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Around the world, cultural blending and conflict pose challenges for assessment and understanding of psychopathology. Economical, evidence-based, culturally robust assessment is needed for research, for answering public health questions, and for evaluating immigrant, refugee, and minority children. This article applies multicultural perspectives to...
Contexts in source publication
Context 1
... brevity, ease of administration, and translations into many languages have facilit- ated their use with diverse cultural groups. Table 1 lists cultural groups for which ASEBA and/or SDQ findings have been published as of this writing. ...
Context 2
... reviews of ASEBA and SDQ research have documented the feasibility of using dimensionally based assessment in very diverse cultural contexts. The basic finding that hundreds of thousands of parents, teachers, and children from the diverse cultural groups listed in Table 1 have been willing and able to complete ASEBA and SDQ forms sup- ports the applicability of this approach to multi- cultural assessment. Although cultural groups may yet be found where parents, teachers, and/or children are unwilling or unable to provide stan- dardized ratings of children's problems, the find- ings to date indicate that people from remarkably diverse backgrounds understand the format and content of these forms. ...
Context 3
... for this hypothesis, Iranian parents also rated girls as high as boys on statistically de- rived and DSM-oriented scales of ADHD problems, unlike parents in the other populations. The similar findings for Iranian parent and teacher ratings indicate cross-informant and cross-situational con- sistency in Iranian adults' tendency to rate Iranian T115 T109 T103 T97 91 T T85 T79 T73 T67 T61 T55 T49 T43 T37 T31 T25 T19 T13 T7 girls as high as boys on ADHD problems. Spurred by findings like this, emic studies may reveal differ- ences in etiological factors in different populations. ...
Citations
... A British prospective birth cohort, the Avon Longitudinal Study of Parents and Children (ALSPAC), was used. We chose emotional and behavioral difficulties assessed using the Strength and Difficulties Questionnaire (SDQ) as the main outcomes since they were valid assessment of child psychopathology (Achenbach et al., 2008) and have been measured multiple times in childhood in ALSPAC. We hypothesized that non-heterosexual boys and girls would display greater emotional and behavioral difficulties than their heterosexual counterparts at all three ages, and those associations would be partially explained by childhood gender nonconformity and early life factors based on the extant literature. ...
... Each item was rated on a 3-point scale ranging from 0 = not true to 2 = certainly true. Parent-report SDQ has satisfactory validity and reliability (Achenbach et al., 2008). The total difficulties score (the sum of all subscales excluding the prosocial behavior subscale) was used in the analysis since it is based on the validated five-factor structure of SDQ, has good reliability and validity (Achenbach et al., 2008), and it was measured comparably (the longitudinal measurement invariance was supported) from ages 5 to 14 (Xu & Rahman, 2022). ...
... Parent-report SDQ has satisfactory validity and reliability (Achenbach et al., 2008). The total difficulties score (the sum of all subscales excluding the prosocial behavior subscale) was used in the analysis since it is based on the validated five-factor structure of SDQ, has good reliability and validity (Achenbach et al., 2008), and it was measured comparably (the longitudinal measurement invariance was supported) from ages 5 to 14 (Xu & Rahman, 2022). A higher score indicated greater emotional and behavioral difficulties. ...
The mechanisms underlying sexual orientation differences in psychopathology originating in childhood remain understudied since sexual orientation does not directly manifest in childhood. This study tested whether childhood gender nonconformity and parental maltreatment before age 6 years 9 months partly explained sexual orientation disparities in the developmental trajectories of emotional and behavioral difficulties from age 6 years 9 months to 11 years 8 months. The Avon Longitudinal Study of Parents and Children was used (2182 boys and 2422 girls, Mage = 15.5, 90% White). After controlling for early life factors, non-heterosexual boys and girls displayed significantly greater emotional and behavioral difficulties than their heterosexual counterparts at all three ages. There was a sex difference in the mediating effects. For girls, sexual orientation disparities in childhood emotional and behavioral difficulties were partially explained by childhood gender nonconformity. For boys, sexual orientation disparities in childhood emotional and behavioral difficulties were partially explained by a path through greater childhood gender nonconformity, leading to increased risk of being the targets of parental maltreatment. Childhood gender nonconformity, parental maltreatment, and other early life factors only partially explain sexual orientation disparities in childhood emotional and behavioral difficulties. The mediating effects of childhood gender nonconformity and parental maltreatment on the association between sexual orientation and childhood emotional and behavioral difficulties differ between the sexes.
