Parents' and Teachers' Sensitivity to Unhappiness Reported by Undercontrolled Children

1989 ◽  
Vol 14 (3) ◽  
pp. 166-174 ◽  
Author(s):  
Betty C. Epanchin ◽  
Mary Sue Rennells
Keyword(s):  
Depressive Symptoms ◽  
Behavior Problems ◽  
Child Behavior ◽  
Child Behavior Checklist ◽  
Depressive Symptomatology ◽  
Self Report ◽  
Teacher Report ◽  
Behavioral Ratings ◽  
Self Reports ◽  
Teacher Report Form

The primary purpose of this study was to investigate parents' and teachers' sensitivity to the unhappiness and depression of 110 elementary-aged undercontrolled children being treated in an inpatient program. Sensitivity was operationally defined as congruence between the child's responses on two self-report measures (Children's Depression Inventory and Hopelessness Scale for Children) and the adults' behavioral ratings of the children on behavior checklists (Child Behavior Checklist and Teacher Report Form). The first hypothesis that children's self-reports of depressive symptoms would not be significantly correlated with parents' and teachers' ratings of depressive symptomatology was supported. Secondly, it was hypothesized that there would be no differences in the level of self-reported depressive symptoms when children who were rated as depressed by their parents and teachers were compared with children rated as not depressed by their parents and teachers. This was also supported. Finally, it was hypothesized that children who reported significant levels of depressive symptomatology would be rated by their parents and teachers as having more behavior problems than children who did not report significant levels of depressed symptomatology. This was partially supported. The implications of these results in relation to identification and treatment are discussed.

scholarly journals Realização acadêmica e problemas de internalização em alunos do ensino básico e secundário em Portugal

2020 ◽  
Vol 46 ◽  
Author(s):  
Lurdes Veríssimo ◽  
Pedro Dias ◽  
Elodie Santos ◽  
Sofia Ortigão
Keyword(s):  
Child Behavior ◽  
Child Behavior Checklist ◽  
Self Report ◽  
Youth Self Report ◽  
Teacher Report ◽  
Teacher Report Form

Resumo O presente estudo teve como objetivo geral analisar as diferenças nos problemas de internalização (ansiedade, depressão, queixas somáticas), avaliados por diferentes informadores (pais, professores e jovens), em função do nível de realização acadêmica, em alunos do ensino básico e secundário. Para tal, recorreu-se a uma amostra estratificada representativa da população portuguesa constituída por 1.510 alunos, com idades compreendidas entre os 11 e 18 anos. Do conjunto de provas da bateria Achenbach System of Empirically Based Assessment validados para a população portuguesa, foram utilizadas a Child Behavior Checklist 6-18, a Youth Self-Report 11-18 e a Teacher Report Form 6-18. De uma forma geral, os resultados evidenciam que os alunos com realização acadêmica baixa apresentam mais problemas de internalização do que alunos com realização acadêmica média e/ou elevada. No entanto, no 3º ciclo do ensino básico, na perspectiva dos próprios jovens, os alunos com realização acadêmica elevada apresentam maiores níveis de ansiedade/depressão, comparativamente aos alunos com realização acadêmica baixa. Estes resultados indicam-nos que, para além de os alunos com realização acadêmica baixa se encontrarem numa situação de risco e vulnerabilidade para problemas de internalização, é necessário ter também especial atenção aos alunos com realização acadêmica elevada. Destes resultados decorrem implicações práticas relevantes para os contextos escolares, nomeadamente ao nível da consideração da relação entre a realização acadêmica e o bem-estar psicológico.

Assessing anxiety with the Child Behavior Checklist and the Teacher Report Form

2007 ◽  
Vol 21 (8) ◽  
pp. 1004-1015 ◽  
Author(s):  
Philip C. Kendall ◽  
Anthony C. Puliafico ◽  
Andrea J. Barmish ◽  
Muniya S. Choudhury ◽  
Aude Henin ◽  
...  
Keyword(s):  
Child Behavior ◽  
Child Behavior Checklist ◽  
Teacher Report ◽  
Teacher Report Form

scholarly journals Bullying and behavior problems reported by victims and teachers: brazilian findings

Psico ◽  
2017 ◽  
Vol 48 (1) ◽  
pp. 31
Author(s):  
Felipe Alckmin-Carvaho ◽  
Renatha El Rafihi-Ferreira El Rafihi-Ferreira ◽  
Marcia Helena Da Silva Melo
Keyword(s):  
Behavior Problems ◽  
Self Report ◽  
Youth Self Report ◽  
Teacher Report ◽  
Teacher Report Form ◽  
And Behavior ◽  
Violencia Escolar

