Prevalence and Gender Differences of ODD, Anxiety, and Depression in a Sample of Children With ADHD

2015 ◽  
Vol 23 (11) ◽  
pp. 1339-1345 ◽  
Author(s):  
Gudlaug Marion Mitchison ◽  
Urdur Njardvik
Keyword(s):  
Gender Differences ◽  
Internalizing Symptoms ◽  
Rating Scale ◽  
Self Report ◽  
Anxiety And Depression ◽  
Children With Adhd ◽  
Behavior Rating Scale ◽  
Oppositional Defiant ◽  
And Gender ◽  
Reported Data

Objective: Studies on comorbidity in children diagnosed with ADHD have relied more on parent/teacher reports instead of self-reported data and have focused on the frequency of comorbid symptoms instead of scores above clinical cutoffs. The purpose of this study was to examine the prevalence of oppositional defiant disorder (ODD), anxiety, and depression in children with ADHD, using self-report measures for internalizing symptoms and parent-reported measures for externalizing symptoms for increased accuracy. Gender differences were also assessed. Method: Parents of 197 children diagnosed with ADHD answered the Disruptive Behavior Rating Scale, and 112 of the children filled out the Multidimensional Anxiety Scale for Children and the Children’s Depression Inventory. Results: Results revealed that 19.28% of the children met cut-off criteria for ODD, 41.96% for anxiety, and 21.43% for depression. Conclusion: Our findings indicate a relatively lower prevalence of ODD and a slightly higher prevalence of anxiety symptoms than previously reported. Possible explanations and future directions are discussed.

scholarly journals Anxiety, Family Functioning and Neuroendocrine Biomarkers in Obese Children

2017 ◽  
Vol 30 (4) ◽  
pp. 273 ◽  
Author(s):  
Inês Pinto ◽  
Simon Wilkinson ◽  
Daniel Virella ◽  
Marta Alves ◽  
Conceição Calhau ◽  
...  
Keyword(s):  
Family Functioning ◽  
Mental State ◽  
Internalizing Symptoms ◽  
Significant Negative Correlation ◽  
Self Report ◽  
Anxiety And Depression ◽  
Obese Children ◽  
High Functioning ◽  
Specific Association ◽  
And Gender

Introduction: This observational study explores potential links between obese children’s cortisol, and parental mental state, family functioning, and the children’s symptoms of anxiety and depression.Material and Methods: A non-random sample of 104 obese children (55 boys), mean age 10.9 years (standard deviation 1.76), was recruited from a childhood obesity clinic. Obesity was defined as body mass index above the 95th age- and gender-specific percentiles. Neuroendocrine biomarkers were measured. Symptoms of anxiety and depression were assessed with self and parent-reported questionnaires (Anxiety, Depression and Stress Scales; Child Behaviour Checklist). Family functioning was assessed with parent-reported questionnaires (Family Adaptation and Cohesion Scales-III).Results: A significant, negative correlation (rs = -0.779; p = 0.003) between girls’ cortisol and their parents’ anxiety symptoms was found, limited to high functioning families. Boys scored significantly higher than girls on parent-reported internalizing symptoms but not on self-report. No association was found between cortisol in children and parental depressive symptoms.Discussion: Whether the association between cortisol levels in obese children and parental mental health is effectively restricted to girls from high functioning families or is due to study limitations, requires further research. The lack of associations between cortisol in children and parental depressive symptoms, suggests a specific association between cortisol and parental anxiety symptoms.Conclusion: These results highlight the importance of taking into account family functioning, parental mental state and gender, when investigating neuroendocrine biomarkers in obese children associated with symptoms of anxiety and depression.

scholarly journals Relationship between parenting styles and depression in adolescents

2019 ◽  
Vol 28 (1) ◽  
pp. 49-59
Author(s):  
Sanchary Prativa ◽  
Farah Deeba
Keyword(s):  
Parenting Style ◽  
Parenting Styles ◽  
Rating Scale ◽  
Depression Scale ◽  
Self Report ◽  
Child Rearing ◽  
Anxiety And Depression ◽  
The Family ◽  
Authoritative Parenting Style ◽  
The Relationship

