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.

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.

Effects of Separation Age and Separation Duration Among Left-behind Children in China

2015 ◽  
Vol 43 (2) ◽  
pp. 241-253 ◽  
Author(s):  
Hui Ling ◽  
En Fu ◽  
Jian-ren Zhang
Keyword(s):  
Behavior Problems ◽  
Rating Scale ◽  
Self Report ◽  
Youth Self Report ◽  
Left Behind ◽  
Main Effect ◽  
Child Separation ◽  
Separation From Parents ◽  
The Relationship ◽  
Effect Of Age

Left-behind children (LBC) are those who continue to live in their hometown after one or both parents have left for occupational opportunities elsewhere. In this study, we examined the relationship between the age of the children at separation from parents (age), the duration of separation (time), and the behavioral and emotional status of the children. Participants (268 LBC and 228 non-LBC) in China completed the Youth Self Report (YSR), Depression Self-rating Scale for Children, and Children's Loneliness Scale. The results showed that LBC scored higher than the non-LBC on loneliness, behavior problems, and several YSR subscales. There was no main effect of age and time on loneliness or behavior problems, but there was an interaction effect of age and time on several YSR subscales. Our findings extend those of existing studies on the effects of parent-child separation in the LBC scenario.

Vitamin D Deficiency in Middle Childhood Is Related to Behavior Problems in Adolescence

2019 ◽  
Vol 150 (1) ◽  
pp. 140-148 ◽  
Author(s):  
Sonia L Robinson ◽  
Constanza Marín ◽  
Henry Oliveros ◽  
Mercedes Mora-Plazas ◽  
Betsy Lozoff ◽  
...  
Keyword(s):  
Vitamin D ◽  
Behavior Problems ◽  
Vitamin D Deficiency ◽  
Middle Childhood ◽  
Internalizing Problems ◽  
Externalizing Problems ◽  
Child Behavior Checklist ◽  
Internalizing Behavior ◽  
Self Report ◽  
And Behavior

ABSTRACT Background Vitamin D deficiency (VDD) is associated with depression and schizophrenia in adults. The effect of VDD in childhood on behavioral development is unknown. Objectives We aimed to study the associations of VDD and vitamin D binding protein (DBP) in middle childhood with behavior problems in adolescence. Methods We quantified plasma total 25-hydroxyvitamin D [25(OH)D] and DBP in 273 schoolchildren aged 5–12 y at recruitment into a cohort study in Bogota, Colombia. Externalizing and internalizing behavior problems were assessed after a median 6-y follow-up by parental report [Child Behavior Checklist (CBCL)] and self-report [Youth Self-Report (YSR)]. We estimated mean problem score differences with 95% CIs between exposure categories using multivariable linear regression. We also compared the prevalence of clinical behavior problems (score &gt;63) between exposure groups. We assessed whether the associations between DBP and behavior problems were mediated through VDD. Results Mean ± SD CBCL and YSR externalizing problems scores were 56.5 ± 9.3 and 53.2 ± 9.5, respectively. Internalizing problems scores averaged 57.1 ± 9.8 and 53.7 ± 9.8, respectively. VDD [25(OH)D &lt;50 nmol/L] prevalence was 10.3%. VDD was associated with an adjusted 6.0 (95% CI: 3.0, 9.0) and 3.4 (95% CI: 0.1, 6.6) units higher CBCL and YSR externalizing problems scores, respectively, and an adjusted 3.6 (95% CI: 0.3, 6.9) units higher CBCL internalizing problems scores. The prevalence of clinical total externalizing problems was 1.8 (95% CI: 1.1, 3.1) times higher in children with VDD than that in children without VDD. DBP concentration below the population median was related to higher YSR aggressive behavior and anxious/depressed subscale scores and to higher prevalence of clinical total externalizing problems. The associations between DBP and behavior problems were not mediated through VDD. Conclusions VDD and low DBP in middle childhood are related to behavior problems in adolescence.

The Efficacy of the Family Check-Up on Children’s Emotional and Behavior Problems in Early Elementary School

2018 ◽  
Vol 28 (2) ◽  
pp. 67-79 ◽  
Author(s):  
S. Andrew Garbacz ◽  
Laura Lee McIntyre ◽  
Elizabeth A. Stormshak ◽  
Derek B. Kosty
Keyword(s):  
Elementary School ◽  
Behavior Problems ◽  
Second Grade ◽  
Future Research ◽  
Early Elementary ◽  
Teacher Report ◽  
Special Services ◽  
The Family ◽  
Early Elementary School ◽  
And Behavior

This study reports results of a randomized, controlled trial examining the efficacy of the Family Check-Up (FCU) initiated during kindergarten on teacher report of children’s emotional and behavior problems in first and second grade. Children’s emotional and behavior needs and the receipt of special services in school at pretest were examined as moderators. Participants were primary caregivers and teachers of 365 children in early elementary school. Using an intent-to-treat approach, results indicated children in the FCU condition outperformed children in a business-as-usual control condition on teacher report of emotional and behavior problems in first and second grade. Children experiencing higher levels of emotional and behavior problems at pretest benefited from the FCU more than did children who experienced lower levels of problems. There was no evidence of moderation by whether children received special services in school. Implications for family-centered interventions, study limitations, and future research directions are discussed.

