Emotion Regulation with Parents and Friends and Adolescent Internalizing and Externalizing Behavior

This study examined adolescents’ self-reported use of emotion regulation strategies with parents and friends in relation to internalizing and externalizing behavior. A total of 185 children aged 13–14 years old (91 girls, 94 boys) completed three surveys to assess their emotion regulation strategies with mothers, fathers and best friends. Parents completed surveys assessing adolescents’ internalizing and externalizing behavior. Regression analysis revealed that adolescents’ self-reported ER with mothers and fathers and friends made independent contributions to parent reports of youth internalizing and externalizing behavior. Adolescents who reported engaging in more emotion suppression with friends had higher internalizing scores, whereas adolescents who reported more affective expression with friends had lower internalizing scores. Self-reported emotion regulation strategies with mothers and fathers were unrelated to internalizing behavior. Adolescents who reported engaging in higher levels of affective suppression and cognitive reappraisal with their mothers and fathers had lower parental ratings of externalizing behavior. Emotion regulation strategies with best friends were unrelated to externalizing behavior.

Validity of DSM-5 Oppositional Defiant Disorder Symptoms in Children with Intellectual Disability

Oppositional defiant disorder (ODD) is one of the most frequently diagnosed disorders in children with intellectual disabilities (ID). However, the high variability of results in prevalence studies suggests problems that should be investigated further, such as the possible overlap between some ODD symptoms and challenging behaviors that are especially prevalent in children with ID. The study aimed to investigate whether there are differences in the functioning of ODD symptoms between children with (n = 189) and without (n = 474) intellectual disabilities. To do so, we analyzed the extent to which parental ratings on DSM-5 ODD symptoms were metrically invariant between groups using models based on item response theory. The results indicated that two symptoms were non-invariant, with degrees of bias ranging from moderately high (“annoys others on purpose”) to moderately low (“argues with adults”). Caution is advised in the use of these symptoms for the assessment and diagnosis of ODD in children with ID. Once the bias was controlled, the measurement model suggested prevalences of 8.4% (children with ID) and 3% (typically developing children). Theoretical and practical implications are discussed.

Assessing Problematic Social Media Use in Adolescents by Parental Ratings: Development and Validation of the Social Media Disorder Scale for Parents (SMDS-P)

Background: The problematic use of social media (SM) is a rising phenomenon, especially in adolescents. It can be assessed by self-rating screeners such as the Social Media Disorder Scale (SMDS). However, young age or symptom denial might reduce adolescent assessment accuracy. Therefore, the development and validation of a parental scale (SMDS-P) is desirable. Method: A representative sample of 961 parents and corresponding frequently SM-using children aged 10 to 17 years participated in an online study. Factorial analyses were performed to determine item structure. Adolescents’ SMDS self-reports, SM usage time, emotional dysregulation, and academic performance were used to assess validity. The SMDS-P cut-off value was calculated by ROC-analysis. Results: A one-factorial structure of the SMDS-P could be confirmed. The internal consistency was good (Cronbach’s α = 0.85, McDonald’s ω = 0.88) and the accordance between parental and self-ratings moderate (kappa = 0.51). SMDS-P was positively associated with adolescents’ self-ratings (r = 0.68), SM usage time (r = 0.26) and frequency (ϱ = 0.16) as well as with emotional dysregulation (r = 0.35) in a highly significant manner. Conclusions: SMDS-P offers a promising new approach to assess problematic SM usage in adolescence. Further studies including clinical validations are required.

Assessing ICD-11 gaming disorder in adolescent gamers by parental ratings: Development and validation of the Gaming Disorder Scale for Parents (GADIS-P)

Background and aimsThe addiction to digital games is associated with substantial impairments in daily functioning and adolescents are particularly at risk. Screening instruments for the new ICD-11 diagnosis Gaming Disorder (GD) are rare and only include self-ratings thus far. Since adolescents' insight might be limited due to young age or symptom denial, external ratings are essential. We therefore aimed to develop and validate the Gaming Disorder Scale for Parents (GADIS-P) in a representative sample of parents and young gamers.MethodsGADIS-P was developed as an adaptation of a recently published self-rating scale. It was validated in 800 parents and their frequently gaming children between 10 and 17 years with standardized questionnaires in an online survey. Item structure was investigated by confirmatory factorial analysis. Gaming time, pathological gaming according to DSM-5, emotional dysregulation, and academic performance were used to derive criterion validity. Accordance with self-ratings was determined. ROC-Analyses were computed to determine cut-off values.ResultsA presumed two-factorial structure of GADIS-P could be confirmed describing cognitive-behavioral symptoms and negative consequences. The instrument showed good to excellent internal consistency (Cronbach's α = 0.89–0.92, McDonald's ω = 0.92–0.95) and criterion validity with moderate to strong correlations regarding gaming behavior (r/ϱ = 0.35–0.76), excellent discriminatory power, and moderate accordance with the adolescents' self-ratings (kappa = 0.47–0.58).Discussion and conclusionsAs the first successfully validated tool for the assessment of ICD-11 GD in adolescents by parental judgment, GADIS-P can make an important contribution to reliable GD screening in clinical and research settings.