This study aimed at examining the relationship between parenting styles and depression in adolescents. Convenient sampling was used to collect 100 adolescents (Mean age = 15.25 years, Sd = 0.90) from two colleges of Dhaka city, Bangladesh. Parental Attitude Questionnaire (PAQ) was used to measure parenting styles and two other self-report measures, Hospital Anxiety and Depression Scale (HADS) and Short Mood and Feelings Questionnaire (SMFQ) were used to assess depression in adolescents. From multiple regression analysis significant relationship was found between parenting style and adolescents’ depression measured by one self-rating scale. The overall regression model for investigating the relationship between parenting style and depression in adolescent was significant with HADS, (F = 3.77, p = 0.007) but not significant with SMFQ scores (F = 0.880, p = 0.454). For the dependent variable of depression measured by HADS, the strongest predictors were authoritative parenting style (β = –0.28, p = 0.03) and monthly income of the family which is also significant (β = 0.25, p = 0.01). Implications of the findings for child rearing and research are discussed. Dhaka Univ. J. Biol. Sci. 28(1): 49-59, 2019 (January)

scholarly journals EXAMINING GENDER DIFFERENCES IN RELIGIOUS INVOLVEMENT AND DEPRESSION IN LATER LIFE

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S525-S525
Author(s):  
Hailey J Santiago ◽  
Caitlin Curtin ◽  
Julia Stengel ◽  
Edward H Thompson ◽  
Andrew Futterman
Keyword(s):  
Older Adults ◽  
Gender Differences ◽  
Religious Orientation ◽  
Rating Scale ◽  
Religious Involvement ◽  
Community Dwelling ◽  
Self Report ◽  
Religious Participation ◽  
Religious Motivation ◽  
Male And Female

Abstract This study examines gender differences in a causal model of religious motivation, religious participation and depression. Using a random sample of 287 community-dwelling older adults living in Worcester, MA, the model hypothesizes that motivations for religious involvement (intrinsic vs. extrinsic) differentially predict religious participation (organizational and non-organizational) as well as depression at both initial and 12-month assessments. In this model, participation also mediates direct relationships between religious motivation and depression. Religious motivation and participation are assessed using standard measures (e.g., Allport & Ross, 1967; Ainlay & Smith, 1982), and depression is assessed both by self-report (CESD and by interview (Hamilton Rating Scale for Depression derived from the Schedule for Affective Disorders and Schizophrenia, SADS). Using MPlus, confirmatory analyses of the model were conducted separately in male and female samples. The model which includes both direct effects of religious motivation and participation on depression and with religious participation as mediating variable demonstrated reasonably good fit to the data in both male and female samples (e.g., CFI=.956 and .943, respectively). Consistent with previous research (e.g., McFarland, 2009), gender differences in the models emerge. For example, men report higher levels of religious participation and less depression than women. In addition, older men demonstrate stronger positive associations between extrinsic religiousness and organizational participation and a more negative association between extrinsic religiousness and depression, than older women. Elucidating the structural relationships among religious orientation, religious participation, and depression in older adults benefits our understanding of vulnerability and treatment of depression in this population.

IBD subtype and gender differences in self-report of internalized and physical symptoms

2011 ◽  
Vol 17 ◽  
pp. S57
Author(s):  
Claire Hoogendoorn ◽  
Molly Blasco ◽  
Hsin-hua Lin ◽  
Parisa Parsafar ◽  
Dina Khaimova ◽  
...  
Keyword(s):  
Gender Differences ◽  
Physical Symptoms ◽  
Self Report ◽  
And Gender

Psychiatric Assessment of Anxiety and Depression in Medical Patient

2009 ◽  
Vol 24 (S1) ◽  
pp. 1-1
Author(s):  
D. Telles-Correia ◽  
A. Barbosa ◽  
I. Mega
Keyword(s):  
Learned Helplessness ◽  
Rating Scale ◽  
Depression Scale ◽  
Medical Patient ◽  
Theoretical Models ◽  
Self Report ◽  
Anxiety And Depression ◽  
Medical Illness ◽  
Hamilton Depression Scale ◽  
Depression And Anxiety

