Hubbry Logo
MaladjustmentMaladjustmentMain
Open search
Maladjustment
Community hub
Maladjustment
logo
7 pages, 0 posts
0 subscribers
Be the first to start a discussion here.
Be the first to start a discussion here.
Maladjustment
Maladjustment
Maladjustment
View on Wikipedia
from Wikipedia

Maladjustment is a term used in psychology to refer the "inability to react successfully and satisfactorily to the demand of one's environment".[1] The term maladjustment can be referred to a wide range of social, biological and psychological conditions.[2]

Maladjustment can be both intrinsic or extrinsic. Intrinsic maladjustment is the disparities between the needs, motivations and evaluations of an individual, with the actual reward gain through experiences. Extrinsic maladjustment on the other hand, is referred to when an individual's behavior does not meet the cultural or social expectation of society.[3]

The causes of maladjustment can be attributed to a wide variety of factors, including: family environment, personal factors, and school-related factors.[4] Maladjustment affects an individual's development and the ability to maintain a positive interpersonal relationship with others. Often maladjustment emerges during early stages of childhood, when a child is in the process of learning methods to solve problem that occurs in interpersonal relationship in their social network.[5] A lack of intervention for individuals who are maladjusted can cause negative effects later on in life.[4][6][page needed]

Causes

[edit]

Children who are brought up in certain conditions are more prone to maladjustment. There are three main causes associated to maladjustment:[4][page needed]

Family causes

[edit]

Socially, children that come from broken homes often are maladjusted. Feelings of frustration toward their situation stems from insecurities, and denial of basic needs such as food, clothing and shelter. Children whose parents are unemployed or possess a low socioeconomic status are more prone to maladjustment. Parents who are abusive and highly authoritative can cause harmful effect towards psychological need which are essential for a child to be socially well adjusted.[4][page needed] The bond between a parent and child can affect psychological development in adolescents. Conflicts between parent and child relationship can cause adolescents to have poor adjustment. The level of conflict which occur between a parent and child can affect both the child's perception of the relationship with their parents and a child's self-perception. The perception of conflict between parent and child can be attributed to two mechanisms: reciprocal filial belief and perceived threats. Reciprocal filial belief refers to the love, care and affection that a child experience through their parent, it represents the amount of intimacy a child has with his or her parent. High levels of perceived conflict between parent and child reduces feelings of empathy, a child may feel isolated and therefore alienate themselves from their parent, this reduces the amount of reciprocal filial belief. Adolescents with lower levels of reciprocal filial belief are known to shown characteristic of a maladjusted individual. Perceived threats can be characterized as the anticipation of damage or harm to oneself during an emotional arousing event that induce a response towards stress. Worry, fear and the inability to cope with stress during conflicts are indicators of a rise in the level of perceived threat in a parent and child relationship. Higher levels of perceived threats in a parent and child relationship may exacerbate negative self-perception and weaken the ability to cope, this intensifies antisocial behavior which is a characteristic associated with maladjustment.[7]

Personal causes

[edit]

Children with physical, emotional or mental problems often have a hard time keeping up socially when compared to their peers. This can cause a child to experience feeling of isolation and limits interaction which brings about maladjustment.[4][page needed] Emotion regulation plays a role in maladjustment. Typically, emotions are generally adaptive responses which allow an individual to have the flexibility to change their emotion based on the demand of their environment. Emotional inertia refers to "the degree in which emotional states are resistant to change"; there is a lack of emotional responsiveness due to the resistance of external environmental changes or internal psychological influences. High level of emotional inertia may be indicative of maladjustment, as an individual does not display a typical variability of emotions towards their social surroundings. A high level of emotional inertia may also represent impairment in emotional-regulation skill, which is known to be indicators of low self-esteem and neuroticism.[8]

[edit]

Children who are victimized by their peers at school are more at risk of being maladjusted. Children who are victimized by their peer at school are prone to anxiety and feelings of insecurity. This affect their attitudes towards school, victimized children are more likely to show dislike towards schools and display high levels of school avoidance.[9] Teachers who display unfair and biased attitudes towards children cause difficulties in their adjustment towards the classroom and school-life. Unhealthy and negative peer influence, such as delinquency, can cause children to be maladjusted in their social environment.[4][page needed]

Associated characteristics

[edit]

There are some characteristics that are associated with maladjustments.[10][page needed]

  • Nervous behavior. Habits and tics in response to nervousness (e.g. biting fingernails, fidgeting, banging of head, playing with hair, inability to stay still).
  • Emotional overreaction and deviation. The tendency to respond to a situation with unnecessarily excessive or extravagant emotions and actions (e.g. avoidance of responsibility due to fear, withdrawal, easily distracted from slightest annoyance, unwarranted anxiety from small mistakes).
  • Emotional immaturity. The inability to fully control one's emotion (e.g. indecisiveness, over dependence on other, excessively self-conscious and suspicious, being incapable to work independently, hyperactivity, unreasonable fears and worries, high levels of anxiety).
  • Exhibitionist behavior. Behaviors conducted in attempts to gain attention or to portray a positive image (e.g. blame others for one's own failure, high level of overt agreeableness towards authority, physically hurting others).
  • Antisocial behavior. Behaviors and acts that showed hostility or aggression to others (e.g. cruelty to others, the use of obscene and abusive language, bullying others, destructive and irresponsible behaviors)
  • Psychosomatic disturbances. This can include: complications in bowel movement, nausea and vomiting, overeating, and other pains.

Negative effects

[edit]

Poor academic performance

[edit]

Maladjustments can have an effect on an individual's academic performance.[4][page needed] Individual who have maladjusted behaviors tend to have a lower commitment to scholastic achievements, which cause poorer test results, higher rate of truancy and increase risk of dropping out of school.[citation needed]

Suicidal behavior

[edit]

In cases where a child suffers from physical or sexual abuse, maladjustment is a risk for suicidal behavior. Individual with a history of childhood abuse tend to be maladjusted due to their dissatisfaction in social support and the prevalence of an anxious attachment style. Clinical implication suggests that by targeting maladjustment in individuals with history of childhood abuse, the risk of suicidal behavior may be attenuated.[6]

See also

[edit]

References

[edit]
Revisions and contributorsEdit on WikipediaRead on Wikipedia

Maladjustment

View on Grokipedia
from Grokipedia
Maladjustment denotes the persistent inability of an to respond effectively and satisfactorily to the demands of their environment, resulting in impaired psychological functioning, emotional distress, and diminished personal across the lifespan. This condition arises from inadequate adaptation mechanisms that fail to meet situational requirements, leading to reduced performance in social, occupational, or personal domains. Empirical indicators of maladjustment include heightened levels of depression, anxiety, negative affect, generalized distress, and somatic complaints, often linked to deficits in emotion regulation and skills. Causes typically involve a mismatch between personal resources—such as or behavioral repertoires—and environmental pressures, which may encompass familial dynamics, chronic stressors, or developmental challenges, though individual vulnerability factors like play a causal . Unlike narrowly defined clinical entities such as , which specify acute, stressor-linked reactions meeting diagnostic thresholds, maladjustment represents a broader, non-categorical framework for understanding chronic failures that predispose individuals to . In , maladjustment is distinguished by its emphasis on observable functional impairments rather than subjective self-reports alone, with studies highlighting associations between poor environmental fit and escalated risks for internalizing (e.g., withdrawal) or externalizing (e.g., ) behaviors. This concept underscores causal pathways rooted in evolutionary pressures for adaptive fitness, where failure to align behaviors with ecological realities yields measurable decrements in outcomes, informing interventions focused on skill-building over mere symptom alleviation.

