Preschool developmental pathways to preadolescent internalizing and externalizing problems

The present study investigated longitudinal pathways from specific early pr eschool behavioral problems (ages 2-3 years) to internalizing and externali zing problems in preadolescence (ages 10-11 years), and the role of social problems at school entry (ages 4-5 years) in such pathways. Path analyses w ere performed using both parent and teacher reports in a sample of 251 to 3 46 children from the general population. depending on the availability of p arent and teacher data at each time of assessment. Structural equation mode ling revealed homotypic internalizing and externalizing pathways, predictio ns from early preschool externalizing problems to later internalizing probl ems. and negative predictive paths from early internalizing problems to ext ernalizing problems in preadolescence. Cross-informant predictions spanning 8 years were found between parent-reported aggression and overactivity at ages 2-3 years and teacher- reported externalizing problems at ages 10- 11 years. Further. results showed that boys' pathways were more complex and sh owed greater predictive validity than pathways for girls, and that social p roblems at school entry played a significant role in pathways to internaliz ing problems, but only for boys. The results are discussed from a developme ntal psychopathology perspective.