Este estudo teve como objetivo avaliar a ocorrência de bullying em uma escola pública brasileira e comparar os problemas de comportamento relatados por vítimas ao informado por seus professores. A Escala de Violência Escolar foi utilizada para identificar os alunos vitimas de bullying. Para avaliar problemas comportamentais foram utilizados o Youth Self Report e o Teacher Report Form. Dos 154 adolescentes avaliados, 30 (19,4%) foram identificadas como alvos de bullying, (M idade=12,4 anos, DP=0,7), sendo 24 meninos (80%). Desses, 16 (53,3%) atingiram níveis clínicos de problemas internalizantes, 11(36,6%) de externalizantes e 13 (43,3%) de problemas totais. Esta sub-amostra relatou mais problemas de internalização (F=13,40,  p<0,001) e menos problemas de externalização (F=6,63, p<0,01) em comparação ao reportado pelos professores. A alta frequência de vítimas de bullying e os elevados escores de problemas internalizantes e externalizantes nessa sub-amostra apontam para a urgência de prevenir o bullying e tratar as vítimas.

Validity of the Amsterdam Child Behavior Checklist: A Short Rating Scale for Children

1995 ◽  
Vol 77 (3_suppl) ◽  
pp. 1139-1144 ◽  
Author(s):  
Peter F. de Jong
Keyword(s):  
Aggressive Behavior ◽  
Child Behavior ◽  
Primary Education ◽  
Child Behavior Checklist ◽  
Rating Scale ◽  
Emotional Problems ◽  
Attention Problems ◽  
Teacher Report ◽  
Data Support ◽  
Teacher Report Form

The Amsterdam Child Behavior Checklist is a short behavior checklist meant to distinguish between attention problems and several other common behavioral and emotional problems of children in primary education. The list has four scales, Attention Behavior, Restlessness, Aggressive Behavior, and Fear/Uncertainty. We examined the relationships among the scores on the scales and similar scales of the Teacher Report Form, the teachers' version of the Child Behavior Checklist. Teachers from 94 schools rated 454 children on both lists. Analysis showed that the associations between the scores of the scales of the Amsterdam Child Behavior Checklist and of similar scales of the Teacher Report Form ranged from moderate to strong. These data support the validity of the scales of the Amsterdam Child Behavior Checklist.

Maternal Impression Management in the Assessment of Childhood Depressive Symptomatology

2018 ◽  
Vol 46 (5) ◽  
pp. 554-569 ◽  
Author(s):  
Megan Lilly ◽  
Thompson E. Davis ◽  
Peter J. Castagna ◽  
Arwen Marker ◽  
Allison B. Davis
Keyword(s):  
Depressive Symptoms ◽  
Parenting Stress ◽  
Child Behavior ◽  
Impression Management ◽  
Child Behavior Checklist ◽  
Depressive Symptomatology ◽  
Short Form ◽  
Stress Index ◽  
Parenting Stress Index ◽  
The Relationship

Background: Self-report instruments are commonly used to assess for childhood depressive symptoms. Historically, clinicians have relied heavily on parent-reports due to concerns about childrens’ cognitive abilities to understand diagnostic questions. However, parents may also be unreliable reporters due to a lack of understanding of their child's symptomatology, overshadowing by their own problems, and tendencies to promote themselves more favourably in order to achieve desired assessment goals. One such variable that can lead to unreliable reporting is impression management, which is a goal-directed response in which an individual (e.g. mother or father) attempts to represent themselves, or their child, in a socially desirable way to the observer. Aims: This study examined the relationship between mothers who engage in impression management, as measured by the Parenting Stress Index-Short Form defensive responding subscale, and parent-/child-self-reports of depressive symptomatology in 106 mother–child dyads. Methods: 106 clinic-referred children (mean child age = 10.06 years, range 7–16 years) were administered the Child Depression Inventory, and mothers (mean mother age = 40.80 years, range 27–57 years) were administered the Child-Behavior Checklist, Parenting Stress Index-Short Form, and Symptom Checklist-90-Revised. Results: As predicted, mothers who engaged in impression management under-reported their child's symptomatology on the anxious/depressed and withdrawn subscales of the Child Behavior Checklist. Moreover, the relationship between maternal-reported child depressive symptoms and child-reported depressive symptoms was moderated by impression management. Conclusions: These results suggest that children may be more reliable reporters of their own depressive symptomatology when mothers are highly defensive or stressed.

Syndrome Dimensions of the Child Behavior Checklist and the Teacher Report Form: A Critical Empirical Evaluation

1999 ◽  
Vol 40 (7) ◽  
pp. 1095-1116 ◽  
Author(s):  
Catharina A. Hartman ◽  
Joop Hox ◽  
Judith Auerbach ◽  
Nese Erol ◽  
Antonio C. Fonseca ◽  
...  
Keyword(s):  
Child Behavior ◽  
Child Behavior Checklist ◽  
Empirical Evaluation ◽  
Teacher Report ◽  
Teacher Report Form
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