Definition and Conceptualization

Core Definition

Maladjustment refers to the inability of an to respond successfully and satisfactorily to the demands of their environment, resulting in impaired functioning across personal, social, or occupational domains. This concept encompasses a to maintain effective interpersonal relationships, cope with stressors, or achieve adaptive behaviors, often leading to chronic emotional distress or reduced . Unlike transient adjustment difficulties, maladjustment is characterized by enduring patterns where the 's responses do not align with environmental expectations, such as societal norms or requirements, thereby perpetuating dysfunction. Empirically, maladjustment has been operationalized in studies as a lack of between personal traits and external pressures, with indicators including heightened negative affect, social withdrawal, or poor in daily tasks. For instance, links it to deficits in emotion regulation, where rigid emotional responses hinder adaptive , as evidenced by longitudinal data showing correlations with indicators like anxiety and depression (r ≈ 0.30–0.50 across meta-analyses). This core framing emphasizes causal mismatches—such as inadequate skills relative to situational demands—over mere symptomatic labeling, distinguishing it as a process of failed rather than an inherent . Maladjustment refers to an individual's persistent inability to adapt effectively to environmental demands, resulting in impaired functioning across personal, social, or occupational domains, often manifesting as emotional distress or behavioral inefficiencies. This contrasts with successful adjustment, defined as the capacity to meet psychological needs while navigating surroundings without significant disruption, as measured by scales assessing comfort in social roles and emotional stability. Where adjustment enables resilience and goal attainment, maladjustment reflects a breakdown in these processes, potentially exacerbating vulnerabilities rather than resolving them. Unlike , a specific diagnostic category in frameworks like the , which denotes excessive emotional or behavioral responses to identifiable (e.g., job loss or ) that impair functioning but remit within six months post-stressor, maladjustment encompasses broader, often chronic failures in adaptation not necessarily linked to discrete events or time-bound criteria. Adjustment disorder thresholds emphasize sub-clinical severity between normal stress reactions and full mental disorders, whereas maladjustment may underlie or precede such conditions without meeting diagnostic specificity for stressor proximity or duration. Maladjustment is distinct from neurosis (an outdated term for anxiety-driven patterns like obsessions or phobias) or the personality trait of neuroticism, which involves proneness to negative emotions but does not inherently denote adaptive failure. Neuroticism, as a stable dimension in models like the Big Five, correlates with but does not equate to maladjustment; high neuroticism may predict emotional inertia—resistance to affective change—yet maladjustment requires demonstrated functional impairment beyond trait expression. In educational and legal contexts, social maladjustment differs from emotional or psychological maladjustment by focusing on deliberate antisocial behaviors (e.g., consistent rule-breaking without internal distress), excluding eligibility for emotional disturbance classifications under criteria like IDEA unless comorbid with psychological impairment. Social maladjustment often stems from external conflicts or choices rather than intrinsic , whereas psychological maladjustment involves internalized processes like rumination or hostile attributions leading to broad . This distinction prevents conflating volitional deviance with treatable issues, though neurobiological overlaps (e.g., in behavioral expression) complicate rigid separation.

Historical Development

Early Psychological Theories

In the late 19th and early 20th centuries, psychoanalytic theory provided one of the earliest frameworks for understanding maladjustment, with Sigmund Freud attributing it to unresolved unconscious conflicts arising from psychosexual development stages, where fixations or regressions lead to neurotic symptoms that distort reality adaptation and ego functioning. Freud's model, elaborated in works like The Interpretation of Dreams (1900) and Three Essays on the Theory of Sexuality (1905), posited that maladjustment manifests as defense mechanisms—such as repression or projection—that protect the ego from anxiety but ultimately impair interpersonal and environmental harmony, with empirical observations from clinical cases forming the basis rather than controlled experiments. Alfred Adler, who broke from Freudian orthodoxy around 1911 to found , reconceptualized maladjustment as rooted in exaggerated feelings of inferiority stemming from early childhood experiences of organ inferiority or pampering, compensated by misguided striving for superiority that neglects social interest (Gemeinschaftsgefühl). In The Neurotic Constitution (1912), Adler argued that healthy adjustment requires cooperative social embeddedness, while maladjustment reflects a private logic of self-centered goals, often verified through retrospective life-style analyses in therapy rather than Freud's free association. This teleological view emphasized goal-directed behavior over deterministic drives, influencing later holistic approaches but criticized for lacking rigorous quantification. Parallel to psychoanalysis, behaviorism offered an environmentalist counterpoint, with defining maladjustment in Behaviorism (1924) as disrupted habit systems caused by conflicting conditioned stimuli producing opposed responses, such as emotional habits overriding rational ones, observable in behaviors like excessive fear or irritability traceable to early conditioning errors. Watson's objective methodology, rejecting , advocated systematic desensitization and to rebuild adaptive habits, drawing from animal experiments and human case studies like the Little Albert conditioning (1920), though later critiqued for oversimplifying complex . These early theories collectively shifted focus from or moral explanations to mechanistic or developmental ones, laying groundwork for empirical assessment despite their limited .

Integration into Diagnostic Frameworks

The concept of maladjustment influenced early psychiatric through the framework of environmental reactions in the Diagnostic and Statistical Manual of Mental Disorders (DSM-I, published 1952), where disorders were classified as maladaptive responses to psychosocial stressors rather than fixed entities, drawing from Adolf Meyer's psychobiological model that emphasized individual-environment interactions leading to dysfunction. This approach positioned maladjustment as a dynamic process, with categories like "adjustment reactions" encompassing transient disturbances from situational pressures, reflecting a departure from purely organic etiologies toward holistic assessments of adaptive failure. In the DSM-II (1968), maladjustment elements persisted under "transient situational disturbances," including "adjustment reaction of adult life," which captured acute maladaptive behaviors without chronic pathology, serving as a bridge to more specific stressor-related diagnoses. The International Classification of Diseases (ICD-9, 1978) similarly introduced adjustment reactions as identifiable responses to psychosocial stressors, formalizing maladjustment's role in subthreshold conditions not warranting broader disorder labels. The DSM-III (1980) marked a shift by establishing "adjustment disorder" as a distinct category, defined by emotional or behavioral symptoms developing within three months of an identifiable stressor, causing marked distress or impairment disproportionate to the stressor but not meeting criteria for other disorders, effectively subsuming broader maladjustment into a residual, time-limited diagnosis amid the manual's atheoretical, reliability-focused paradigm. Subsequent revisions, including DSM-5 (2013), retained this structure with subtypes (e.g., with depressed mood, with disturbance of conduct) and a six-month symptom duration post-stressor, while critiquing its vagueness as a "catch-all" for unexplained maladaptation, though empirical validation remains limited compared to axis I disorders. In contemporary frameworks, maladjustment is rarely diagnosed independently, integrated instead via adjustment disorder or as a descriptor in personality or neurodevelopmental assessments, highlighting tensions between categorical rigidity and adaptive process models.