... The "Difficulty" scores are further categorized into three bands: '0-15' denotes 'Normal' band,[16][17][18][19] band. The 'Externalizing' and 'Internalizing' scores are calculated by grouping 'Emotional symptoms' and 'Peer problem'; and 'Conduct problem' with 'Hyperactivity-inattention' respectively [Achenbach et al. (2008); Goodman et al. (2009);Goodman (1997); Goodman (1999); Goodman et al. (2000); Goodman et al. (1999); Klasen et al. (2000); and Goodman (2001)]. Items 27-33 in the extended version of the questionnaire measure the effect of behavioural problems on social dysfunction aspects of the psychopathology of the respondent through 'Impact' scores. ...
Uncertainties since COVID-19 outbreak time have affected the mental well-being of almost everyone, including young adults. During the first wave of COVID-19, the unprecedented lockdown affected the mental health of individuals more than the disease itself. This study is meant to identify behavioural and social dysfunction problems in young adults due to COVID-19 disease and its after-effects. An online cross-sectional survey was designed using 17+extended English version of the Strength and Difficulties questionnaire (SDQ) to identify the behavioural and social dysfunction problems in young adults in India due to COVID-19 disease and the consequent lockdown / forced quarantine during the first wave of the pandemic. During the period of May-June 2020, the survey was carried out through Google forms among college/university students. A total of 1020 responses were obtained out of which 772 responses who reported social dysfunction issues were selected. Data was analysed statistically. The four 'Difficulty' scales were grouped into 'Internalizing' and 'Externalising' scores. The effects of gender and chronicity were tested on 'Internalizing', 'Externalizing' and 'Impact' scores. 46.21%, 53.79 %, and 22.30 % of respondents were under significant risk categories for Impact score of social dysfunction, Internalizing, and externalizing scores of behavioural problems respectively. There was a significant difference in observed numbers under all categories, irrespective of gender, from the expected SDQ standards distressed respondents as p value < 0.001. The effect of chronicity is there on Impact scores. Irrespective of gender, the prolonged lockdown due to COVID-19 is affecting the psychological behaviour of young adults.
... Two widely used screening instruments for mental health problems that are used for both clinical and research purposes are the Child Behavior Checklist (CBCL, Achenbach system of empirically based assessment [ASEBA]) (Achenbach et al., 2008;Achenbach & Rescorla, 2001) and the Strengths and Difficulties Questionnaire (SDQ) (Goodman, 2001). The CBCL and the SDQ are cross-culturally valid and reliable, and have been administered across a wide range of populations (Achenbach et al., 2008;Achenbach & Rescorla, 2001;Goodman, 2001). ...
... Two widely used screening instruments for mental health problems that are used for both clinical and research purposes are the Child Behavior Checklist (CBCL, Achenbach system of empirically based assessment [ASEBA]) (Achenbach et al., 2008;Achenbach & Rescorla, 2001) and the Strengths and Difficulties Questionnaire (SDQ) (Goodman, 2001). The CBCL and the SDQ are cross-culturally valid and reliable, and have been administered across a wide range of populations (Achenbach et al., 2008;Achenbach & Rescorla, 2001;Goodman, 2001). They both have excellent diagnostic utility for psychiatric disorders in childhood (Biederman et al., 2020;Johnson et al., 2014) and provide continuous, dimensional data with an established factor structure. ...
... Both instruments have shown comparable validity within clinical and research settings (Dang et al., 2017;Klasen et al., 2000;Kovacs & Sharp, 2014). The factor structure of the CBCL (the version for ages 4-18 years) includes eight syndrome scales (anxious/depressed, withdrawn/depressed, somatic complaints, social problems, thought problems, attention problems, rulebreaking behaviour, and aggressive behaviour) (Achenbach et al., 2008) whereas the SDQ (the version for ages 4-17 years) provides five scales (emotional problems, peer relationship problems, hyperactivity/inattention, conduct problems, and prosocial behaviour) (Goodman, 2001). ...
