tantrum behavior, a three-year-old's urinary accidents, and a four-year-old's defiance become clinically significant? To answer these questions, clinicians must examine the frequency, intensity, and durability of these difficulties, their potential to cause injury to the child or others, the extent to which they interfere with the child development, and the degree to which they disrupt the lives of their siblings, caregivers, peers, teachers, and others.

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.

The purpose of this paper is to develop a conceptual model that discerns when and how extra role behaviors result in positive versus negative outcomes for individuals and organizations. The focus is on how employees' citizenship identities shape extra‐role behaviors which include both organizational citizenship behaviors (OCBs) and contextual performance behaviors (CPBs).

The paper uses role identity theory as the theoretical lens to develop the model of extra‐role behaviors, distinguishing between OCBs and CPBs.

While extra‐role behaviors are generally associated with positive organizational functioning, these behaviors also have been linked to negative individual outcomes, such as work‐family conflict, role overload, and reduced task performance. Based on previous research and theory, a conceptual model is developed that explains when extra‐role behaviors will occur, when and why these behaviors will be internalized as an identity, and how identities affect whether employees engage in OCBs or CPBs. Further, the paper examines the influence of these extra‐role behaviors on long term positive and negative outcomes.

The main research implication of this paper is the use of role identity theory to further understanding of the nature of extra‐role behaviors.

The paper aims to offer a comprehensive theoretically based model to explain OCBs and incorporates research conducted to date to develop the model.

Students with emotional and behavioral challenges are significantly impacted by mental health issues. Teachers and other school staff need mental health knowledge to work more effectively with these students. Collaboration with mental health professionals and sharing of information is essential.

Children with acquired brain injury (ABI) are at significant risk of serious behavioural and social difficulties. The burgeoning growth of research documenting behavioural sequelae after paediatric ABI has not been met with a concomitant level of research aimed at treating the problem. The purpose of this paper is to investigate whether a manualised behavioural intervention support programme could reduce challenging behaviours in children with ABI and improve family-parental well-being and functioning.

A total of 61 parents (48 mothers and 13 fathers) of 48 children aged between three and 12 years with mild, moderate, or severe ABI received an ABI adapted “Signposts for Building Better Behaviour” programme (Hudson et al., 2001) in group-support (GS) or telephone-support (TS) format. Trained “Signposts” practitioners delivered the programme over a five-month period. The programme consisted of nine information booklets, a DVD, and workbook. All families completed pre-intervention and post-intervention evaluations.

On an average parents completed 7.92 out of a possible nine intervention sessions (range 7-9). Parents in both TS and GS formats reported significant reductions in challenging child behaviours irrespective of injury severity. They also reported significant reductions in dysfunctional parenting practices, stress and family burden.

Overall, the current research provides support for Signposts to be used with families of children with ABI in an attempt to ameliorate negative outcomes for family, parent, and child.

Whilst overt bullying has received considerable attention for its negative impact on the emotional well-being of children and adolescents, peer problems such as excessive teasing and social exclusion have received less consideration. The purpose of this paper is to examine the prevalence, demographic, and clinical correlates of frequent peer problems in children and adolescents who participated in the Australian National Survey of Mental Health and Well-Being.

Participants were a nationally representative sample of 2,107 children (aged 6-12 years), and 1,490 adolescents (aged 13-17 years). Frequent peer problems (excessive teasing or social exclusion) were measured by parental report for children, and self and parental report for adolescents. Associations with a number of mental health problems were examined, including being in the clinical range for internalising and externalising symptoms, having major depressive disorder, attention deficit hyperactivity disorder or conduct disorder, low self-esteem, experiencing suicidal ideation and behaviour, or using marijuana and alcohol.

One in 30 children and one in 20 adolescents experienced frequent peer problems. Parents less commonly identified frequent peer problems than were self-reported by their adolescent children. Frequent peer problems were strongly associated with all mental health problems except alcohol and marijuana use.

Frequent peer problems are associated with a greatly increased risk of mental health problems. Identifying those children and adolescents with frequent peer problems provides opportunity for assessment and intervention of emotional and behavioural problems.