Etiology

Biological and Genetic Contributors

Genetic factors contribute moderately to maladjustment, with heritability estimates for adjustment disorders ranging from 30% to 50% derived from genome-wide association studies (GWAS) and analyses of large samples. These estimates indicate a polygenic , where multiple genetic variants of small effect influence vulnerability to stressors precipitating maladjustment, rather than single high-impact genes. Adjustment disorders exhibit strong positive genetic correlations with (MDD), anxiety disorders, and risk-tolerant personality traits, suggesting shared genetic liabilities that amplify susceptibility to environmental stressors. For instance, in a 2023 analysis of Swedish national registry data integrated with GWAS summary statistics, adjustment disorder's genetic overlap with MDD was the most pronounced, highlighting how inherited predispositions may impair adaptive responses to life events. Twin studies further substantiate genetic influences on traits underlying maladjustment, such as , which predicts poor psychological adjustment through heightened emotional reactivity and stress sensitivity. Heritability of is consistently estimated at 40-50% across large-scale twin cohorts, with additive and non-additive genetic effects each accounting for roughly half of the variance in a 2017 Dutch pedigree study involving over 7,900 individuals. These genetic factors appear stable from to adulthood, with little evidence of shared environmental influences beyond . Similarly, effortful control—a temperamental dimension linked to successful adjustment—shows moderate genetic intertwined with environmental moderation during . Neurobiological contributors include heritable variations in structures and functions associated with regulation and stress processing, such as reduced volume and amygdala hyperactivity observed in individuals prone to maladjustment. Genetic influences on systems, including serotonin and pathways, modulate these neural differences, contributing to deficits in adaptive . For depressive subtypes of , however, earlier twin research from 1986 found no significant hereditary transmission, contrasting with stronger evidence for bipolar and major depressive forms, potentially due to smaller sample sizes and diagnostic limitations at the time. Overall, while provide a foundational vulnerability, their expression in maladjustment typically requires gene-environment interactions, underscoring the interplay with non-genetic factors.

Familial and Environmental Factors

Familial factors play a significant role in the development of maladjustment, particularly through and family dynamics. Meta-analytic evidence indicates that authoritative parenting, characterized by high warmth and reasonable control, is associated with lower levels of externalizing behaviors in children and adolescents, whereas authoritarian (high control, low warmth) and permissive (low control, high warmth) styles correlate with higher maladjustment, including and delinquency. Negative practices, such as psychological control involving manipulation or conditional regard, predict emotion dysregulation and internalizing symptoms like anxiety, with effect sizes ranging from moderate to large across youth samples. Family dysfunction, including instability from parental separation or chronic conflict, exacerbates maladjustment trajectories during formative periods like elementary , with longitudinal studies showing increased internalizing and externalizing problems in affected . Poor parental bonding, marked by overprotection or inadequate care, heightens vulnerability to adjustment disorders in adulthood, as evidenced by higher symptom severity in individuals reporting such histories compared to controls. Intergenerational transmission occurs when parental exposure to childhood adversity impairs their emotional regulation, leading to suboptimal that fosters maladjustment in . Environmental factors beyond the , such as socioeconomic disadvantage and cumulative adversity, independently contribute to maladjustment by straining adaptive resources. Childhood adversities like or household dysfunction—collectively termed (ACEs)—dose-dependently predict psychological maladjustment, with meta-analyses linking higher ACE scores to elevated risks of internalizing disorders, independent of genetic confounds. Neighborhood-level risks, including and exposure to , interact with familial stressors to amplify externalizing behaviors, though protective attributes like can buffer these effects in some youth. Empirical models emphasize that ongoing environmental stressors, rather than isolated events, sustain maladjustment by disrupting emotion regulation and development.

Individual Psychological Mechanisms

Individual psychological mechanisms underlying maladjustment encompass cognitive, emotional, and behavioral processes that impair adaptive functioning, often manifesting as persistent patterns of maladaptive responses to internal or external stressors. These mechanisms include immature defense mechanisms, which distort reality to avoid anxiety but exacerbate interpersonal and intrapersonal conflicts; for instance, defenses such as projection, , and are associated with higher levels of psychological distress and poorer adjustment in young adults. Pathological defenses, including splitting and , occur in approximately 13-20% of adults and correlate with increased maladjustment symptoms like anxiety and depression. Maladaptive coping strategies represent another core mechanism, where avoidance-oriented or emotion-focused tactics, rather than problem-solving approaches, perpetuate maladjustment by failing to resolve stressors effectively. In adolescents exposed to trauma, reliance on passive —such as withdrawal or rumination—mediates the pathway from adverse experiences to internalizing problems, amplifying . Similarly, emotional , characterized by sluggish recovery from negative affect, predicts longitudinal increases in depressive symptoms and overall psychological maladjustment, as individuals remain "stuck" in maladaptive emotional states. Cognitive distortions, including hostile attribution biases and ruminative thinking, further contribute by fostering negative interpretations of and self-perpetuating cycles of distress. Rumination fully mediates the link between hostile attributions and depressive symptoms in , hindering adaptive reappraisal and problem resolution. Low , particularly deficits in emotional repair and regulation, inversely predicts anxiety and depression in adolescents, with emotional attention paradoxically linked to heightened rumination when unregulated. Personality traits amplify these processes; for example, dark-side traits like or Machiavellianism align with immature defenses, predicting social maladjustment through emotion dysregulation difficulties. These mechanisms interact dynamically; for instance, modes—rigid cognitive-emotional patterns—drive social maladjustment via impaired regulation, as seen in studies where vulnerable modes correlate with avoidance and detachment. from longitudinal designs underscores their causal role, with interventions targeting these processes, such as , demonstrating reductions in maladjustment by enhancing adaptive mechanisms like mature defenses (e.g., humor, suppression). Overall, individual mechanisms highlight the intrapersonal origins of maladjustment, distinct from external factors, emphasizing the need for targeted therapies to rewire maladaptive patterns.

Sociocultural and Institutional Influences

Sociocultural factors contribute to maladjustment through disruptions in traditional social structures and rapid cultural shifts that hinder individual adaptation. Family , such as frequent changes in household composition due to or , has been linked to elevated trajectories of behavioral maladjustment, with longitudinal studies showing that such instability exacerbates emotional and conduct problems beyond baseline risks. Similarly, transitions from stable two-parent families to single-parent or blended arrangements correlate with poorer psychological in children, as inconsistent caregiving environments impair the development of secure attachments and self-regulation skills. posits that weakened community cohesion—often resulting from , migration, and —fosters environments where individuals struggle to conform to shared norms, leading to higher rates of antisocial and internalizing disorders. Empirical data indicate that residents in disorganized neighborhoods exhibit greater maladjustment due to diminished social controls and collective efficacy. Cultural mismatches and societal value shifts further exacerbate maladjustment by creating dissonance between individual needs and collective expectations. For instance, accelerated modernization and the erosion of traditional values have been associated with increased social maladjustment, as individuals face conflicts in reconciling personal aspirations with evolving societal standards, often manifesting in and interpersonal difficulties. Prevalence studies of adjustment-related disorders reveal higher incidences among urban youth with lower and , suggesting that rapid societal changes amplify stressors like identity confusion and normlessness. These dynamics are compounded by in some modern contexts, where ambiguous moral frameworks may undermine the internalization of adaptive behaviors, though direct causal links require further disaggregation from confounding individual factors. Institutional influences on maladjustment often stem from environments that prioritize regimentation over relational nurturing, leading to deficits in social and emotional competence. Early institutionalization in settings like orphanages has been shown to cause lasting attachment disorders and cognitive impairments, with children experiencing profound deprivation exhibiting heightened risks for into adulthood, even after or deinstitutionalization. A of such cases documents that prolonged exposure to institutional care—characterized by high child-to-caregiver ratios and emotional —results in insecure attachments and behavioral maladjustment rates up to 2-3 times higher than in family-reared peers. In educational institutions, maladaptive school climates, including peer and inadequate support structures, predict adolescent maladjustment, with cultural mismatches between home and values amplifying dropout risks and emotional distress. Similarly, incarceration induces "," where prolonged isolation and hierarchical dynamics foster dependency and antisocial adaptations that persist post-release, complicating reintegration and sustaining cycles of maladjustment. These institutional effects underscore the causal primacy of relational deprivation over mere structural presence in fostering poor adjustment outcomes.