Anxiety and depression are very common in patients with medical illness and can be associated to a reduction in quality of life and a poor clinical evolution.The actual concept of anxiety is based on many theoretical models as Goldstein's anxiety model, State/trate anxiety model, Lazarus' transactional stress model. The concept of depression is based on models such as Beck's Cognitive Model and Seligman's learned helplessness model of depression.The link between anxiety/depression and medical illness can be of two kinds: biological (immunological, neuroendocrine, inflammatory systems) and behavioural (coping strategies, adherence to medical advice and prescription, etc).A dimensional approach should be used to access anxiety and depression in medical once the thresholds of depression and anxiety that are associated with medical outcomes are not known.Both self report and rating scale/interview measurements have certain advantages as well as certain inherent disadvantages. Neither approach is universally better than other.Some of the most used instruments are Hamilton Anxiety Scale (HAM), Hamilton Depression Scale (HDS), Montgomery and Asberg Depression Rating Scale (MADRS), Hospital Anxiety and Depression Scale (HADS), Beck Depression Inventory (BDI), and State Trait Anxiety Inventory (STAI).The only scale validated exclusively to access depression and anxiety in medical population, and that can overcome the influence that medical disease has in depression and anxiety is HADS.

Internalizing Problems in Children and Adolescents With Math Disability

2015 ◽  
Vol 223 (2) ◽  
pp. 93-101 ◽  
Author(s):  
Johanna Graefen ◽  
Juliane Kohn ◽  
Anne Wyschkon ◽  
Günter Esser
Keyword(s):  
Gender Differences ◽  
Learning Disabilities ◽  
Children And Adolescents ◽  
Internalizing Problems ◽  
Internalizing Symptoms ◽  
Math Achievement ◽  
Self Report ◽  
Math Disability ◽  
Internalizing Symptomatology ◽  
Internalizing Problem

Research has shown that learning disabilities are associated with internalizing problems in (pre)adolescents. In order to examine this relationship for math disability (MD), math achievement and internalizing problem scores were measured in a representative group of 1,436 (pre)adolescents. MD was defined by a discrepancy between math achievement and IQ. Internalizing problems were measured through a multi-informant (parents, teachers, self-report) approach. The results revealed that MD puts (pre)adolescents at a higher risk for internalizing problems. External and self-ratings differed between boys and girls, indicating that either they show distinct internalizing symptoms or they are being perceived differently by parents and teachers. Results emphasize the importance of both a multi-informant approach and the consideration of gender differences when measuring internalizing symptomatology of children with MD. For an optimal treatment of MD, depressive and anxious symptoms need to be considered.

scholarly journals Parenting practices of Singaporean mothers of children with ADHD

2017 ◽  
Vol 27 (1) ◽  
pp. 33-40
Author(s):  
Alefiya Nomanbhoy ◽  
Russell Hawkins
Keyword(s):  
Adult Adhd ◽  
Rating Scale ◽  
Self Report ◽  
Control Group ◽  
Adhd Symptoms ◽  
Parenting Skills ◽  
Parenting Strategies ◽  
Parent Rating ◽  
Children With Adhd ◽  
Care Giving

Objectives: We wanted to determine: (1) whether ADHD symptoms were more common in mothers of children with ADHD; (2) whether mothers of children with ADHD differed in their parenting strategies; and (3) whether there was a difference in care-giving arrangements for children with ADHD and without ADHD. This was done by comparing mothers of children with ADHD with mothers of children without ADHD in Singapore. Methods: Mothers of children with ADHD ( n=46) and mothers of children without ADHD ( n=45) completed the Conners’ Parent Rating Scale-Revised, the Conners’ Adult ADHD Rating Scale-Self Report and the Alabama Parenting Questionnaire. Results: Mothers of children with ADHD did not report higher levels of current ADHD symptoms compared with the control group. However, they did use less adaptive parenting strategies. There were also no differences in the reported behaviours of children cared for by a paid worker and those cared for by mothers. Conclusions: Data support the Singapore Clinical Guidelines recommendations for the promotion of parenting skills, and referral to parenting programmes for parents of children with ADHD. The promotion of parenting skills and referral to parenting programmes for mothers of children with ADHD might include the option of electronic forms of programme delivery. The model of using paid help in the home, which is commonplace in Singapore, does not seem to disadvantage children with ADHD.

