In a systematic review on measurement properties of instruments measuring externalizing problems in ethnic minority youth, good internal consistency, content, structural and concurrent validity were found for the SDQ self-report version.
Most studies used the CBCL to measure externalizing problem behavior (89%) and the effect size for total problem completely relied on the CBCL.
We included measure of externalizing problems since previous research has shown high comorbidity between depressive and externalizing disorders in adolescents [ 60] and since boys more often express their psychological problems or stress by showing externalizing problems [ 2].
To improve the adequacy of the statistical covariate further, we also used the 16-item measure of Externalizing Problems, which included 5-item subscales for Hyperactivity and Headstrong as well as the Antisocial subscale from the Behavior Problems Index[ 58].
The last two rows of Table 5 summarize results from structural equation modeling, controlling in two distinct ways for initial differences on the 16-item measure of externalizing problems.
The children in the community sample were representative of the Dutch population in terms of all outcome measures except for externalizing problems: the average mother-rated as well as teacher-rated externalizing problems in this sample were higher than the Dutch average, although not within the borderline or clinical range, for as yet unidentified reasons [ 37].
The PBSI is a 42-item instrument that measures internalizing and externalizing problems in children as perceived by teachers.
Although protective factors and positive outcomes are relevant as well, this paper will focus on risk factors for internalizing and externalizing problems measured with the YSR because it is our priority to identify adolescents who need help.
The measures used were internalizing and externalizing problems, total problems, affective problems, anxiety, somatic problems, hyperactivity and inattention, oppositional defiant behavior, and conduct problems.
Second, only studies with outcome measures concerning the children's externalizing problems were included; presumed mediators such as parenting skills, or parent or teacher satisfaction, were not accepted as primary outcome measures.