Objectives
Retrospective harmonisation of data obtained through different instruments creates measurement error, even if the underlying concepts are assumed the same. We tested a novel method for item‐level data harmonisation of two widely used instruments that measure emotional and behavioural problems: the Child Behavior Checklist (CBCL) and the Strengths and Difficulties Questionnaire (SDQ).
Methods
Item content of the CBCL and SDQ was mapped onto four dimensions: emotional problems, peer relationship problems, hyperactivity/inattention and conduct problems. A diverse test sample was drawn from four prospective longitudinal birth cohort studies in Australia and Europe who used one or both instruments. The pooled sample included 5188 data points assessing children and adolescents aged 6–13 years (N = 257–704 participants per cohort). Measurement invariance was assessed using latent variable multi‐group confirmatory factor analysis.
Results
Fifteen items from the CBCL and SDQ were mapped onto four dimensions allowing for measurement invariance testing as part of a stepwise process. Partial strict invariance between CBCL and SDQ assessments was established for all four dimensions.
Conclusions
The harmonised dimensions of emotional, peer relationship, hyperactivity/inattention and conduct problems are invariant across the CBCL and SDQ suggesting that these dimensions can be reliably compared with limited measurement error.
... 52 The CBCL 1.5-5 has been validated for use in diverse samples, including children from low socioeconomic status backgrounds and racial and ethnic minoritized groups. 53,54 We reran analyses controlling for externalizing symptoms to establish the specificity of any brainbehavior associations with callous-unemotional traits rather than general severity of externalizing symptomatology. ...
Importance
Children with high callous-unemotional traits are more likely to develop severe and persistent conduct problems; however, the newborn neurobiology underlying early callous-unemotional traits remains unknown. Understanding the neural mechanisms that precede the development of callous-unemotional traits could help identify at-risk children and encourage development of novel treatments.
Objective
To determine whether newborn brain function is associated with early-emerging empathy, prosociality, and callous-unemotional traits.
Design, Setting, and Participants
In this prospective, longitudinal cohort study, pregnant women were recruited from obstetric clinics in St Louis, Missouri, from September 1, 2017, to February 28, 2020, with longitudinal data collected until March 20, 2023. Mothers were recruited during pregnancy. Newborns underwent brain magnetic resonance imaging shortly after birth. Mothers completed longitudinal follow-up when the children were aged 1, 2, and 3 years.
Exposures
The sample was enriched for exposure to socioeconomic disadvantage.
Main Outcome and Measure
Functional connectivity between hypothesized brain regions was assessed using newborn-specific networks and voxel-based connectivity analyses. Children’s callous-unemotional traits were measured using the Inventory of Callous-Unemotional Traits. Empathy and prosociality were assessed using the Infant and Toddler Socio-Emotional Assessment.
Results
A total of 283 children (mean [SD] gestational age, 38 [2] weeks; 159 male [56.2%]; 2 Asian [0.7%], 171 Black [60%], 7 Hispanic or Latino [2.5%], 106 White [38%], 4 other racial or ethnic group [1.4%]) were included in the analysis. Stronger newborn functional connectivity between the cingulo-opercular network (CO) and medial prefrontal cortex (mPFC) was associated with higher callous-unemotional traits at age 3 years (β = 0.31; 95% CI, 0.17-0.41; P < .001). Results persisted when accounting for parental callous-unemotional traits and child externalizing symptoms. Stronger newborn CO-mPFC connectivity was also associated with lower empathy and lower prosociality at ages 1, 2, and 3 years using multilevel models (β = −0.12; 95% CI, −0.21 to −0.04; P = .004 and β = −0.20; 95% CI, −0.30 to −0.10; P < .001, respectively).
Conclusions and Relevance
Newborn functional connectivity was associated with early-emerging empathy, prosociality, and callous-unemotional traits, even when accounting for parental callous-unemotional traits and child externalizing symptoms. Understanding the neurobiological underpinnings of empathy, prosociality, and callous-unemotional traits at the earliest developmental point may help early risk stratification and novel intervention development.