Manifestations and Characteristics

Behavioral Indicators

Behavioral indicators of maladjustment typically involve observable patterns of externalizing and internalizing conduct that hinder to environmental demands, such as social, academic, or occupational contexts. Externalizing behaviors, including , , and oppositional defiance, reflect active disruption and are linked to impaired and violations. For example, persistent , delinquency, and conduct disorders correlate with social maladjustment, often stemming from faulty executive functioning or peer influences. Internalizing behaviors manifest as withdrawal, avoidance, or excessive inhibition in social interactions, contributing to relational difficulties and isolation. These may include , tics, or inability to sustain due to underlying nervousness, alongside poor peer acceptance that exacerbates maladjustment. In adolescents, such patterns often co-occur with risky actions like substance use or , signaling broader behavioral dysregulation. In clinical assessments, inappropriate behaviors—such as disproportionate reactivity to stressors or failure to maintain satisfactory relationships—are key markers, distinguishable from transient adjustment issues by their chronicity and pervasiveness across settings. Longitudinal studies indicate these indicators predict ongoing maladjustment, with externalizing forms showing stronger ties to familial instability and early stress.

Emotional and Cognitive Features

Psychological maladjustment is marked by , encompassing both internalizing and externalizing patterns that deviate from adaptive responses to environmental demands. Internalizing features include elevated symptoms of depression, anxiety, and pervasive sadness, often persisting over extended periods and linked to impaired emotion regulation skills. Externalizing manifestations involve heightened , , and , reflecting a maladaptive response system that includes threatening behaviors and emotional instability. These emotional traits contribute to broader dysfunction, such as and poor in affected adolescents. A key emotional characteristic is emotional inertia, defined as the resistance of affective states to change, where prior emotions strongly predict subsequent ones, indicating reduced reactivity and adaptability. This inertia affects both positive and negative emotions and correlates with indicators of maladjustment like low and clinical depression, as evidenced in experience-sampling studies of adults and observational data from depressed adolescents. Such persistence hinders effective , exacerbating cycles of distress. Cognitively, maladjustment involves systematic distortions in perceiving and interpreting experiences, fostering a negative and unhelpful thought patterns. Individuals often exhibit low , abandonment fears, and misconstruals of neutral events as threats, akin to those seen in trauma-related conditions. These cognitive vulnerabilities, including hostile attribution biases and impaired problem-solving, mediate emotional symptoms and perpetuate relational difficulties. Empirical links show that such distortions predict externalizing behaviors and internalizing distress, underscoring their role in sustaining maladaptive cycles.

Diagnosis and Assessment

Diagnostic Criteria

Maladjustment lacks a discrete entry with standardized diagnostic criteria in the DSM-5-TR or , distinguishing it from formally codified disorders; instead, it represents a descriptive construct denoting impaired to environmental demands, often evaluated through clinical of persistent dysfunction across emotional, behavioral, or interpersonal domains. Clinicians assess maladjustment by requiring evidence of significant impairment in social, occupational, or developmental functioning that exceeds normative expectations for the individual's age, culture, and circumstances, with symptoms persisting beyond acute stress resolution and not solely attributable to intellectual deficits or substance use. This evaluation emphasizes causal linkage to adaptive failure, such as misconstrual of leading to internalizing (e.g., withdrawal, anxiety) or externalizing (e.g., , defiance) patterns that transgress functional boundaries. In practice, diagnostic determination relies on multidisciplinary data, including self-reports, behavioral observations, and standardized measures, to differentiate maladjustment from transient adjustment reactions or primary Axis I disorders. Core requirements typically include:
  • Onset and persistence: Symptoms emerging in response to identifiable stressors or developmental transitions, enduring for at least several months without adequate resolution.
  • Disproportionate impact: Emotional or behavioral responses markedly exceeding the severity or intensity of the precipitant, evidenced by distress levels impairing daily roles (e.g., school failure, relational breakdowns).
  • Exclusionary features: Not better explained by another (e.g., major depressive disorder), neurodevelopmental condition, or cultural deviance; symptoms remit with cessation in non-chronic cases but may persist if entrenched.
Where maladjustment overlaps with formal diagnoses, the DSM-5-TR criteria for adjustment disorders provide a proximate framework, requiring:
  • A. Development of emotional or behavioral symptoms within 3 months of onset.
  • B. Clinically significant distress or impairment disproportionate to the .
  • C. Symptoms not manifestations of another disorder.
  • D. Not part of normal bereavement.
  • E. Acute subtype if resolved within 6 months of termination; chronic if lasting longer due to ongoing or consequences. Specifiers denote predominant features, such as depressed mood (e.g., tearfulness, hopelessness), anxiety (e.g., worry, jitteriness), mixed emotions/conduct (e.g., , recklessness), or unspecified. In educational settings, social maladjustment—a —is excluded from emotional disturbance eligibility under IDEA if behaviors reflect volitional antisocial patterns rather than pervasive internal distress, assessed via longitudinal data showing inability to form relationships, inappropriate affect, or pervasive unhappiness. This distinction underscores maladjustment's emphasis on reactive, non-normative failures over premeditated deviance.

Assessment Tools and Methods

Assessment of maladjustment relies on multifaceted methods, including clinical interviews, standardized self-report inventories, and observational techniques, to identify impaired adaptation to environmental stressors beyond what is culturally normative. These approaches evaluate emotional, behavioral, and cognitive responses, ensuring symptoms align with diagnostic frameworks like the DSM-5-TR criteria for adjustment disorders, which require onset within three months of an identifiable stressor and exclusion of other primary mental disorders. Physical examinations may precede psychological evaluation to rule out medical contributors, followed by referral to mental health specialists for detailed history-taking on stressor timing, symptom severity, and functional impairment. Standardized questionnaires form a core component, with tools like the Multiphasic Inventory-2 (MMPI-2) used to quantify general maladjustment through scales assessing , where the mean score across eight clinical scales (M8) serves as a reliable indicator of overall adjustment deficits. For screening specifically, the Adjustment Disorder-New Module 20 (ADNM-20) distinguishes low, moderate, and high symptomatology via self-report items, with a recommended cut-off score of 47.5 for identifying clinically significant cases. In contexts involving social maladjustment, particularly among youth, the Differential Scales of Social Maladjustment and Emotional Disturbance (DSSMED)—a 46-item rating scale—differentiates antisocial patterns from internalizing disturbances, aiding eligibility determinations for interventions like . Behavioral observations and multi-informant ratings, such as or reports, complement self-reports to capture real-time adaptation failures in social or academic settings, reducing reliance on . Comprehensive evaluations often integrate domain-specific measures covering cognitive, emotional, and motivational aspects of adjustment, ensuring assessments are ecologically valid and longitudinally tracked to monitor symptom persistence beyond six months, which may signal progression to chronic conditions. Validity scales in tools like the MMPI-2 help detect response distortions, enhancing diagnostic reliability amid potential cultural or motivational influences on self-presentation.

