My Friends Always Know When I’m Sad: How Children’s Emotion Understanding is Associated with Socio-Emotional Development

Prosocial Behaviour ◽

Children's Emotion ◽

<p>The current study examined whether prosocial, social, and psychological development in children are more strongly associated with an overall understanding of emotions, or whether certain aspects of development are associated with specific components of emotion understanding. 38 children aged between 6 and 9 years old were administered the Test of Emotion Comprehension and the Kusche Affective Interview-Revised. Their parents completed the Strengths and Difficulties Questionnaire. Overall emotion understanding was found to be associated with conduct problems. Specific components of emotion understanding were associated with peer and emotional problems and inattention-hyperactivity. Prosocial behaviour was not significantly associated with emotion understanding. Results suggest that social and psychological development are primarily associated with specific components of emotion understanding rather than overall understanding.</p>

My Friends Always Know When I’m Sad: How Children’s Emotion Understanding is Associated with Socio-Emotional Development

10.26686/wgtn.16985185 ◽

2021 ◽

Author(s):

◽

Brylee Lamb

Keyword(s):

Conduct Problems ◽

Emotional Development ◽

Emotional Problems ◽

Emotion Understanding ◽

Psychological Development ◽

Prosocial Behaviour ◽

Children's Emotion ◽

Analysing Dynamic Change in Children’s Socio-Emotional Development using the Strengths and Difficulties Questionnaire in a large UK Longitudinal Study

10.31234/osf.io/wz9xc ◽

2020 ◽

Author(s):

Lydia Gabriela Speyer ◽

Anastasia Ushakova ◽

Hildigunnur Anna Hall ◽

Michelle Luciano ◽

Bonnie Auyeung ◽

...

Keyword(s):

Mental Health ◽

Conduct Problems ◽

Dynamic Change ◽

Emotional Problems ◽

Mental Health Issue ◽

Childhood And Adolescence ◽

Peer Problems ◽

Mental Health Difficulties ◽

Background: Most mental health difficulties have their onset during childhood and adolescence. Many children who suffer from one mental health issue also suffer from at least one comorbid disorder. Autoregressive latent trajectory models with structured residuals (ALT-SR) and multilevel graphical vector autoregression (GVAR) are recent complementary approaches that can help provide new insights into the reciprocal relationships between multiple mental health domains and advance the understanding of the development of comorbidities.Methods: This study uses ALT-SR and multilevel GVAR models to analyse the temporal, contemporaneous and between-person relationships between emotional problems, peer problems, conduct problems, hyperactivity/inattention and prosociality as measured by the parent-reported Strengths and Difficulties Questionnaire (SDQ) in 17,478 children taking part in the UK Millennium Cohort Study at ages 3, 5, 7, 11, 14 and 17 years. Results: Results from both the ALT-SR model and the multilevel GVAR model highlight that children’s strengths and difficulties in different domains of psychosocial functioning dynamically influence each other over- and within-time. The ALT-SR model highlighted that hyperactivity/inattention plays a central role in affecting other domains over developmental time while the GVAR model highlighted comparably strong bidirectional relationships between conduct problems and prosociality as well as between emotional problems and peer problems. Both models suggest that most domains are also related to each other over shorter timescales.Conclusion: This study highlights that mental health difficulties influence one another dynamically over time. As illustrated in the domains of the SDQ, these dynamic changes can be modelled using the complementary techniques of ALT-SR or GVAR models, each offering different insights into the nature of comorbidity.

Does the Strengths and Difficulties Questionnaire – self report yield invariant measurements across different nations? Data from the International Child Mental Health Study Group

Epidemiology and Psychiatric Sciences ◽

10.1017/s2045796014000201 ◽

2014 ◽

Vol 24 (4) ◽

pp. 323-334 ◽

Cited By ~ 20

Author(s):

D. Stevanovic ◽

R. Urbán ◽

O. Atilola ◽

P. Vostanis ◽

Y. P. Singh Balhara ◽

...

