Babicka-Wirkus Anna, Kozłowski Paweł, Wirkus Łukasz, Stasiak Krzysztof
Institute of Pedagogy, Pomeranian University in Słupsk, Arciszewskiego 22A, 76-200 Słupsk, Poland.
Institute of Pedagogy, University of Gdańsk, Bażyńskiego 4, 80-309 Gdańsk, Poland.
Int J Environ Res Public Health. 2023 Feb 3;20(3):2752. doi: 10.3390/ijerph20032752.
This article concerns internalizing and externalizing behaviors among Polish adolescents attending primary schools in a medium-sized city in Poland. The aim of the study was to examine the levels of select problem behaviors (i.e., depression, withdrawal, somatic complaints, aggressive behaviors, delinquent behaviors, thought problems, and internalizing and externalizing disorders) in early adolescence. Another important aim was to establish the ranges of the norm and deviation which would indicate the need for intervention aimed at internalizing and externalizing disorders in the sample. The relationships between variables such as age, gender, and school achievement (grade average) and the groups of problem behaviors and externalizing and internalizing disorders were also examined. To diagnose the occurrence of internalizing and externalizing behaviors, a sample of 550 students (55.3% girls, 46.7% boys) were measured using the Youth Self-Report (YSR) questionnaire. The results showed statistically significant differences in internalizing and externalizing behaviors between boys and girls. Girls achieved higher scores on most of the YSR scales, including internalizing and externalizing disorders, as well as on the total score. The student subgroup scores were also differentiated in terms of age and their average grades. The results also have practical implications; namely, the need for obligatory screening tests of students' emotional states; encouraging preventive measures in schools, including diagnosis and psychological support in the context of depression; monitoring aggressive behaviors and social problems, both in boys and girls; and implementing universal, selective, and indicated prevention through complex, empirically validated educational-therapeutic programs.
本文关注波兰一个中等城市中就读小学的青少年的内化和外化行为。该研究的目的是考察青春期早期特定问题行为（即抑郁、退缩、躯体不适、攻击行为、犯罪行为、思维问题以及内化和外化障碍）的水平。另一个重要目的是确定常模范围和偏差范围，以表明对样本中内化和外化障碍进行干预的必要性。还考察了年龄、性别和学业成绩（平均绩点）等变量与问题行为组以及外化和内化障碍之间的关系。为了诊断内化和外化行为的发生情况，使用青少年自评量表（YSR）问卷对550名学生（女生占55.3%，男生占46.7%）进行了测量。结果显示，男孩和女孩在内化和外化行为方面存在统计学上的显著差异。女孩在YSR的大多数量表上得分更高，包括内化和外化障碍量表以及总分。学生亚组的得分在年龄和平均成绩方面也存在差异。研究结果也具有实际意义；即需要对学生的情绪状态进行强制性筛查测试；鼓励学校采取预防措施，包括在抑郁背景下进行诊断和心理支持；监测男孩和女孩的攻击行为和社会问题；以及通过复杂的、经过实证验证的教育治疗项目实施普遍、选择性和针对性的预防。
