Identifying patterns of early risk for mental health and academic problems in adolescence: A longitudinal study of urban youth

Carmen R. Valdez, Sharon F. Lambert, Nicholas S. Ialongo

Research output: Contribution to journalArticle

Abstract

This investigation examined profiles of individual, academic, and social risks in elementary school, and their association with mental health and academic difficulties in adolescence. Latent profile analyses of data from 574 urban youth revealed three risk classes. Children with the "well- adjusted" class had assets in the academic and social domains, low aggressive behavior, and low depressive symptoms in elementary school, and low rates of academic and mental health problems in adolescence. Children in the "behavior-academic-peer risk" class, characterized by high aggressive behavior, low academic achievement, and low peer acceptance, had conduct problems, academic difficulties, and increased mental health service use in adolescence. Children with the "academic-peer risk" class also had academic and peer problems but they were less aggressive and had higher depressive symptoms than the "behavior-academic-peer risk" class in the first grade; the "academic-peer risk" class had depression, conduct problems, academic difficulties, and increased mental health service use during adolescence. No differences were found between the risk classes with respect to adolescent outcomes.

Original languageEnglish (US)
Pages (from-to)521-538
Number of pages18
JournalChild Psychiatry and Human Development
Volume42
Issue number5
DOIs
StatePublished - Oct 1 2011

Keywords

  • Adolescent adjustment
  • Childhood risk
  • Person-centered approach

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology
  • Psychiatry and Mental health

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