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Types and continua in developmental psychopathology: problem behaviors in school and their relationship to later antisocial behavior
Stockholm University, Faculty of Social Sciences, Department of Psychology.
Örebro universitet.
Örebro universitet.
2009 (English)In: Development and psychopathology (Print), ISSN 0954-5794, E-ISSN 1469-2198, Vol. 21, no 3, 975-992 p.Article in journal (Refereed) Published
Abstract [en]

In the study of developmental psychopathology a dimensional, variable-oriented approach dominates over a typological approach. With the person-oriented research paradigm providing the metatheoretical framework, pros and cons of these two approaches are discussed, and it is pointed to different methodological realizations of the typological approach, and to the contexts where they might be appropriate. It is also pointed out that the two important and underused concepts of equifinality and multifinality with advantage can be incorporated in a person-oriented approach. An empirical example is given of the study of the structure of early adolescent problem behaviors and their relationship to later criminality where dimensional as well as typological analyses are carried out. The usefulness of the typological approach in studying the development and early manifestations of the personality disorder psychopathy is also discussed. It is concluded that the usefulness of a typological approach appears to be underestimated.

Place, publisher, year, edition, pages
2009. Vol. 21, no 3, 975-992 p.
Keyword [en]
types, person-oriented, psychopathology, development
National Category
Research subject
URN: urn:nbn:se:su:diva-34539DOI: 10.1017/S0954579409000522ISI: 000268021400015OAI: diva2:285025

This study was made possible by access to data from the Individual Development and Adaptation longitudinal research program. The scientific leader is Lars R. Bergman. David Magnusson was responsible for the planning, implementation, and financing of the collection of data before 1996 and Lars R. Bergman after that time. The data collections and database were supported by grants from the Swedish National Board of Education, the Swedish Committee for the Planning and Coordination of Research, the Bank of Sweden Tercentenary Foundation, and the Swedish Social Research Council. Anna-Karin Andershed has received financial support from the The Bank of Sweden Tercentenary Foundation, and Henrik Andershed was supported by funds from the Swedish Research Council.

Available from: 2010-01-10 Created: 2010-01-10 Last updated: 2015-09-09Bibliographically approved

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