Differentiation Challenges

Differentiating maladjustment, often operationalized as emotional disturbance (ED) in educational contexts, from social maladjustment (SM) presents significant challenges due to overlapping external behaviors such as and rule violations, yet distinct underlying etiologies. Under the (IDEA), ED eligibility requires demonstration of at least one of five characteristics—including inability to build satisfactory relationships or persistent inappropriate behaviors—manifesting over a long period, to a marked degree, and adversely affecting educational performance, explicitly excluding SM as the primary cause. SM involves intentional norm violations driven by , characterized by underdeveloped , lack of , absence of , and used instrumentally for power or control, whereas ED stems from involuntary responses rooted in internalized distress, anxiety, , and guilt. This distinction relies heavily on clinical judgment during multidisciplinary evaluations, as no empirically validated objective test exists, leading to subjective interpretations and variability across states—national ED identification rates hover at 0.39%, potentially undercounting due to misclassification risks. Further complicating differentiation, maladjustment symptoms frequently overlap with neurodevelopmental disorders like attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD), where hyperactivity, impulsivity, and social withdrawal mimic ED indicators but arise from cognitive or neurological bases rather than pervasive emotional turmoil. For instance, ADHD may exacerbate relational difficulties or behavioral inconsistencies qualifying toward ED if predominates per criteria, but pure ADHD lacks the chronic, marked emotional overlay required for ED; affects up to 25% of ADHD cases with ASD-like traits, blurring lines without comprehensive assessment of onset, pervasiveness, and response to interventions. Similarly, ASD's core social communication deficits and repetitive behaviors differ from ED's reactive interpersonal failures, yet emotional meltdowns in ASD can resemble ED's pervasive unhappiness or fearfulness, necessitating exclusion of ASD through standardized tools like ADOS-2 alongside functional behavioral analyses to confirm emotional primacy. Challenges intensify with learning disabilities, where academic frustration may trigger secondary behavioral issues misattributed to maladjustment, requiring ruling out primary cognitive impairments via discrepancy models or response-to-intervention data before attributing to emotional factors. Assessment protocols emphasize multi-informant methods—including teacher observations, parent interviews, and rating scales like the Behavior Assessment System for Children—to probe intent, remorse, and internal states, yet remains low due to the absence of federal guidelines for SM-ED demarcation, prompting reliance on state and tools like DSM-derived assessments for aggressive . In contexts akin to maladjustment, DSM criteria demand symptoms within three months of identifiable stressors resolving within six months post-stressor, differentiating from chronic major depression or PTSD via temporal links and lesser severity, but clinical judgment predominates absent specific biomarkers, risking overpathologization of normative stress. These hurdles underscore the need for longitudinal data and team consensus to avoid exclusionary errors, as mislabeling SM as ED could inflate caseloads, while overlooking ED in comorbid cases denies services to 13-20% of with untreated needs.

Consequences and Outcomes

Individual-Level Effects

Maladjustment at the individual level manifests in heightened vulnerability to disorders, including depression and anxiety, due to persistent failures in regulation and to environmental demands. Empirical studies indicate that individuals exhibiting psychological maladjustment experience elevated emotional inertia, characterized by prolonged negative affect and reduced reactivity to positive stimuli, which correlates with overall psychological distress. Without timely intervention, these patterns contribute to chronic conditions, exacerbating unhappiness and impairing daily functioning. Behaviorally, maladjusted individuals often engage in risky actions, such as and impulsive , stemming from inadequate coping mechanisms and heightened stress responses. Research on adolescents and young adults links maladjustment profiles to increased use and other maladaptive behaviors, which further entrench cycles of poor adaptation. Lower , frequently associated with maladjustment, predicts higher rates of , alcohol consumption, and illicit use, as evidenced in meta-analyses of over 30 studies. In academic and occupational domains, maladjustment drives trajectories toward burnout, reduced productivity, and diminished performance, often mediated by compulsive tendencies and depressive symptoms. Longitudinal analyses of students reveal that psychological maladjustments predict escalating academic burnout over time, leading to lower achievement and disengagement. Employed students with maladjustment report impaired physical and , alongside decreased , which hampers long-term career stability. Interpersonally, maladjustment fosters relational tensions and social withdrawal, reducing and resilience. It correlates with emotion dysregulation, resulting in inappropriate social interactions and heightened psychiatric symptoms, including interpersonal conflicts with and peers. Overall, these effects diminish personal health and , with studies confirming associations between maladjustment and broader impairments like low and chronic emotional distress.

Broader Societal Impacts

Maladjustment at the population level contributes to elevated economic burdens through reduced participation and increased public expenditures. Socially maladjusted individuals from childhood exhibit significantly lower adult probabilities, with empirical analyses indicating stronger employment state dependence and prolonged spells compared to well-adjusted peers. This pattern extends to broader sequelae of maladjustment, which impose annual U.S. economic costs of approximately $282 billion, equivalent to 1.7% of GDP and comparable to the impact of an average , encompassing lost , healthcare utilization, and support. Widespread maladjustment correlates with heightened rates, straining public safety and systems. Childhood maltreatment, a key antecedent of social maladjustment, elevates risks of both violent and nonviolent delinquency in , with longitudinal data showing maltreated youth engaging in threatening behaviors at disproportionate rates. Among incarcerated populations, histories of trauma-induced maladjustment predict patterns of criminal and violent tendencies, as evidenced in studies of male prisoners where childhood adversities mediated links to offending behaviors. On social cohesion, pervasive maladjustment fosters fragmentation by promoting antisocial patterns that undermine interpersonal trust and stability. Exposure to violence, often intertwined with maladjustment, exacerbates social withdrawal and relational deficits, leading to cycles of isolation and reduced collective efficacy in affected neighborhoods. In turn, these dynamics erode societal bonds, as maladjusted individuals' impaired social functioning—manifesting in rejection and diminished support networks—perpetuates broader instability, including higher rates of family disruption and public disorder.

Interventions and Management

Therapeutic Interventions

Psychotherapeutic approaches form the cornerstone of therapeutic interventions for maladjustment, targeting the development of adaptive skills in response to environmental stressors. (CBT) is among the most empirically supported modalities, focusing on identifying and modifying maladaptive thought patterns and behaviors that exacerbate adjustment difficulties. A of randomized controlled trials indicated that CBT, alongside problem-solving therapy and relaxation techniques, yields positive outcomes for symptoms, with effect sizes demonstrating symptom reduction in mildly symptomatic cases. For instance, CBT has been shown to effectively alleviate anxiety and mild-to-moderate depressive symptoms in adjustment disorders, with meta-analytic evidence from child and adolescent populations confirming meaningful improvements in behavioral adjustment. Supportive psychotherapy and brief crisis intervention therapies also play key roles, particularly in acute maladjustment scenarios, by providing emotional validation and practical guidance for stressor resolution. These interventions emphasize building resilience through and skill-building, with from clinical guidelines supporting their use as first-line treatments to prevent symptom chronicity. Psychodynamic therapies, which explore underlying unconscious conflicts contributing to maladjustment, have garnered Level II for in adult adjustment disorders, though outcomes vary by individual and stressor chronicity. or group therapies may be integrated when maladjustment manifests in relational contexts, fostering improved interpersonal dynamics and shared strategies, as supported by observational studies in stressor-specific support groups. Pharmacological interventions are typically adjunctive and symptom-targeted rather than primary, reserved for cases with comorbid anxiety, insomnia, or severe distress unresponsive to therapy alone. Benzodiazepines or antidepressants may address acute symptoms, but guidelines caution against routine use due to dependency risks and limited evidence for altering the core adjustment process. Emerging evidence for blended CBT formats, combining brief in-person sessions with digital tools, shows promise for accessibility and sustained efficacy in reducing maladaptive behaviors, particularly among adolescents. Overall, intervention success hinges on early engagement and tailoring to the individual's stressor profile, with longitudinal data indicating maintained benefits for up to several years post-treatment in responsive cases. Despite these advances, methodological limitations in trials, such as small sample sizes and heterogeneous definitions of maladjustment, underscore the need for further rigorous studies to refine protocols.