scholarly journals The Friendship Questionnaire, autism, and gender differences: a study revisited

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Felicity Sedgewick ◽  
Jenni Leppanen ◽  
Kate Tchanturia
Keyword(s):  
Gender Differences ◽  
Negative Correlation ◽  
Significant Negative Correlation ◽  
Romantic Partners ◽  
Self Report ◽  
Online Study ◽  
Relationship Closeness ◽  
Autistic People ◽  
Close Relationship ◽  
And Gender

Abstract Background The Friendship Questionnaire (FQ) is a widely used measure of friendships in autism research and beyond. This study sought to revisit the original paper where the measure was presented, using a larger sample of both autistic and non-autistic participants to examine gender differences in scoring. It also sought to expand upon the original paper by comparing FQ results to those of the Unidimensional Relationship Closeness Scale (URCS), to examine whether there are differences in how autistic people report on their general friendships in contrast to their most significant relationships. Methods Participants were recruited for an online study, and 949 people (532 autistic, 417 non-autistic) aged between 18 and 81 took part. Participants completed a demographic questionnaire, the Autism Quotient-28, the Friendship Questionnaire, and the Unidimensional Relationship Closeness Scale. Results We used robust regressions and Pearson’s correlational analyses, conducted in R. Autistic people scored lower than non-autistic people on the FQ, and similar gender differences in the pattern of FQ scores were seen in both groups. There was a significant negative correlation between AQ and FQ scores in both groups. On the URCS, we took the data from those who rated specific close relationships and found that autistic people scored this relationship more highly than non-autistic adults did. There was a significant negative correlation between AQ and URCS scores in both groups. Also, in both groups, there was a significant positive correlation between FQ and URCS scores. Limitations The data is entirely self-report, and diagnoses could not be verified with a clinician, although AQ scores support self-identification as autistic. Also, the groups were not evenly matched on age and other demographic variables, although this was controlled for in analyses. It is also the case that more autistic than non-autistic people were unable to specify a close relationship to score on the URCS, meaning that a certain set of experiences are not represented in this data. Conclusions We conclude that our data replicates the core finding of the original FQ paper that autistic people score lower on the FQ. In contrast to that paper, however, we found that there were gender differences among the autistic population. Also, our inclusion of the URCS suggests that the intimate romantic relationships and best-friendships of autistic people can be of similar quality to those of non-autistic people, suggesting that there may be important differences in autistic people’s relations with friends in general versus close friends and romantic partners.

scholarly journals Metacognición y funcionamiento ejecutivo en Educación Primaria. Metacognition and executive functioning in Elementary School.

2016 ◽  
Vol 32 (2) ◽  
pp. 474 ◽  
Author(s):  
Trinidad García ◽  
Celestino Rodríguez ◽  
Paloma González-Castro ◽  
David Álvarez-García ◽  
Julio-Antonio González-Pienda
Keyword(s):  
Executive Functioning ◽  
Rating Scale ◽  
Metacognitive Knowledge ◽  
Self Report ◽  
Metacognitive Skills ◽  
Behavior Rating Scale ◽  
Evaluation Of Learning ◽  
Educación Primaria ◽  
Different Levels ◽  
Test Of Knowledge

This study analyzes differences in metacognitive skills and executive functioning between two groups of students (10-12 years) with different levels of metacognitive knowledge (high <em>n</em> = 50, low <em>n</em> = 64). Groups were established based on students’ score on a test of knowledge of strategy use. Metacognitive skills were assessed by means of self-report. Students reported the frequency with which they applied these strategies during the phases of planning, execution, and evaluation of learning. Information about student executive functioning was provided by families and teachers, who completed two parallel forms of a behavior rating scale. The results indicated that: a) the group with high levels of metacognitive knowledge reported using their metacognitive skills more frequently than their peers in the other group. These differences were statistically significant in the phases of planning and execution; b) both family and teachers informed of better levels of executive functioning in the students with high metacognitive knowledge. Statistically significant differences were found in planning, functional memory, focus, and sustained attention. These results show the existence of an association between different levels of metacognitive knowledge, and differences in metacognitive skills and executive functions, and suggest the need to emphasize this set of variables in order to encourage students to acquire increasing levels of control over their learning process.

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