A Survey of Speech-Language Pathologists' Approaches to Assessing Social Communication Disorders in Children

2020 ◽  
pp. 1-17
Author(s):  
Kristen Izaryk ◽  
Robin Edge ◽  
Dawn Lechwar
Keyword(s):  
Best Practices ◽  
Communication Disorders ◽  
Assessment Tools ◽  
Self Report ◽  
Speech Language Pathologists ◽  
Teacher Report ◽  
Formal Assessment ◽  
Language Sampling ◽  
Specific Assessment ◽  
Social Communication Disorders

Purpose The purpose of this article is to explore and describe the approaches and specific assessment tools that speech-language pathologists are currently using to assess social communication disorders (SCDs) in children, in relation to current best practices. Method Ninety-four speech-language pathologists completed an online survey asking them to identify which of the following approaches they use to assess children with SCD: parent/teacher report, naturalistic observation, formal assessment, language sample analysis, interviews, semistructured tasks, and peer/self-report. Participants were also asked to identify specific assessment tools they use within each approach. Results Participants most commonly assess SCDs by combining interviews, naturalistic observation, language sampling, parent/teacher report, and formal assessment. Semistructured tasks and peer/self-report tools were less frequently utilized. Several established parent/teacher report and formal assessment tools were commonly identified for assessing SCDs. Most participants use an informal approach for interviews, language sampling, and naturalistic observations in their SCD assessment process. Conclusions Generally, participants follow best practices for assessing SCDs by combining several different approaches. Some considerations for future assessment are identified, including the use of established protocols in the place of informal approaches in order to make the assessment of SCDs more systematic. Future directions for research are discussed.

Konstruktvalidität eines universellen Screenings zur unterrichtsnahen und ökonomischen Diagnostik herausfordernden Verhaltens von Schüler_innen – eine Multitrait-Multimethod-Analyse

2019 ◽  
Vol 33 (1) ◽  
pp. 17-31 ◽  
Author(s):  
Gino Casale ◽  
Robert J. Volpe ◽  
Thomas Hennemann ◽  
Amy M. Briesch ◽  
Brian Daniels ◽  
...  
Keyword(s):  
Teacher Report ◽  
Teacher Report Form

Zusammenfassung. Die vorliegende Untersuchung überprüft die Konstruktvalidität einer 16 Items umfassenden Kurzversion der Integrated Teacher Report Form (ITRF), einem universellen und unterrichtsrelevanten Verhaltensscreening zur Diagnostik des externalisierenden Verhaltens von Schüler_innen im Klassenraum. 107 Lehrkräfte bearbeiteten für insgesamt 1048 Schülerinnen und Schüler der ersten bis sechsten Klasse die ITRF sowie zusätzlich jeweils eines von drei im deutschsprachigen Raum etablierten Beurteilungsverfahren. Die Analyse der konvergenten und diskriminanten Validität erfolgt anhand einer Multitrait-Multimethod (MT-MM) Korrelationsmatrix sowie einem strukturprüfenden Correlated Trait-Correlated Method minus 1 [CT-C(M-1)] Modell zur separaten Analyse des Einflusses der Konstrukte (lernbezogene / aufmerksame Verhaltensprobleme, oppositionelle / störende Verhaltensprobleme) und der Methoden (ITRF, zusätzliches Beurteilungsverfahren) auf die erzielten Werte der Beurteilungen. Die Ergebnisse zeigen, dass sich die Stärke der theoretisch postulierten Korrelationen mit den empirischen Daten erwartungskonform abbilden lassen, was auf konvergente und diskriminante Validität hinweist. Die Varianz der ITRF-Werte lässt sich zu einem größeren Anteil durch das zu messende Konstrukt als durch methodenspezifische Einflüsse erklären. Somit liefern unsere Befunde Evidenz für eine angemessene Konstruktvalidität des Verfahrens, weshalb sich die Kurzversion der ITRF für den praktischen Schuleinsatz eignet.

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