Keyword(s):

Measurement Invariance ◽

Conduct Problems ◽

Factor Model ◽

Five Factor Model ◽

Self Report ◽

Health Study ◽

Prosocial Behaviour ◽

Emotional Symptoms ◽

Aims.This study evaluated the measurement invariance of the strengths and difficulties questionnaire (SDQ) self-report among adolescents from seven different nations.Methods.Data for 2367 adolescents, aged 13–18 years, from India, Indonesia, Nigeria, Serbia, Turkey, Bulgaria and Croatia were available for a series of factor analyses.Results.The five-factor model including original SDQ scales emotional symptoms, conduct problems, hyperactivity–inattention problems, peer problems and prosocial behaviour generated inadequate fit degree in all countries. A bifactor model with three factors (i.e., externalising, internalising and prosocial) and one general problem factor yielded adequate degree of fit in India, Nigeria, Turkey and Croatia. The prosocial behaviour, emotional symptoms and conduct problems factor were found to be common for all nations. However, originally proposed items loaded saliently on other factors besides the proposed ones or only some of them corresponded to proposed factors in all seven countries.Conclusions.Due to the lack of a common acceptable model across all countries, namely the same numbers of factors (i.e., dimensional invariance), it was not possible to perform the metric and scalar invariance test, what indicates that the SDQ self-report models tested lack appropriate measurement invariance across adolescents from these seven nations and it needs to be revised for cross-country comparisons.

A Longitudinal and Gender Invariance Analysis of the Strengths and Difficulties Questionnaire Across Ages 3, 5, 7, 11, 14, and 17 in a Large U.K.-Representative Sample

Assessment ◽

10.1177/10731911211009312 ◽

2021 ◽

pp. 107319112110093

Author(s):

Aja Louise Murray ◽

Lydia Gabriela Speyer ◽

Hildigunnur Anna Hall ◽

Sara Valdebenito ◽

Claire Hughes

Keyword(s):

Conduct Problems ◽

Developmental Trajectories ◽

Emotional Problems ◽

Peer Problems ◽

Gender Invariance ◽

Residual Level ◽

Strengths And Difficulties ◽

And Gender ◽

Age Range

Developmental invariance is important for making valid inferences about child development from longitudinal data; however, it is rarely tested. We evaluated developmental and gender invariance for one of the most widely used measures of child mental health: the parent-reported Strengths and Difficulties Questionnaire (SDQ). Using data from the large U.K. population-representative Millennium Cohort Study ( N = 10,207; with data at ages 3, 5, 7, 11, 14, and 17 years), we tested configural, metric, scalar, and residual invariance in emotional problems, conduct problems, hyperactivity/inattention, prosociality, and peer problems. We found that the SDQ showed poor fit at age 3 in both males and females and at age 17 in males; however, it fit reasonably well and its scores were measurement invariant up to the residual level across gender at ages 5, 7, 11, and 14 years. Scores were also longitudinally measurement invariant across this age range up to the partial residual level. Results suggest that the parent-reported SDQ can be used to estimate developmental trajectories of emotional problems, conduct problems, hyperactivity/inattention, prosociality, and peer problems and their gender differences across the age range 5 to 14 years using a latent model. Developmental differences outside of this range may; however, partly reflect measurement differences.

Adaptive Functioning in Students with Cochlear Implants Assessed in Spain through the Strengths and Difficulties Questionnaire

Global Journal of Health Science ◽

10.5539/gjhs.v10n1p129 ◽

2017 ◽

Vol 10 (1) ◽

pp. 129

Author(s):

Olga María Alegre De la Rosa ◽

David Pérez-Jorge ◽

María del Carmen Rodríguez Jiménez ◽

Ana Isabel González Herrera

Keyword(s):

Prosocial Behavior ◽

Cochlear Implants ◽

Conduct Problems ◽

Adaptive Functioning ◽

Classroom Teachers ◽

Emotional Symptoms ◽

Relationship Problems ◽

Strengths And Difficulties ◽

Specialist Teachers

Cochlear implantation has become increasingly accepted as an option for early implantation in the deaf. The aim of this study was to compare the opinions of 250 classroom teachers and 200 speech, language and hearing specialist teachers regarding the behavior and emotions of the students with cochlear implants using the Strengths and Difficulties Questionnaire (SDQ), which is divided between 5 scales: a) emotional symptoms, b) conduct problems, c) prosocial behavior, d) peer relationship problems, and e) hyperactivity/inattention. The results have shown that there are important discrepancies between the two, both in the externalization of conduct problems and in prosocial behaviors, although there are notable coincidences related to attention factors and to the exceptional presence of emotional symptoms of these students in new situations.

