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EXTERNALIZING AND INTERNALIZING PROBLEMS OF CHILDREN WITH AND WITHOUT OPPOSITIONAL DEFIANT DISORDER: THE MEDIATING ROLE OF SOCIAL-EMOTIONAL COMPETENCE
Abstract
with and without oppositional defiant disorder (ODD) was examined considering their social-emotional competence (SEC). The main aim of the study was to investigate the mediating role of children SEC in the relationship between externalizing / internalizing problems and the presence of ODD. Methods: The population included a Hungarian minority group of children (N = 560, male = 50.7%), ages between 10-15 years (M = 12.13, SD = .93), and childrenВ’s parents and teachers. In the final analysis the number of the participants was 513 (with ODD subclinical status N = 50). The Hungarian versions of the following questionnaires were completed: for children the Social-Emotional Competence Questionnaire (SECQ-Hu, ? = .89) measuring childrenВ’s social-emotional competence; for parents the Child Behavior Checklist (CBCL, ? = .91), measuring externalizing and internalizing problems and both parents and teachers completed the Disruptive Behavior Disorder Rating Scale (P-DBDRS, ? = .93, T-DBDRS, was ? = .94) to measure disruptive behavior problems like ODD. To examine the differences between the characteristics of children with and without ODD multivariate analysis of covariance (MANCOVA) with follow-up univariate ANOVAs was used. Multiple linear regression models were used to represent the mediation model between ODD, externalizing, internalizing problems and SEC. Results: There was a statistically significant difference in SEC components based on ODD status, approximately 20% of multivariate variance of the dependent variables is associated with the group factor after controlling for age and gender. Significant differences between the groups were found on all measured variables except the social awareness. Based on the results externalizing and total problem score of CBLC is affected the most by the ODD status. SEC is a partial mediator between ODD and externalizing problems. Conclusions: The development of the SEC in prevention programs should be a major point because of its influence on the appearance of emotional and behavioral disorders. This is supported by the results of this research that ODD children with poor social-emotional competence are in a vulnerable position for further severe externalizing problems. In more detailed research of the ODD and SEC sub-dimensions, it could be explained how these factors affect the appearance of future problems.
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