Abstract
Introduction: A growing body of research has documented the impact of adverse childhood experiences (ACEs) on adolescent behavioral problems (Hunt et al., 2017; Larn et al., 2024). Children who experience greater numbers of ACEs are more likely to develop a range of behavioral problems, including aggression, anxiety, and attention-deficit/hyperactivity disorder (ADHD). Despite the well-established association between ACEs and later behavioral problems, less is known about the mediating role of internalizing behaviors in the link between ACEs and externalizing problems among Hispanic adolescents. Guided by Life course perspective, highlighting a developmental approach for understanding heterogeneity in individuals’ experiences and outcomes in adolescence, the present study aimed to examine whether internalizing behavior problems mediate the association between early ACEs and externalizing problems among Hispanic adolescents.
Method: Participants (N = 1336 Hispanic adolescents) were drawn from the Future of Families and Child Well-being Study (Reichman et al., 2001). We examined psychological abuse when children were the age of 9 years. Measures of childhood maltreatment were taken from subscales of Parent-Child Conflict Tactics Scale (CTS-PC; Straus et al., 1998). Psychological abuse was measured by asking the primary caregivers whether he or she “shouted, yelled, or screamed”, “threatened to spank”, “swore or cursed”, or “called them dumb/lazy/or some other name like that.” In addition, the primary caregivers were asked to rate their children’s internalizing and externalizing behavior using questions from the Child Behavior Checklist (CBCL/6-18; Achenbach & Rescorla, 2001).
Results: The mediation analysis revealed both direct and indirect effects of psychological abuse at Year 9 on children’s externalizing behavior problems at Year 15, with internalizing problems at Year 15 serving as a mediator. Specifically, greater exposure to psychological abuse was associated with higher levels of internalizing symptoms (e.g., depression, anxiety), which in turn predicted increased externalizing problems in Year 15. These findings underscore the importance of targeted prevention and intervention programs for Hispanic youth exposed to psychological abuse. In particular, addressing the development of internalizing symptoms - through emotional support, self-esteem promotion, and coping strategies for anxiety and depression - may help mitigate the risk of later externalizing problems.
Included in
Adverse Childhood Experiences and Behavioral Problems Among Hispanic Adolescents
Introduction: A growing body of research has documented the impact of adverse childhood experiences (ACEs) on adolescent behavioral problems (Hunt et al., 2017; Larn et al., 2024). Children who experience greater numbers of ACEs are more likely to develop a range of behavioral problems, including aggression, anxiety, and attention-deficit/hyperactivity disorder (ADHD). Despite the well-established association between ACEs and later behavioral problems, less is known about the mediating role of internalizing behaviors in the link between ACEs and externalizing problems among Hispanic adolescents. Guided by Life course perspective, highlighting a developmental approach for understanding heterogeneity in individuals’ experiences and outcomes in adolescence, the present study aimed to examine whether internalizing behavior problems mediate the association between early ACEs and externalizing problems among Hispanic adolescents.
Method: Participants (N = 1336 Hispanic adolescents) were drawn from the Future of Families and Child Well-being Study (Reichman et al., 2001). We examined psychological abuse when children were the age of 9 years. Measures of childhood maltreatment were taken from subscales of Parent-Child Conflict Tactics Scale (CTS-PC; Straus et al., 1998). Psychological abuse was measured by asking the primary caregivers whether he or she “shouted, yelled, or screamed”, “threatened to spank”, “swore or cursed”, or “called them dumb/lazy/or some other name like that.” In addition, the primary caregivers were asked to rate their children’s internalizing and externalizing behavior using questions from the Child Behavior Checklist (CBCL/6-18; Achenbach & Rescorla, 2001).
Results: The mediation analysis revealed both direct and indirect effects of psychological abuse at Year 9 on children’s externalizing behavior problems at Year 15, with internalizing problems at Year 15 serving as a mediator. Specifically, greater exposure to psychological abuse was associated with higher levels of internalizing symptoms (e.g., depression, anxiety), which in turn predicted increased externalizing problems in Year 15. These findings underscore the importance of targeted prevention and intervention programs for Hispanic youth exposed to psychological abuse. In particular, addressing the development of internalizing symptoms - through emotional support, self-esteem promotion, and coping strategies for anxiety and depression - may help mitigate the risk of later externalizing problems.