scholarly journals Sociodemographic Characteristics, Behavioral Problems, Parental Concerns and Children’s Strengths Reported by Parents

2017 ◽  
Vol 27 (67) ◽  
pp. 46-55 ◽  
Author(s):  
Deisy Ribas Emerich ◽  
Luiz Renato Rodrigues Carreiro ◽  
Ana Maria Justo ◽  
Paula Guedes ◽  
Maria Cristina Triguero Veloz Teixeira
Keyword(s):  
Public Schools ◽  
Behavior Problems ◽  
Child Behavior ◽  
Behavioral Problems ◽  
Private School ◽  
Child Behavior Checklist ◽  
Adaptive Functioning ◽  
Sociodemographic Factors ◽  
Parental Concerns ◽  
Parent Concerns

Abstract: Parental report is essential to understand adaptive difficulties in childhood. The aim of the study was to identify concerns of parents and qualities of children reported by parents, as well as the association of these variables with sociodemographic factors and child behavior problems. Parents of 353 schoolchildren from three public schools and one private school took part in the study. Assessment of behavior problems and parental reports about concerns and children’s strengths were obtained from the Child Behavior Checklist - CBCL. We submitted parents’ answers to the open-ended questions in the CBCL to a lexical analysis with the IRAMUTEQ software. Results concerning ‘strengths’ were related to affective and social interaction, while ‘concerns’ were related to academic performance and prevention of behavior problems. We concluded that parent concerns are targets of preventive interventions in childhood, while child strengths reported by parents are skills that need to be developed, as they help in adaptive functioning.

P01-299-Behavioral characteristics of bullies, victims and bully/victims

2011 ◽  
Vol 26 (S2) ◽  
pp. 300-301
Author(s):  
K. Inoko ◽  
T. Aoki ◽  
K. Kodaira ◽  
M. Osawa
Keyword(s):  
Behavior Problems ◽  
Child Behavior ◽  
Behavioral Problems ◽  
Child Behavior Checklist ◽  
Emotional And Behavioral Problems ◽  
Behavioral Characteristics ◽  
Bully Victims ◽  
Being Bullied ◽  
The Mean ◽  
Image Position

IntroductionBulling is related with emotional and behavioral problems.ObjectivesTo investigate the behavioral characteristics of pure bullies, pure victims, bully/victims, pure witness and children with no involvement.MethodsSubjects were 112 children (6–13 years old). They completed questionnaire regarding acting the bully, being bullied and seeing someone bullied (Bully-victim-witness questionnaire). The questionnaire includes 5 psychological bully questions, 5 being bullied and 5 seeing bullies, respectively. Their parents completed the Child Behavior Checklist (CBCL).Results112 children were divided into pure bullies (n = 12), pure victims (n = 30), bully/victims (n = 40), pure witnesses (n = 9) and children who were not involved (n = 21). The figure shows the mean scores of CBCL of pure bullies, pure victims, bully/victims and pure witnesses. The mean CBCL (withdrawal, social problems, attention and aggression) scores of bully/victims were higher than other groups.[Figure 1]ConclusionsWe have to pay attention to the behavior problems of bully/victims, and the children with behavioral problems should be concerned about bullying problems.

scholarly journals Behavior Problems in Four-Year-Old Children from a Brazilian Birth Cohort

2021 ◽  
Vol 37 ◽  
Author(s):  
Suélen Henriques Cruz ◽  
Cesar Augusto Piccinini ◽  
Alicia Matijasevich ◽  
Iná Silva Santos
Keyword(s):  
Child Health ◽  
Behavior Problems ◽  
Birth Cohort ◽  
Child Behavior ◽  
Behavioral Problems ◽  
Internalizing Problems ◽  
Externalizing Problems ◽  
Child Behavior Checklist ◽  
Prevalence Rates ◽  
Health And Development

Abstract This study aimed to investigate the occurrence of behavior problems in 3750 four years old children from a birth cohort. Children were followed from birth to four years old through home visits, and questionnaires on child health and development and the Child Behavior Checklist 4-18/CBCL were applied. Prevalence rates were high (total problems 35.6%), particularly externalizing problems, which occurred in 44.4 % of children (48.3% girls; 40.6% boys; p < 0.001). Internalizing problems were less prevalent, occurring in 15.5 % of children (19.1% boys; 11.6% girls; p < 0.001). Regardless of sex, there was a higher prevalence of behavioral problems in children with younger siblings, whose mothers had less education and had no partner.