Educational and Preventive Strategies

Educational strategies for preventing maladjustment emphasize the development of social-emotional competencies and adaptive behaviors through structured school-based programs. These interventions target early identification of and promote skills such as problem-solving, , and self-regulation to mitigate risks of . Evidence from randomized trials indicates that universal preventive programs can reduce externalizing behaviors by up to 30-50% in elementary settings by fostering positive peer interactions and teacher-student relationships. One prominent approach is Positive Behavior Interventions and Supports (PBIS), a multi-tiered framework implemented in over 26,000 U.S. schools as of 2023, which uses data-driven positive reinforcement to establish school-wide expectations and decrease maladaptive behaviors. Evaluations show PBIS reduces office discipline referrals by 20-60% and improves social adjustment for students exhibiting early signs of maladjustment, particularly when combined with targeted skill-building for high-risk groups. Similarly, the Second Step curriculum, delivered in weekly lessons from preschool through middle school, teaches emotion management and conflict resolution, with longitudinal studies demonstrating sustained decreases in aggression and increases in prosocial behaviors among participants. Preventive efforts also incorporate parent-teacher collaboration and environmental modifications, such as redesigning classroom layouts to minimize triggers for disruptive behavior and integrating family training components. Programs like The Incredible Years, which provide interlocking training for parents, s, and children, have been shown to lower rates of conduct problems by 40% in at-risk preschoolers through evidence-based techniques emphasizing consistent limit-setting and positive reinforcement. The I Can Problem Solve (ICPS) program further supports prevention by training through third-grade students in alternative thinking and , yielding improvements in scores and reductions in peer conflicts as measured by teacher observations. These strategies prioritize empirical outcomes over ideological frameworks, with meta-analyses confirming their in diverse populations when fidelity to implementation protocols is maintained, though long-term requires ongoing monitoring to address individual variances in response. Challenges include resource constraints in underfunded districts, underscoring the need for scalable, cost-effective models like tiered supports to broaden access.

Controversies and Critiques

Debates on Overdiagnosis and Labeling

Critics argue that maladjustment, often encompassing (EBD) in educational and psychological contexts, suffers from , particularly in school settings where behaviors like disruptiveness or non-compliance are pathologized without sufficient evidence of underlying . A of studies on mental disorders in children and adolescents found that while direct evidence of overdiagnosis is limited, most examined research indicated frequent misdiagnosis, with diagnostic criteria applied too broadly to normative variations in . For instance, relative age effects demonstrate that children born in the youngest months of a school entry cohort are up to 64% more likely to receive diagnoses such as ADHD—a proxy for behavioral maladjustment—compared to older peers in the same grade, suggesting maturational delays are misconstrued as disorders. This pattern persists across U.S. schoolchildren, where diagnosis rates for ADHD have risen dramatically, accompanied by a 700% increase in psychostimulant prescriptions during the , raising concerns about pharmaceutical influences and inadequate longitudinal validation of diagnoses. Proponents of expanded diagnostics counter that increased reflects heightened awareness and reduced stigma, enabling earlier interventions that benefit at-risk youth, though empirical support for this view often relies on self-reported surveys rather than controlled studies. In specific subgroups, appears pronounced; for example, African American children in schools receive disproportionate (ODD) labels for behaviors that may stem from environmental stressors or cultural mismatches rather than intrinsic pathology, potentially exacerbating school-to-prison pipelines. Overall, convincing evidence from scoping reviews confirms of ADHD and related behavioral conditions in children, with 334 studies highlighting subjective diagnostic practices and inconsistent application of criteria like those in the for conduct or adjustment issues. Labeling individuals as maladjusted carries iatrogenic risks, including altered self-perception and social expectations that reinforce deviant behaviors, as outlined in critiques which emphasize secondary deviance where initial labels provoke societal reactions amplifying problems. A systematic scoping review identified five domains of labeling consequences—stigma, changes, treatment access alterations, interpersonal dynamics shifts, and prognostic impacts—with evidence that diagnostic tags reduce perceived blameworthiness for symptoms but heighten negative evaluations of personality and academic potential. Experimental studies show that providing a behavioral disorder label to evaluators leads to harsher judgments of children's traits and future outcomes compared to symptom descriptions alone, potentially creating self-fulfilling prophecies in educational environments. For adolescents, depression or EBD labels can erode and future orientation, with qualitative reports indicating internalized illness identities that hinder adaptive coping. Debates intensify in schools, where EBD labels facilitate access but often misalign with causal factors like family instability or instructional deficits, leading to exclusionary practices over skill-building. Critics, drawing from de-psychiatrization perspectives, advocate philosophical and contextual assessments to curb labeling's overreach, arguing that broad categorizations overlook developmental norms and cultural variances. Empirical trends, such as stable or declining self-reported EBD symptoms over decades juxtaposed against rising diagnoses, underscore the need for rigorous, multi-informant evaluations to distinguish true maladjustment from transient or situational responses.

Exclusionary Practices in Education

Exclusionary practices in education encompass disciplinary actions that remove students from their standard instructional environment, including out-of-school suspensions, expulsions, and involuntary transfers to alternative schools, primarily targeting behaviors indicative of maladjustment such as chronic disruption, , and refusal to comply with authority. These measures are frequently justified as necessary to maintain order and protect the learning of non-disruptive students, yet empirical analyses reveal they disproportionately affect those with underlying emotional or behavioral disorders, often classified under categories like emotional disturbance in frameworks. Prevalence data from the U.S. Department of Education's Civil Rights Data Collection (CRDC) for the 2017-18 school year document over 2.5 million out-of-school suspensions and more than 100,000 expulsions among public school students in pre-K through 12th grade, with students identified as having disabilities—many involving behavioral maladjustment—facing exclusion rates up to three times higher than non-disabled peers. Zero-tolerance policies, which mandate fixed penalties regardless of context, have historically amplified these practices since their expansion in the 1990s following events like the 1999 Columbine shooting, though subsequent reviews indicate they fail to reduce misconduct and instead correlate with escalated future infractions. For students, exclusion often compounds adjustment difficulties by severing access to structured routines and prosocial influences, leading to documented increases in academic disengagement, grade repetition, dropout rates approaching 20% higher than non-suspended peers, and elevated risks of delinquency and substance use. Longitudinal studies further link early suspensions to persistent declines, including depression persisting into adulthood, as the isolation reinforces cycles of alienation rather than fostering behavioral correction. Critiques center on the causal inefficacy of these practices, with peer-reviewed evidence showing no net improvement in school safety or individual conduct, while alternatives like demonstrate better retention of long-term behavioral gains without removal. Proponents argue exclusion preserves instructional time for the majority, citing first-hand educator reports of classrooms disrupted by untreated maladjustment, but randomized evaluations challenge this by attributing persistent issues to unaddressed root causes like family instability or neurodevelopmental factors rather than punitive absence alone. Despite federal pushes since the 2014 revision of discipline guidelines under the to limit exclusions for special-needs students, implementation varies, perpetuating debates over balancing accountability with evidence-based support.