Confirmatory Factor Analysis of the Strengths and Difficulties Questionnaire in a Community Sample of French-Speaking Adolescents

European Journal of Psychological Assessment ◽

10.1027/1015-5759.24.1.1 ◽

2008 ◽

Vol 24 (1) ◽

pp. 1-8 ◽

Cited By ~ 19

Author(s):

Mathieu d'Acremont ◽

Martial Van der Linden

Keyword(s):

Factor Analysis ◽

Confirmatory Factor Analysis ◽

Conduct Problems ◽

Community Sample ◽

Emotional Symptoms ◽

Internal Reliability ◽

Peer Problems ◽

Confirmatory Factor ◽

Abstract. The Strengths and Difficulties Questionnaire (SDQ) assesses adaptive and problematic behavior in children and adolescents ( Goodman, 1997 ). The aim of this study was to test the construct validity of a French translation of the scale. Teachers completed the SDQ for their pupils (279 girls and 278 boys, 13-18 years). Confirmatory factor analysis (CFA) of the SDQ supported the original distinction between Conduct problems, Hyperactivity/Inattention, Peer problems, Emotional symptoms, and Prosocial behavior. Multigroup CFA revealed invariance of factor measurement across gender. In addition, boys had higher factor scores for Conduct problems, Hyperactivity/Inattention, and Peer problems whereas girls were more Prosocial. The internal reliability of the subscales ranges from acceptable to very good. These results indicate that the French version of the SDQ has a reliable factor organization among adolescent boys and girls.

The strengths and difficulties questionnaire self-report: sensitivity and specificity testing to identify conduct problems in Indonesian adolescents

Journal of Aggression Conflict and Peace Research ◽

10.1108/jacpr-01-2021-0569 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Sonny Tirta Luzanil ◽

Sherly Saragih Turnip

Keyword(s):

Conduct Problems ◽

Sensitivity And Specificity ◽

Diagnostic Interview ◽

The Self ◽

Self Report ◽

Operating Characteristics ◽

Double Blind ◽

Content Type ◽

Purpose The Strengths and Difficulties Questionnaire (SDQ) has been validated as a screening tool for identifying difficulties in adolescents in various countries. According to the results, the SDQ needs clinical evaluations to discriminate between adolescents with and without problems. This study is part of a research group that developed the self-report Indonesian version of the SDQ. Therefore, this study aims to evaluate the sensitivity and specificity of the self-report Indonesian version of the SDQ conduct problems subscale and identify the optimum cut-off score for Indonesian adolescents. Design/methodology/approach This study was a double-blind non-experimental study, in which the self-report SDQ score was compared to the diagnostic interview. Participants that completed the SDQ were 708 10th-grade students in Jakarta, with 40 students from the sample randomly selected through the double-blind technique for the diagnostic interview. Findings Crosstab’s analysis showed that the SDQ conduct problems subscale had a sensitivity value of 77.3% and a specificity value of 83.3%. Receiver operating characteristics analysis showed that the cut-off score of 4 used in this study is ideal for identifying individuals with conduct problems. Originality/value The SDQ has good accuracy for screening conduct problems among adolescents. Moreover, it will be helpful for parents, teachers, professionals and adolescents to screening conduct problems.

Maternal Attachment Status, Mother-Child Emotion Talk, Emotion Understanding, and Child Conduct Problems

Child Development Research ◽

10.1155/2013/680428 ◽

2013 ◽

Vol 2013 ◽

pp. 1-9 ◽

Cited By ~ 5

Author(s):

Brad M. Farrant ◽

Murray T. Maybery ◽

Janet Fletcher

Keyword(s):

Conduct Problems ◽

Emotion Understanding ◽

Maternal Attachment ◽

Typically Developing ◽

Child Conduct Problems ◽

Children's Emotion ◽

Child Conduct ◽

Developmental Role ◽

Emotion Talk

Conduct problems that emerge in childhood often persist into adolescence and are associated with a range of negative outcomes. It is therefore important to identify the factors that predict conduct problems in early childhood. The present study investigated the relations among maternal attachment status, mother-child emotion talk, child emotion understanding, and conduct problems in a sample of 92 (46 males) typically developing children (M age = 61.3 months, SD = 8.3 months). The results support a model in which maternal attachment status predicts the level of appropriate/responsive mother-child emotion talk, which predicts child emotion understanding, which in turn negatively predicts child conduct problems. These findings further underline the developmental role of mother-child emotion talk as well as the importance of involving parents in programs designed to increase children’s emotion understanding and/or decrease the incidence of conduct problems.