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.

Improvement in Behavioral Problems in Children with Intractable Epilepsy Using the Child Behavior Checklist after Surgical Intervention

2011 ◽  
Vol 28 (3) ◽  
pp. 401-408
Author(s):  
Eri Takeshita ◽  
Eiji Nakagawa ◽  
Asako Arai ◽  
Yoshiaki Saito ◽  
Hirofumi Komaki ◽  
...  
Keyword(s):  
Child Behavior ◽  
Behavioral Problems ◽  
Child Behavior Checklist ◽  
Surgical Intervention ◽  
Intractable Epilepsy

Cultural and Child-Related Predictors of Distress Among Latina Caregivers of Children With Intellectual Disabilities

2015 ◽  
Vol 120 (2) ◽  
pp. 145-165 ◽  
Author(s):  
Kristin A. Long ◽  
Barbara Kao ◽  
Wendy Plante ◽  
Ronald Seifer ◽  
Debra Lobato
Keyword(s):  
Behavior Problems ◽  
Intellectual Disabilities ◽  
Child Behavior ◽  
Adaptive Functioning ◽  
Child Behavior Problems ◽  
Maternal Distress ◽  
Latina Mothers ◽  
Language Acculturation ◽  
English Usage ◽  
Child Factors

Abstract The objective of this article is to examine associations among socioeconomic, cultural, and child factors and maternal distress among families of children with intellectual disabilities (ID). Latino and nonLatino White (NLW) mothers of children with and without ID (N  =  192) reported on familism, language acculturation, maternal distress, child adaptive functioning, and child behavior problems. Among mothers of children with ID, higher levels of child behavior problems mediated the association between Latina ethnicity and elevated maternal distress. Associations between child behavior problems and maternal distress in Latina mothers of children with ID were moderated by single-parent marital status, higher familism, and lower English usage. Thus, child and cultural factors contribute to elevated distress among Latina mothers of children with ID.

scholarly journals Effects of Twin Separation in Primary School

2005 ◽  
Vol 8 (4) ◽  
pp. 384-391 ◽  
Author(s):  
Marieke van Leeuwen ◽  
Stéphanie M. van den Berg ◽  
Toos C. E. M. van Beijsterveldt ◽  
Dorret I. Boomsma
Keyword(s):  
Academic Achievement ◽  
Behavior Problems ◽  
Behavioral Problems ◽  
Externalizing Problems ◽  
Child Behavior Checklist ◽  
Long Term Effects ◽  
Internalizing And Externalizing Problems ◽  
Long Run ◽  
Internalizing And Externalizing

AbstractWe studied the short- and long-term effects of classroom separation in twins on behavior problems and academic performance. Short-term effects were studied at age 7 in twins separated at age 5 and long-term effects at age 12 in twins who had been separated or together most of the time at school. Behavior problems were rated by mothers (Child Behavior Checklist at ages 3, 7 and 12) and teachers (Teacher Report Form at ages 7 and 12). Academic achievement was measured at age 12 using a national academic achievement test (CITO). At age 7, twins from separated pairs had more internalizing and externalizing problems than non- separated twins, as rated by both mothers and teachers. Only for the maternal ratings of internalizing problems, however, could these effects be attributed to the separation itself and not to preexisting problems (at age 3) between separated and nonseparated twins. Long-term effects of separation were significant for maternal and teacher ratings of internalizing and externalizing problems, but these effects could be explained by preexisting differences between separated and nonseparated groups. There were no differences in academic achievement between the separated and nonsepa- rated group. These results suggest that the decision to separate twins when they go to school is based in part on the existing behavioral problems of the twins and that, in the long run, separation does not affect problem behavior or academic achievement. The findings were the same for monozygotic and dizygotic twins.