Ideological Influences on Interpretation

Interpretations of maladjustment are shaped by political ideologies, with empirical data showing conservatives consistently reporting higher and lower rates of issues compared to liberals. A 2023 analysis of longitudinal surveys found that conservatives exhibit greater and emotional stability, attributing this gap to ideological differences in threat perception and social rather than mere self-reporting artifacts. Similarly, a 2025 study confirmed American conservatives rate their more positively, linking this to resilience traits like lower prevalent in conservative populations. These patterns suggest conservatives define adjustment through alignment with stable social structures and personal agency, viewing deviation as potential maladjustment, while liberals may interpret similar distress as adaptive responses to perceived systemic flaws. Progressive ideologies often incorporate cultural relativism, framing maladjustment as context-dependent rather than universally indicative of individual dysfunction. In psychiatric literature, debates persist on whether core disorders like depression exhibit universal symptomatology or vary by cultural norms, with relativist views—more aligned with left-leaning scholarship—arguing for localized interpretations that downplay cross-cultural consistencies in comorbid patterns. This approach can lead to valorizing "creative maladjustment," as articulated by Martin Luther King Jr. in his 1963 address, where non-conformity to unjust norms is seen as morally necessary rather than pathological; humanistic psychologists have extended this to endorse deliberate social disruption as psychologically healthy under progressive frameworks. Systemic left-wing bias in academia influences diagnostic thresholds, potentially underemphasizing behavioral maladjustment when it conflicts with equity narratives. Peer-reviewed data reveal liberals experience elevated internalizing symptoms like anxiety and depression, correlated with political beliefs that prioritize collective grievances over individual . Such biases, documented in surveys of psychological professionals' overwhelming progressive leanings, may result in interpretations that attribute maladjustment primarily to environmental , sidelining causal factors like personal traits or normative non-adherence evident in conservative paradigms. This divergence underscores how filters empirical assessment, with universalist standards—favoring conservatives—prioritizing functional outcomes across contexts over relativized justifications.