Sleep as a mediator in the context of emotional problems in adolescents with IBD: A pilot study

Background: Sleep has an impact on daily life. Particularly among adolescents with IBD, adequate sleep seems to be important, as the disease itself and the associated symptoms can cause distress and impair daytime functioning. However, often parental and youth reports differ regarding perceived sleep problems of adolescents. Besides sleep problems, depression and anxiety are often prominent in young IBD patients. To date, the interplay between sleep, anxiety/depression symptoms and IBD is not fully understood. Therefore, the aim of this study was to (1) evaluate sleep problems in adolescents suffering from IBD, (2) compare adolescents’ sleep quality and impairments according to self- and parental reports, and (3) investigate the interaction between IBD symptomatology, emotional problems and sleep disturbances. Methods: 29 adolescents (age 10 - 22; M = 14.44 , SD = 1.78 ) with IBD and their parents took part in the study. Adolescents and parents completed questionnaires concerning sleep, emotional problems, and IBD symptomatology. Results: Especially overtiredness, insomnia symptoms, and nightmares play a prominent role regarding sleep problems in youths. Self-rated sleep problems and parental ratings were inconsistent, particularly for nightmares (Z = -2.12; p = .034). However, other ratings concerning emotional problems and sleep, especially anxiety and nightmares, were significantly related(r = .426, p = .034), even though we found no mediation effect for the association between IBD, nightmares and anxiety. Discussion: The present study revealed the importance of sleep and emotional well-being for adolescents suffering from IBD. Moreover, it became clear that the role of anxiety in youths suffering from IBD and sleep problems is not sufficiently answered yet. Not only emotional behavior but also sleep should be addressed when diagnosing IBD or during treatment of IBD. In addition, these results show the need for further investigation regarding the differences between parental and self-reports concerning sleep problems in young IBD patients.

Ιεραρχική Δομή της Αναπτυσσόμενης Προσωπικότητας: Μια Σειρά Ερωτηματολογίων για την Αξιολόγηση των Ατομικών Διαφορών από την Προσχολική Ηλικία ως την Προεφηβεία

This article presents data on the construction and the hierarchical structure of a series of personality questionnaires for the assessment of child temperament and personality characteristics by parents. In the first phase, free parental descriptions of child personality were collected and classified using a 14-category coding scheme. Then, 100 clusters of conceptually similar descriptors were created within the initial 14 categories. One or two representative items were selected from each cluster to form four trait lists, for children aged 2-4, 5-6, 9-10, and 11-13 years. These preliminary questionnaire versions were administered to 1,817 parents who evaluated their children’s personality characteristics. The underlying structure of parental ratings was examined by applying principal components analyses. This resulted in 4 (3-year-olds) to 5 (6-, 9-, and 12-year-olds) factors and in 12 (3-year-olds) to 15 (6-, 9-, and 12-year-olds) facets of child personality. Alpha coefficients ranged between .76-.96 for the factors, and between .61-.91 for the facets. In their final form, after a psychometric evaluation of their content, the four Questionnaires “Personality Dimensions of Children and Adolescents” (Q-PeDiCA) consist of 92 (3-year-olds), 106 (6-year-olds), 121 (9-year-olds), and 99 (12-year-olds) items, respectively. Several dimensions of the wellknown temperament models are included in the new questionnaires. Moreover, the developmental precursors and deviations from the five-factor model of the adult personality are discussed.

Speech-Language Pathologist and Parent Perspectives on Speech-Language Pathology Services for Children With Autism Spectrum Disorders

Many speech-language pathologists (SLPs) are underprepared to serve children with autism spectrum disorders (ASDs), despite a growing need and increased expectation for ASD expertise. To understand this practice gap, 60 SLPs and 26 parents of children with ASDs were surveyed regarding SLP knowledge and competency. Of concern was that only about 50% of SLPs correctly identified ASD defining criteria. Respondents rated eight SLP practices as Important to Very Important, but SLPs reported being only Somewhat Competent to Competent. The parents’ rating of SLP competency was significantly lower than parental ratings of importance for one educational practice, use of nonstandardized assessment and observational methods. Also, parents rated the development of the Individualized Education Program significantly higher in importance than SLPs rated it. Findings varied for ASD specialty subgroups. Results support socially valid improvements in preparation for SLPs on the frontlines of assessment, treatment, and development of health and educational systems for children with ASDs.