scholarly journals Rasch Analysis of the Korean-Child Behavior Checklist (K-CBCL) to Assess Emotional and Behavioral Problems in Children With Autism Spectrum Disorder

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110407
Author(s):  
Eun-Young Park ◽  
Hyojeong Seo ◽  
Kwang-Sun Cho Blair ◽  
Min-Chae Kang
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavior Problems ◽  
Child Behavior ◽  
Rasch Analysis ◽  
Child Behavior Checklist ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Attention Problems ◽  
Spectrum Disorder ◽  
Item Fit

This study examined the validity of the Korean version of the Child Behavior Checklist (K-CBCL) with 180 children with autism spectrum disorder (ASD) in South Korea. Rasch analysis was applied to examine item fit, item difficulty, suitability of the response scale, and person and item separation indices of the K-CBCL. The results indicated that, with the exception of six out of the 119 items, the K-CBCL had a good item fit. Suitability of the rating scale was supported. Both Attention Problems and Aggressive Behavior factors differentiated two strata of behavior problems of children with ASD, whereas six other factors only captured one stratum of behavior problems. The item separation index indicated that the items were distributed well with high reliability. We demonstrated that statistical item analysis with the Rasch model could provide valuable information related to psychometric properties.

scholarly journals Students with ADHD: Social Skills, Behavioral Problems, Academic Performance, and Family Resources

Psico-USF ◽  
2021 ◽  
Vol 26 (3) ◽  
pp. 545-557
Author(s):  
Anaísa Leal Barbosa Abrahão ◽  
Luciana Carla dos Santos Elias
Keyword(s):  
Academic Performance ◽  
Public Schools ◽  
Social Skills ◽  
Elementary Education ◽  
Behavior Problems ◽  
Behavioral Problems ◽  
Reference Sample ◽  
Academic Competence ◽  
Family Resources ◽  
Students With Adhd

Abstract ADHD constitutes a developmental risk. The general aim was to identify social skills, behavior problems, academic performance and family resources of children with ADHD, with the specific aim being to compare students regarding indicators of ADHD and the use or not of medication. Participants were 43 Elementary Education I students (M=9.6 years, SD=1.5), 43 parents (M=39.1 years, SD=7.6) and 38 teachers (M=43.1 years, SD=8.4). The instruments used were the Inventory of Social Skills, Behavior Problems and Academic Competence (SSRS-BR), Conners’ Scale and the Inventory of Family Resources. The collection was carried out in public schools. The results showed that the students had scores higher than the reference sample in Behavior Problems and Social Skills and lower in classes of social skills and Academic Competence; the presence of family resources; and grades above 5.0 as a school mean. We concluded that there is a need for interventions with the studied population.

Infant-mother attachment and behavior problems in healthy and chronically ill preschoolers

1995 ◽  
Vol 7 (2) ◽  
pp. 267-282 ◽  
Author(s):  
Susan Goldberg ◽  
Andrew Gotowiec ◽  
Robert J. Simmons
Keyword(s):  
Behavior Problems ◽  
Behavioral Problems ◽  
Child Behavior Checklist ◽  
Chronically Ill ◽  
Insecure Attachment ◽  
Secure Attachment ◽  
Theoretical Predictions ◽  
Mother Attachment ◽  
And Behavior

AbstractAnalysis of longitudinal data for 145 children [51 healthy, 40 with cystic fibrosis (CF), and 54 with congenital heart disease (CHD)] was conducted: (a) to ascertain whether behavioral problems evident in older medically compromised children would be reported as early as 2–3 years-of-age; and (b) to test theoretical predictions concerning the role of infant-mother attachment in the etiology of behavior problems. As predicted, children with a medical diagnosis received higher scores from parents on the Child Behavior Checklist (CBCL), primarily on the Internalizing scale. Reports of somatic symptoms did not account for this effect. Contrary to predictions, children with CHD were reported to have more behavior problems than those with CF. Secure attachment was associated with lower CBCL scores for internalizing problems regardless of medical status. The increase in behavior problem reports associated with insecure attachment was shown to reflect an effect of avoidance rather than insecurity per se. The importance of distinguishing effects of different types of insecurity and the need for meta-analytic strategies to do so is emphasized.

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