Parent-Adolescent Agreement on Adolescents’ Emotional and Behavioral Problems Assessed by the Strengths and Difficulties Questionnaire

Global Pediatric Health ◽

10.1177/2333794x211001245 ◽

2021 ◽

Vol 8 ◽

pp. 2333794X2110012

Author(s):

Kentaro Kawabe ◽

Fumie Horiuchi ◽

Hiroyuki Uno ◽

Kiwamu Nakachi ◽

Rie Hosokawa ◽

...

Keyword(s):

Conduct Problems ◽

Behavioral Problems ◽

Comprehensive Evaluation ◽

Parent Report ◽

The Self ◽

Self Report ◽

Emotional And Behavioral Problems ◽

Cross Sectional ◽

Objective. The perception of emotion and behavior is different between adolescents and their parents. Parent-adolescent agreement on emotional and behavioral problems has not been well researched. The aim of this study was to explore and compare how well the information from themselves matches with the judgments by their parents in terms of emotional and behavioral problems. Methods. The cross-sectional study was conducted using the self-report and parent-report Strengths and Difficulties Questionnaire (SDQ). A total of 1254 Japanese school adolescents aged 12 to 18 and their parents were assessed almost the same time. The results were analyzed using the paired t-test and 2-way analysis of variance for the discrepancies of parent-adolescent agreements in each age and gender groups. Results. Adolescents obtained higher total difficulty and all subscales scores of SDQ than their parents. The effect of grade on the self/parent discrepancy scores were significantly observed on the conduct problems ( P < .001), hyperactivity ( P = .009), and prosocial behavior ( P < .001). The effect of gender was shown significantly on the emotional problems ( P < .001), conduct problems ( P < .001), and peer problems ( P = .002). Conclusion. Adolescents reported more problems than their parents did. For comprehensive evaluation of adolescents’ mental health, it is necessary to draw information from both the adolescents themselves and their parents, and pay attention to the gap between adolescents and their parents’ perception.

The Association Between Preschooler Physical Activity Duration and Intensity and Social Emotional Development: Findings From the PLAYCE Study

Journal of Physical Activity and Health ◽

10.1123/jpah.2020-0588 ◽

2021 ◽

pp. 1-7

Author(s):

Hayley E. Christian ◽

Leanne Lester ◽

Mohamed K. Al Marzooqi ◽

Stewart G. Trost ◽

Alana Papageorgiou

Keyword(s):

Physical Activity ◽

Emotional Development ◽

Early Years ◽

Moderate Intensity ◽

Linear Regression Models ◽

Social Emotional Development ◽

Social Emotional ◽

Physical Activity Guidelines ◽

Background: Social emotional development is imperative to young children’s long-term psychological and physical health. Physical activity (PA) may be important for young children’s social emotional development. The association between preschooler PA duration and intensity and social emotional development was investigated. Methods: Data from six hundred and fifty-one 2- to 4-year-olds in the Play Spaces and Environments for Children’s Physical Activity (PLAYCE) study were analyzed. PA was measured using ActiGraph-GT3X accelerometers worn over 7 days. Social emotional development was measured using the parent-completed Strengths and Difficulties Questionnaire. Multilevel linear regression models examined the association between PA duration and intensity and Strengths and Difficulties Questionnaire subscales. Results: Preschoolers did 158.2 (SD = 40.2) minutes per day of PA with 27% meeting the Australian Physical Activity Guidelines for the Early Years. There was a 1.74 point decrease in the total Strengths and Difficulties Questionnaire score for each additional hour of moderate-intensity PA per day (P < .05). Similar significant associations were found across all domains of social emotional development except hyperactivity, and were consistent across different intensities of light, moderate, and vigorous PA. Conclusions: These findings highlight the potential importance of PA, especially moderate-intensity play-based PA, for different aspects of preschool children’s social emotional development. Longitudinal and intervention research is required to confirm whether promoting PA in the early years provides developmental benefit.