References

  1. https://pmc.ncbi.nlm.nih.gov/articles/PMC9304974/
  2. https://www.researchgate.net/publication/262805199_MaladaptiveMaladjustment
  3. https://www.sciencedirect.com/topics/social-sciences/maladjustment
  4. https://pmc.ncbi.nlm.nih.gov/articles/PMC2901421/
  5. https://pmc.ncbi.nlm.nih.gov/articles/PMC6678970/
  6. https://www.sciencedirect.com/topics/medicine-and-dentistry/maladjustment
  7. https://dictionary.apa.org/maladjustment
  8. https://www.sciencedirect.com/topics/psychology/maladjustment
  9. https://teachers.institute/higher-education-the-psycho-social-context/maladjustment-causes-effects-disorders/
  10. https://scholars.csus.edu/view/pdfCoverPage?instCode=01CALS_USL&filePid=13283013860001671&download=true
  11. https://my.clevelandclinic.org/health/diseases/21760-adjustment-disorder
  12. https://www.mayoclinic.org/diseases-conditions/adjustment-disorders/symptoms-causes/syc-20355224
  13. https://pmc.ncbi.nlm.nih.gov/articles/PMC3048515/
  14. https://www.medicalnewstoday.com/articles/246608
  15. https://www.cde.state.co.us/cdesped/topicbrief_sed_socialmaladjustment
  16. https://www.parinc.com/learning-center/par-blog/detail/blog/2024/09/03/unraveling-the-emotional-disturbance-and-social-maladjustment-dilemma
  17. https://psycnet.apa.org/record/2020-64360-021
  18. https://www.researchgate.net/publication/386137005_Untangling_Personality_Maladjustments_A_Theoretical_Journey_Through_Psychology
  19. https://www.jstor.org/stable/1126265
  20. https://adler.institute/wp-content/uploads/2019/01/Individual-Psychology-Alfred-Adler-min.pdf
  21. https://ia902305.us.archive.org/16/items/behaviorism00wats/behaviorism00wats.pdf
  22. https://pmc.ncbi.nlm.nih.gov/articles/PMC3282636/
  23. http://traumadissociation.com/ptsd/history
  24. https://academic.oup.com/book/25004/chapter/188996483
  25. https://www.psychiatrictimes.com/view/adjustment-disorders-diagnostic-and-treatment-issues
  26. https://www.sciencedirect.com/science/article/abs/pii/S0165032723009953
  27. https://pmc.ncbi.nlm.nih.gov/articles/PMC5752751/
  28. https://www.cambridge.org/core/journals/twin-research-and-human-genetics/article/genetic-and-environmental-stability-of-neuroticism-from-adolescence-to-adulthood/4B620377343C7784699D2D41684E47AC
  29. https://www.sciencedirect.com/science/article/abs/pii/S0092656617300235
  30. https://socialsci.libretexts.org/Courses/Sacramento_City_College/Psyc_310%253A_Biological_Psychology_%28Keys%29/15%253A__Biological_Bases_of_Psychological_Disorders/15.01%253A_Biological_Factors_in_Psychological_Disorders-_An_Introduction
  31. https://jamanetwork.com/journals/jamapsychiatry/fullarticle/493759
  32. https://pmc.ncbi.nlm.nih.gov/articles/PMC6170001/
  33. https://pmc.ncbi.nlm.nih.gov/articles/PMC6323136/
  34. https://www.researchgate.net/publication/374899116_A_Meta-analysis_Relating_Parental_Psychological_Control_with_Emotion_Regulation_in_Youth
  35. https://www.researchgate.net/publication/7222666_Family_Instability_and_Child_Maladjustment_Trajectories_During_Elementary_School
  36. https://pmc.ncbi.nlm.nih.gov/articles/PMC3425085/
  37. https://onlinelibrary.wiley.com/doi/10.1111/fare.13120
  38. https://www.sciencedirect.com/science/article/abs/pii/S0145213421000351
  39. https://www.researchgate.net/publication/8161867_Cumulative_Environmental_Risk_and_Youth_Maladjustment_The_Role_of_Youth_Attributes
  40. https://pubmed.ncbi.nlm.nih.gov/2016236/
  41. https://pmc.ncbi.nlm.nih.gov/articles/PMC6664216/
  42. https://pmc.ncbi.nlm.nih.gov/articles/PMC9870881/
  43. https://www.sciencedirect.com/science/article/abs/pii/S0145213424001868
  44. https://www.researchgate.net/publication/44629432_Emotional_Inertia_and_Psychological_Maladjustment
  45. https://link.springer.com/article/10.1007/s10802-025-01288-z
  46. https://onlinelibrary.wiley.com/doi/10.1016/j.adolescence.2014.03.012
  47. https://www.sciencedirect.com/science/article/pii/S0001691823001786
  48. https://www.sciencedirect.com/science/article/pii/S2405844024162500
  49. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2017.01926/full
  50. https://pmc.ncbi.nlm.nih.gov/articles/PMC8858219/
  51. https://pmc.ncbi.nlm.nih.gov/articles/PMC2752338/
  52. https://files.eric.ed.gov/fulltext/EJ795852.pdf
  53. https://pmc.ncbi.nlm.nih.gov/articles/PMC4527049/
  54. https://scholarlycommons.law.northwestern.edu/cgi/viewcontent.cgi?article=4566&context=jclc
  55. https://publishing.logos-science.com/index.php/primedia/article/view/295
  56. https://www.sciencedirect.com/science/article/abs/pii/S1876201816305913
  57. https://pmc.ncbi.nlm.nih.gov/articles/PMC3100174/
  58. https://pmc.ncbi.nlm.nih.gov/articles/PMC6593105/
  59. https://www.scirp.org/journal/paperinformation?paperid=114741
  60. https://aspe.hhs.gov/reports/psychological-impact-incarceration-implications-post-prison-adjustment-0
  61. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.906334/full
  62. https://pmc.ncbi.nlm.nih.gov/articles/PMC9915207/
  63. https://advancedprogramingforstudentswithebd.files.wordpress.com/2017/01/social_maladjustment-1.pdf
  64. https://psycnet.apa.org/record/2024-57738-001
  65. https://pmc.ncbi.nlm.nih.gov/articles/PMC8557789/
  66. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.781036/full
  67. https://awspntest.apa.org/doi/10.1177/01987429241269464
  68. https://awspntest.apa.org/doi/10.1037/h0081199
  69. https://pure.psu.edu/en/publications/family-instability-and-child-maladjustment-trajectories-during-el/
  70. https://scholars.uthscsa.edu/en/publications/the-development-of-externalizing-and-internalizing-behaviors-amon/
  71. https://www.michigan.gov/-/media/Project/Websites/mde/specialeducation/eval-eligibility/EligibilitySocialMaladjustment.pdf?rev=2a3b2d6e09b64dcb9741f284133e59ff
  72. https://pmc.ncbi.nlm.nih.gov/articles/PMC3701359/
  73. https://emedicine.medscape.com/article/2192631-overview
  74. https://www.ncbi.nlm.nih.gov/books/NBK519704/table/ch3.t19/
  75. https://www.mentalyc.com/blog/adjustment-disorder-dsm-5
  76. https://www.merckmanuals.com/professional/psychiatric-disorders/anxiety-and-stressor-related-disorders/adjustment-disorders
  77. https://symptommedia.com/adjustment-disorder-dsm-5/
  78. https://www.tn.gov/content/dam/tn/education/special-education/eligibility/se_emotional_disturbance_evaluation_guidance.pdf
  79. https://www.cambridge.org/core/books/cambridge-handbook-of-applied-school-psychology/emotional-disturbance-versus-social-maladjustment/AD1B0DB08CCE565A3EA88C222D7CFAB0
  80. https://www.mayoclinic.org/diseases-conditions/adjustment-disorders/diagnosis-treatment/drc-20355230
  81. https://www.researchgate.net/publication/11307807_Assessing_General_Maladjustment_With_the_MMPI-2
  82. https://pmc.ncbi.nlm.nih.gov/articles/PMC6817961/
  83. https://www.proedinc.com/Products/12860/dssmed-differential-scales-of-social-maladjustment-and-emotional-disturbance.aspx
  84. https://casponline.org/casp-webinars/issues-in-the-identification-of-emotional-disturbance/Issues%20in%20the%20Identification_handout2.pdf
  85. https://www.speechpathology.com/articles/assessment-of-autism-differentiation-considerations-20680
  86. https://pmc.ncbi.nlm.nih.gov/articles/PMC8258374/
  87. https://journals.sagepub.com/doi/10.1177/0143034318766206
  88. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.825588/full
  89. https://pmc.ncbi.nlm.nih.gov/articles/PMC11616554/
  90. https://link.springer.com/article/10.1007/s12310-024-09736-9
  91. https://www.sciencedirect.com/science/article/abs/pii/S2214804315001408
  92. https://news.yale.edu/2024/04/22/novel-study-quantifies-immense-economic-costs-mental-illness-us
  93. https://pmc.ncbi.nlm.nih.gov/articles/PMC9590671/
  94. https://ecommons.luc.edu/cgi/viewcontent.cgi?article=1714&context=luc_theses
  95. https://www.sciencedirect.com/science/article/pii/S2666915323001695
  96. https://www.tandfonline.com/doi/full/10.1080/15622975.2018.1467041
  97. https://www.psychologytoday.com/us/blog/the-addiction-connection/202401/5-approaches-to-adjustment-disorder-treatment-and-management
  98. https://www.semanticscholar.org/paper/Effectiveness-of-cognitive-behavior-therapy-for-a-Durlak-Fuhrman/d380556d7e7c4ac43da41c2e9a58ac787dac073b
  99. https://www.psychology.org.au/getmedia/23c6a11b-2600-4e19-9a1d-6ff9c2f26fae/Evidence-based-psych-interventions.pdf
  100. https://mental.jmir.org/2023/1/e44742
  101. https://karger.com/pps/article/93/3/181/899300/Long-Term-Effectiveness-of-Cognitive-Behavioral
  102. https://www.health.mil/Reference-Center/Publications/2025/05/15/CBT_Adjustment-Disorder-Evidence-Briefs_508
  103. https://pmc.ncbi.nlm.nih.gov/articles/PMC2720794/
  104. https://cainclusion.org/resources/tp/materials/resources-and-background-materials/other-resources/articles/prevention_dunlap_11.06.pdf
  105. https://pmc.ncbi.nlm.nih.gov/articles/PMC11969974/
  106. https://files.eric.ed.gov/fulltext/EJ848671.pdf
  107. https://www.cde.state.co.us/healthandwellness/mhrb/icanproblemsolve
  108. https://pmc.ncbi.nlm.nih.gov/articles/PMC5240230/
  109. https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2778451
  110. https://www.researchgate.net/publication/288960662_ADHD_among_American_schoolchildren_Evidence_of_overdiagnosis_and_overuse_of_medication
  111. https://reachlink.com/advice/myths-vs-reality-the-mental-health-overdiagnosis-debate/
  112. https://imprintnews.org/top-stories/california-psychiatrist-says-black-kids-overdiagnosed-with-oppositional-defiant-disorder/259183
  113. https://ruscio.pages.tcnj.edu/files/2016/08/Ruscio-2004-SRMHP-Labeling-Theory.pdf
  114. https://pmc.ncbi.nlm.nih.gov/articles/PMC8727520/
  115. https://link.springer.com/article/10.1007/s10648-023-09716-6
  116. https://smhp.psych.ucla.edu/pdfdocs/ldmisdiagnoses.pdf
  117. https://www.frontiersin.org/journals/sociology/articles/10.3389/fsoc.2021.781057/full
  118. https://pmc.ncbi.nlm.nih.gov/articles/PMC9797879/
  119. https://www.sciencedirect.com/science/article/abs/pii/S0022440524000347
  120. https://www.childlawnc.org/exclusionary-school-discipline
  121. https://ies.ed.gov/learn/blog/behavior-and-school-discipline-students-disabilities
  122. https://lawscholars.luc.edu/files/39965783/_We%2520Cant%2520Tolerate%2520That%2520Behavior%2520in%2520This%2520School_%2520The%2520Consequenc.pdf
  123. https://www.ed.gov/media/document/crdc-exclusionary-school-disciplinepdf-21414.pdf
  124. https://civilrightsproject.ucla.edu/reports/opportunities-suspended-the-devastating-consequences-of-zero-tolerance-and-school-discipline-policies/
  125. https://cms.childtrends.org/wp-content/uploads/2011/03/Child_Trends-2011_03_01_RB_AltToZeroTolerance.pdf
  126. https://pmc.ncbi.nlm.nih.gov/articles/PMC4028069/
  127. https://learningpolicyinstitute.org/product/crdc-school-suspension-report
  128. https://news.uark.edu/articles/72805/school-suspensions-and-expulsions-can-lead-to-a-lifetime-of-depression
  129. https://pmc.ncbi.nlm.nih.gov/articles/PMC6599586/
  130. https://www.air.org/sites/default/files/2021-08/NYC-Suspension-Effects-Behavioral-Academic-Outcomes-August-2021.pdf
  131. https://www.usccr.gov/files/pubs/2019/07-23-Beyond-Suspensions.pdf
  132. https://www.apa.org/monitor/oct06/tolerance
  133. https://pmc.ncbi.nlm.nih.gov/articles/PMC10589805/
  134. https://americanaffairsjournal.org/2023/03/how-to-understand-the-well-being-gap-between-liberals-and-conservatives/
  135. https://pmc.ncbi.nlm.nih.gov/articles/PMC12043138/
  136. https://pmc.ncbi.nlm.nih.gov/articles/PMC3104469/
  137. https://journals.sagepub.com/doi/10.1177/00221678231204384
  138. https://pmc.ncbi.nlm.nih.gov/articles/PMC8713953/
  139. https://www.psychologytoday.com/us/blog/unique-everybody-else/202103/personality-traits-mental-illness-and-ideology
  140. https://www.sciencedirect.com/science/article/abs/pii/S0191886903001053
Add your contribution
Related Hubs
User Avatar
No comments yet.