Characteristics of Internalizing Social-Emotional Behaviors of Southwestern Native American Children

The knowledge base targeting internalizing symptomatology in Native American children is surprisingly limited. As yet, it is not clear if the process and symptoms of internalizing disorders are the same across cultures. The need for further investigation is heightened by the fact that, compared to the majority population, Native Americans are believed to be at greater risk for psychological problems because of impoverished conditions, high unemployment, and high numbers of traumatic events on the reservations. Additionally, the losses of traditional culture and language are considered risk factors for greater psychopathology. The negative ramifications of internalizing disorders (e.g., depression and anxiety) include academic failure, lowered social skills and self-esteem, and greater risk for substance abuse and suicide. Furthermore, evidence suggests that all children with mental disorders are at high risk for severe psychopathology when left unidentified or untreated. It seems clear that additional research is needed to better understand internalizing symptoms among members of this cultural group. To help meet this need, the present study focused on internalizing disorders among Native American children from the southwest, utilizing a portion of extant data from the Flower of Two Soils Project. This project was one of very few methodologically sound studies that have been successful in obtaining multisource. multimethod data on social, emotional, and behavioral functioning of Native American children. Data were collected using a modified version of the Child Behavior Checklist (CBCL), Youth Self-Report (YSR), and Teacher\u27s Report Form (TRF) assessment instruments for parents, teachers, and children. Findings with respect to elementary school-aged children found relatively high rates of depression, anxiety, somatization symptoms and, potentially, disorders. These findings are a cause for concern among parents, teachers, and all agencies responsible for children\u27s mental health. Across all three informant groups a consistent pattern of negative correlations was observed between internalizing symptoms and child competencies. This finding is consistent with previous findings for the general population. However,. competitiveness and academic achievement were positively correlated with internalizing symptoms, perhaps indicating that an emphasis on competitiveness and individual achievement is stressful for children from a collectivistic Native American culture. This was a descriptive study providing broad exploratory information, but there remains a need for more focused research identifying multivariate relationships among relevant variables. These findings should be cautiously interpreted and with due consideration for the specific cultural and historical context of children and families. Recommendations are included for research and practice