Y isolated youth may self-select into antisocial peer networks, which then encourage further antisocial behavior or set the stage for friendships with deviant peers (Dishion, French, Patterson, 1995; Dishion Patterson, 2006; Patterson, Reid, Dishion, 1992). In short, failure to develop social skills and successful interpersonal relationships could promote mental health symptoms. Alternatively, symptoms of mental health problems could undermine social competence (Hinshaw, 1992; Masten et al., 2005, 2006; Patterson et al., 1992). The emergence and development of social competence might reflect buy T0901317 antecedent disrupted and disruptive behavioral adjustment because children who act out or are self-consumed are unlikely to acquire competent social skills. Exhibiting aggression (externalizing) or anxiety (internalizing) during social interactions undermines social competence. Anxiety, depression, and other internalizing symptoms have predictive significance for a spectrum of emotional disorders and problems and also show signs of reciprocal linkages over time with poor peer social adjustment (Harrington Clark, 1998; Lewinsohn, Rohde, Klein, Seeley, 1999; Masten Coatsworth, 1995; Pine, Cohen, Gurley, Brook, Ma, 1998; Rubin, Bukowski, Parker, 1998; Rubin, Chen, McDougall, Bowker, McKinnon, 1995). Although internalizing symptoms may erode social competence, in the literature effects seem to be inconsistent across age, gender, and indexes of social competence (Capaldi, 1992; Capaldi Stoolmiller, 1999; Cole et al., 1997; Mesman et al., 2001). Nonetheless, mental health symptoms could upset the development of social skills and successful interpersonal relationships. Guided by past theorizing (Cicchetti Schneider-Rosen, 1986; Cole, 1990) and the extant literature, we expected that the first formulation (social competence externalizing/ internalizing) would be more likely than the second (externalizing/internalizing social competence). Few studies differentiate competing explanations, as we do here. Logic dictates other possible developmental cascades among these characteristics. For example, there is evidence for social competence serving as an intervening link between externalizing and internalizing, both short term in elementary school ged children (Panak Garber, 1992) and over the longer term from preschool through early adolescence (Mesman et al., 2001). Specifically, Mesman et al. (2001) reported a link from aggression in preschool through social competence in middle childhood to internalizing behaviors in early adolescence. Although social competence could mediate links between externalizing and internalizing, relevant data are limited and inconsistent (Kiesner, 2002; Panak Garber, 1992; Rubin, Hymel, Mills, Rose-Krasnor, 1991; Rubin et al., 1998).NIH-PA Author Manuscript NIH-PA Author Manuscript NIH-PA Author ManuscriptDev Psychopathol. Author manuscript; available in PMC 2012 August 06.Bornstein et al.AZD-8835 site PageOnly prospective multi-wave longitudinal study of developmental cascades, which includes assessments of social competence and different kinds of behavioral adjustment problems (externalizing and internalizing) and institutes controls (e.g., for child intelligence and maternal education) with adequate numbers of girls and boys in an analytic design that takes covariation between social competence and each behavioral adjustment problem as well as the longitudinal stability of each into consideration, can adequately un.Y isolated youth may self-select into antisocial peer networks, which then encourage further antisocial behavior or set the stage for friendships with deviant peers (Dishion, French, Patterson, 1995; Dishion Patterson, 2006; Patterson, Reid, Dishion, 1992). In short, failure to develop social skills and successful interpersonal relationships could promote mental health symptoms. Alternatively, symptoms of mental health problems could undermine social competence (Hinshaw, 1992; Masten et al., 2005, 2006; Patterson et al., 1992). The emergence and development of social competence might reflect antecedent disrupted and disruptive behavioral adjustment because children who act out or are self-consumed are unlikely to acquire competent social skills. Exhibiting aggression (externalizing) or anxiety (internalizing) during social interactions undermines social competence. Anxiety, depression, and other internalizing symptoms have predictive significance for a spectrum of emotional disorders and problems and also show signs of reciprocal linkages over time with poor peer social adjustment (Harrington Clark, 1998; Lewinsohn, Rohde, Klein, Seeley, 1999; Masten Coatsworth, 1995; Pine, Cohen, Gurley, Brook, Ma, 1998; Rubin, Bukowski, Parker, 1998; Rubin, Chen, McDougall, Bowker, McKinnon, 1995). Although internalizing symptoms may erode social competence, in the literature effects seem to be inconsistent across age, gender, and indexes of social competence (Capaldi, 1992; Capaldi Stoolmiller, 1999; Cole et al., 1997; Mesman et al., 2001). Nonetheless, mental health symptoms could upset the development of social skills and successful interpersonal relationships. Guided by past theorizing (Cicchetti Schneider-Rosen, 1986; Cole, 1990) and the extant literature, we expected that the first formulation (social competence externalizing/ internalizing) would be more likely than the second (externalizing/internalizing social competence). Few studies differentiate competing explanations, as we do here. Logic dictates other possible developmental cascades among these characteristics. For example, there is evidence for social competence serving as an intervening link between externalizing and internalizing, both short term in elementary school ged children (Panak Garber, 1992) and over the longer term from preschool through early adolescence (Mesman et al., 2001). Specifically, Mesman et al. (2001) reported a link from aggression in preschool through social competence in middle childhood to internalizing behaviors in early adolescence. Although social competence could mediate links between externalizing and internalizing, relevant data are limited and inconsistent (Kiesner, 2002; Panak Garber, 1992; Rubin, Hymel, Mills, Rose-Krasnor, 1991; Rubin et al., 1998).NIH-PA Author Manuscript NIH-PA Author Manuscript NIH-PA Author ManuscriptDev Psychopathol. Author manuscript; available in PMC 2012 August 06.Bornstein et al.PageOnly prospective multi-wave longitudinal study of developmental cascades, which includes assessments of social competence and different kinds of behavioral adjustment problems (externalizing and internalizing) and institutes controls (e.g., for child intelligence and maternal education) with adequate numbers of girls and boys in an analytic design that takes covariation between social competence and each behavioral adjustment problem as well as the longitudinal stability of each into consideration, can adequately un.
