The Rutter scale for completion by teachers: factor structure and relationships with cognitive abilities and family adversity for a sample of New Zealand children.
ABSTRACT A large sample of 7-year-old children (n = 940) was rated by teachers using the Rutter Child Scale B, a 26-item questionnaire covering a variety of behavioural problems. A factor analysis of the data revealed three main factors of interest, identified as aggressiveness, hyperactivity and anxiety-fearfulness. Measures based upon these factors had a reasonably high level of reliability and were moderately stable over a 2-year interval. An analysis of the relationship between these three behavioural measures and some cognitive measures indicated that only hyperactivity was negatively associated with cognitive ability. However, both hyperactivity and aggressiveness were related to adversity in the child's family background. The findings suggest the usefulness of distinguishing between aggressive and hyperactive dimensions of behaviour.
SourceAvailable from: Edna Maria Marturano[Show abstract] [Hide abstract]
ABSTRACT: Externalizing behaviors frequently develop in adverse environments. The aim of this study was to document this association in children presenting academic underachievement. Participants were both boys and girls, aged seven to 11 years, referred for psychological treatment by virtue of school underachievement. From a universe of 141 children, two groups were constituted on the basis of scores in the Child Behavior Scale: G1 (children without behavior problems, n= 30) and G2 (children with behavior problems, n= 37). Mothers were interviewed to obtain data about environment resources and adversities. Results indicated that children from G2 live at homes with fewer resources and more adversities, presentig problems in interpersonal relationships, poor parent supervision, monitoring and supporting, lower parent involvement with child development, punitive practices and aggressive adult models. The school difficulties raise the child's vulnerability to maladjustment. The inclusion of the family in preventive interventions directed to these children is emphazised. Keywords: Home environment; externalizing behaviors; school achievement; child.Psicologia Reflexão e Crítica 12/2001; 15(1):35-44. · 0.09 Impact Factor
[Show abstract] [Hide abstract]
ABSTRACT: Objective: Depressive disorders occur frequently in adolescents. Maintenance of depression has been related to stress and stress coping. Method: The study describes which stress load and which strategies of stress coping are present in girls with major depression. 74 girls with major depression were compared to a normal control group with regard to stress symptoms and stress coping. All subjects were diagnosed with a structured clinical interview according to DSM-IV criteria. Stress and stress coping strategies were measured by standardized and validated questionnaires. Results: Girls with major depression had more symptoms of stress and were characterized by inadequate stress coping compared to the control group. Conclusion: These cross-sectional data show deficits in stress coping that might reinforce stress symptoms as well as degree of depression. However, cause and effect can only be clarified by a longitudinal design.Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie 11/2013; 41(6):383-91. DOI:10.1024/1422-4917/a000254 · 0.99 Impact Factor
[Show abstract] [Hide abstract]
ABSTRACT: Objectives: In assessing behavioral/emotional problems in school-aged children, the importance of multi-informant reporting has been well documented. However, in clinical settings obtaining multiple informants' opinions has proven difficult. For that reason, we researched the agreement and predictive validity of the Child Problem-Behavior Screening Questionnaire (CPSQ) in order to reveal how accurate parents' assessments reflected teachers'opinions. Methods: We conducted the first screening for second- and third-grade children from 3 elementary schools in Seoul from 2003 to 2007 using the CPSQ. There were 1178 children included in the analysis. We then administered the Korean version of the Child Behavior Checklist (K-CBCL) as a second screening tool and subsequently, the ADHD Diagnostic System (ADS) and the Korean Educational Development Institute version of the Wechsler Intelligence Scale for Children (KEDI-WISC) was administered by a psychiatrist. We examined each item on the CPSQ and the subscale's agreement between parent and teacher as well as the predictive validity of the CPSQ in children diagnosed with emotional/behavioral problems. Results: The agreement rates between parents and teachers appeared high for questions 18 (0.433), 1 (0.385), and 2 (0.325). Among the subscales, a relatively high correlation was found for externalizing problems, attention deficit hyperactivity disorder, and cognitive problems. For all diagnosed children, their parents revealed a higher sensitivity and lower specificity than teachers. Conclusion: From these results, we confirmed that the CPSQ can be useful for sorting out externalizing and cognitive problems. There is a need for further study, however, with a larger sample size.10/2010; 21(3). DOI:10.5765/JKACAP.2010.21.3.161