اختلالات رفتاری

Abstract Child and adolescent externalizing problems have often been conceptualized broadly with imprecise language (e.g., “disruptive behavior”) or inconsistently across varying taxonomies (e.g., oppositional defiant and conduct disorder symptoms, aggressive and rule-breaking behaviors). Establishing clarity around dimensions of externalizing problems is an essential step toward more accurate measurement and construct validity across the externalizing domain. To that end, the current study investigated fine-grained dimensions in the structure of youth externalizing psychopathology. Caregiver-report survey data were collected for a national community sample of 576 youth (ages 6–14; 45% female, 25% Hispanic), including measures of irritability, oppositionality, reactive and proactive aggression, conduct problems, hyperactivity/impulsivity, and inattention. We used exploratory factor analysis (EFA) to examine relations among externalizing dimensions at the item-level followed by confirmatory factor analysis (CFA) to examine relations at the construct-level. EFA results suggested that a 3-factor model best fit the data, including factors characterized by externalizing affect (e.g., “felt mad”), externalizing behavior (e.g., “bullies, threatens, or intimidates others”), and ADHD symptoms (e.g., “talks excessively”), with a few cross-loadings. Similarly, confirmatory models indicated that a 3-factor, non-hierarchical structure fit the data best when compared to three other models. Results provide support for distinct facets of the externalizing spectrum in child psychopathology, suggesting a preliminary direction for a unifying framework. These findings highlight the potential for future measurement research to further disentangle the distinct and overlapping facets of externalizing constructs, particularly using multiple methods and informants and with replication across samples.

The purpose of this study is to examine how parentification and perceived stress impact adolescents' psychological and behavioural adjustment. This study explored the associations between parentification, perceived stress, and disruptive behaviour, and the predictive and mediating effects of these variables. The method of the research was descriptive cross sectional, purposive sampling was used for gathering samples, the number of samples obtained was 250.The methods used were descriptive cross sectional design, purposive sampling was used for sampling. The Parentification Inventory, Perceived Stress Scale (PSS-10) and Disruptive Behaviour Scale were used to collect the data. The SPSS Version 26 was used for descriptive statistics, Pearson correlation, regression analysis and Hayes’ PROCESS Macro (Model 4). Results showed that parentification was not a significant predictor of perceived stress and disruptive behaviour. Perceived stress, however, was a strong predictor of disruptive behaviour. Indirect effect of parentification on disruptive behaviour via perceived stress was also non-significant. Impression of stress seems to be a key factor related to disruptive behaviour among adolescents, while the impact of parentification could differ based on contextual and cultural factors. The results emphasize the need for stress reduction and psychological health promotion initiatives for youth in Pakistan.

Background: Father involvement is an important aspect of the caregiving environment that is associated with children’s social-emotional development. Such involvement includes interaction, support, attention, and participation in children’s activities. This study aimed to analyze the association between nine dimensions of father involvement and emotional and behavioral difficulties among children aged 5-9 years. Methods: This study used a quantitative research method with a cross-sectional design. Participants were 130 mothers who had children aged 5-9 years in Jonggol Village. Father involvement was measured using the Inventory of Father Involvement (IFI), consisting of nine dimensions, while children’s emotional and behavioral difficulties were assessed using the Strengths and Difficulties Questionnaire (SDQ) through the Total Difficulties score. Associations were analyzed using the Spearman Rank correlation test with a significance level of 5%. Results: Three of the nine IFI dimensions showed significant negative associations with SDQ Total Difficulties: Time and Talking (rs = −0.181; p = 0.040), Reading and Homework (rs = −0.227; p = 0.009), and Attention (rs = −0.178; p = 0.043). The other six dimensions were not significantly associated with SDQ Total Difficulties (p > 0.05). Findings are exploratory (p-values unadjusted). Conclusion: Specific aspects of father involvement, particularly time and communication, participation in reading and homework, and attention, were associated with lower emotional and behavioral difficulties among children. These findings highlight the importance of examining father involvement not only as an overall construct but also according to its specific dimensions

School – Based violence has been recognized as a major educational challenge (UNESCO, 2019). In Uganda, and particularly in urban centers such as Mbale City, reports of student misconduct, peer influence, and group-related conflicts are becoming more common. These challenges not only affect academic performance but also threaten the safety and well-being of learners. Therefore, this study examined the causes, effects, and prevention strategies of school-based violence and gang activity in Mbale City. This study adopted a mixed-approach design, combining literature review with contextual observations in the community whereby Secondary data was obtained from text-books, reports, academic publications and newspapers. Studies indicated that violence in schools negatively affects learners’ academic performance, psychological well-being, and social development (UNESCO, 2019; UNICEF, 2018). Locally, informal observations and reported cases in Mbale City suggested increasing incidents of bullying, student grouping, fighting among students, Intimidation and harassment, Group-based conflicts and indiscipline. The study identified key contributing factors such as peer pressure, family background, Weak school discipline systems (Gottfredson, 2001), Exposure to violence in media and community influence, Overcrowding in some schools and school environment. This further highlighted that effective prevention requires a combination of school-based interventions, parental involvement, and policy support. In Mbale City, these activities remain significant challenges in education and these issues are increasingly visible which require urgent attention according to media reports (Daily monitor 2026, April 17). The study concludes that a coordinated approach is essential in promoting safe and supportive learning environments by combining global research with local understanding to strengthen discipline systems and supervision, Guidance and counseling services in schools, student behavior monitoring by parents and Government’s support to policies that promote school safety.

Families raising children with special educational needs (SEN) may experience adversities. However, previous research has focused on individual children, and limited research has examined family polyvictimization (FPV) and SEN correlates from a family-centered perspective. This study analyzed data from a family-based survey conducted in Hong Kong between August 2022 and March 2023, comparing families with and without children with SEN. A total of 1,400 respondents participated (mean age = 39.75 years, SD = 6.99; 75.4% female), each representing one participating family. Of these respondents, 130 reporting children with SEN and 1,270 without. Respondents provided information on sociodemographic characteristics, family violence and FPV experiences, and health outcomes. Multivariable logistic regression identified factors associated with having children with SEN. Lifetime FPV prevalence was higher among families reporting children with SEN than among other families (23.1% vs. 8.2%). After adjustment for sociodemographic, family-context, psychosocial-attitude, and social-support variables, FPV was associated with higher odds of SEN-reporting family status (aOR = 2.630, 95% CI 1.529–4.524). Other adjusted correlates included lower family income, male dominance, violence socialization, lower perceived social support, violence against adult parents, children, and older family members, poorer respondent physical health, and lower child quality of life. These findings underscore the importance of viewing families raising children with SEN as a window for identifying family violence and call for early detection, systematic screening, and family-centered interventions. Future research should examine these associations over time and strengthen family-based support.

The present study examined the relationship among emotional flexibility, behavioral problem and coping strategies among late adolescents and investigated the mediating role of emotional flexibility in the relationship between internalizing and externalizing behavioral problem and Adaptive and maladaptive copying strategies. A correlational research design was used with a sample of N=200 late adolescent’s age 17 to 19 years, including 97 males and 103 females, selected through convenience sampling from different educational institute. Data were collected using a demographic information sheet, Emotional flexibility scale (EFS), Behavioral problem scale (BPS) and brief COPE inventory. Data analyzed using descriptive statistics, reliability analysis, Independence sample test, pearson correlation and mediation analysis through process model 4 with 5,000 bootstrap samples. Finding indicate the males reported significantly higher behavioral problem than females. Significant difference was also found according to the institutional type, with private institute student reporting higher behavioral problem scores, whereas government institute student reported higher coping strategies score. Emotional flexibility significantly predict adaptive copying strategies was significantly negative associated with externalizing behavioral problem. However, emotional flexibility did not significantly mediate with relationship between internalizing or externalizing behavioral problem and adaptive or maladaptive copy as the booster confidence interval for the indirect effect included zero. Overall, the finding suggests the emotional flexibility associate with adolescent coping and behavioral functioning but does not significantly explain the relationship between behavioral problem and copying strategies in the present sample.

Logic-Based Therapy (LBT) is a method of philosophical counseling and psychotherapy based on Rational-Emotive Behavior Therapy (REBT) that uses logic, philosophy, and a network of “guiding virtues” to treat behavioral and emotional dysfunctions. This paper attempts to show how this virtue-oriented approach to psychotherapy can be potentially useful in counseling couples who may have sexual performance issues or other broader relational issues and seek to build healthy sexual, romantic relationships. As argued here, this is because such love is characterized by deep interpersonal commitment, compassionate caring, and security, which are strongly supported by LBT’s guiding virtues such as empathy, authenticity, self/other respect, courage, and metaphysical security. Beginning with a conceptual analysis of romantic love as a virtue-oriented construct, this paper introduces key aspects of LBT, as distinct from standard REBT, and presents a case study of a couple in a sexless relationship where one partner has an anger-control problem. Through the latter case study, the paper attempts to illustrate how 6 commonplace obstructions to romantic love (targeted by LBT) can potentially be successfully treated by applying LBT’s system of matching virtues.

روان‌درمانی مبتنی بر منطق (LBT) روشی در مشاوره فلسفی و روان‌درمانی است که بر اساس رفتاردرمانی عقلانی-هیجانی (REBT) بنا شده و از منطق، فلسفه و شبکه‌ای از «فضیلت‌های راهنما» برای درمان اختلالات رفتاری و هیجانی بهره می‌گیرد. این مقاله تلاش می‌کند نشان دهد که این رویکرد فضیلت‌محور به روان‌درمانی چگونه می‌تواند در مشاوره زوج‌هایی که ممکن است با مشکلات عملکرد جنسی یا سایر مسائل گسترده‌تر رابطه‌ای مواجه باشند و در پی ایجاد روابط جنسی و عاشقانه سالم هستند، بالقوه مفید باشد. همان‌گونه که در اینجا استدلال می‌شود، علت این امر آن است که چنین عشقی با تعهد عمیق بین‌فردی، مراقبت دلسوزانه و امنیت مشخص می‌شود که به‌شدت توسط فضیلت‌های راهنمای LBT مانند همدلی، اصالت، احترام به خود/دیگری، شجاعت و امنیت متافیزیکی حمایت می‌شود. این مقاله با تحلیل مفهومی عشق رمانتیک به‌عنوان یک ساختار فضیلت‌محور آغاز می‌شود، جنبه‌های کلیدی LBT را که آن را از REBT استاندارد متمایز می‌کند معرفی می‌کند و مطالعه موردی یک زوج در یک رابطه بدون رابطه جنسی را که یکی از طرفین مشکل کنترل خشم دارد، ارائه می‌دهد. این مقاله از طریق این مطالعه موردی تلاش می‌کند نشان دهد که چگونه ۶ مانع رایج بر سر راه عشق رمانتیک (که هدف LBT هستند) می‌توانند بالقوه با به‌کارگیری نظام تطبیق فضیلت‌های LBT با موفقیت درمان شوند.