... To access children's withdrawal behavior and somatoform complaints the german version of the Child Behavior Checklist CBCL/6-18R questionnaires (reliable and valid parent report) were used (Achenbach & Rescorla, 2001;Achenbach et al., 2008;Döpfner et al., 2014). Overall, the questionnaire assessed eight problem scales (1) Anxious/ depressed, (2) Withdrawn/depressed, (3) Somatic Complaints, (4) Social Problems, (5) Thought Problems, (6) Attention Problems, (7) Rule Breaking Behavior, and (8) Aggressive Behavior with a total of 104 Items (Achenbach et al., 2008). ...
... To access children's withdrawal behavior and somatoform complaints the german version of the Child Behavior Checklist CBCL/6-18R questionnaires (reliable and valid parent report) were used (Achenbach & Rescorla, 2001;Achenbach et al., 2008;Döpfner et al., 2014). Overall, the questionnaire assessed eight problem scales (1) Anxious/ depressed, (2) Withdrawn/depressed, (3) Somatic Complaints, (4) Social Problems, (5) Thought Problems, (6) Attention Problems, (7) Rule Breaking Behavior, and (8) Aggressive Behavior with a total of 104 Items (Achenbach et al., 2008). From the first three scales mentioned above, the superordinate scale "Internalizing" is summarized. ...
... From the first three scales mentioned above, the superordinate scale "Internalizing" is summarized. To the second superordinate scale "Externalizing" the above-mentioned scales (7) and (8) are grouped together (Achenbach et al., 2008). Both, "Internalizing" and "Externalizing" show good psychometric properties (α = 0.92, retest reliability = 0.92, Long-term stability = 81) (Achenbach et al., 2008). ...
The current state of research on the emergence and maintenance of somatoform symptoms in childhood identifies the influence of both child and parental factors. The aim of the present study is to examine reciprocal relations and stability between somatoform complaints, children’s adaptive emotion regulation (ER) strategies, withdrawal behavior, and overprotective parenting. In total, 97 children (female n = 46, (47%); M age T1 = 9.7 years (SD) = 0.54) and their parents completed questionnaires at two time points. A cross-lagged panel design was used to analyze reciprocal associations and stability effects between the included variables over one year (Kearney, 2017; Selig & Little, 2012). Results show significant autoregressive effects of both the individual child and parental variables. Parental overprotection predicted child emotion regulation, withdrawal behavior, and somatoform complaints over time; with no reciprocal effects. Similarly, only unilateral effects were shown between adaptive ER strategies, and withdrawal behaviors, and somatoform symptoms. The results are discussed in the framework of learning theory and secondary gain.
... Adolescence is the period between puberty and adulthood, usually between the ages of 11 and 18. Events at this time greatly influence a person's development and can determine his attitude and behavior in the future. During adolescence, there is a risk of emotional crisis, accompanied by mood changes and periods of anxiety and depressive behavior, which adolescents try to fight through withdrawal, avoiding extensive social contact, aggressive reactions, and addictive behavior (Achenbach et al, 2008). Adolescents are very vulnerable and receptive during this period and can be drawn to the Internet as a form of release. ...
There is an increase in the prevalence of internet addiction among Adolescence at the end of this year, but there is little research in Indonesia that evaluates and considers important factors that can explain internet addiction in this vulnerable population, this is certainly a common concern, especially for parents. The latest research states that the prevalence of cases occurring among Adolescence during the pandemic of internet addiction cases is increasing among Adolescence. In this research, the aim is to test the factors that cause internet addiction in Adolescence, the factors of parental attachment and self-control are considered to be central factors in the occurrence of internet addiction. The results of the research show that there is an influence of parental attachment and self-control on internet addiction in Adolescence.
... Currently, the program is classroom-based, implemented during the first semester of the school year by a trained psychologist following a manual, and composed of 13 weekly sessions (Marchante & Coelho, 2021). The program is assessed through multi-informants, as recommended by several authors (Achenbach et al., 2008;von der Embse et al., 2023), because different informants see children in different contexts, interact differently with them, and have different mindsets for judging and reporting (Achenbach et al., 2008). ...
... Currently, the program is classroom-based, implemented during the first semester of the school year by a trained psychologist following a manual, and composed of 13 weekly sessions (Marchante & Coelho, 2021). The program is assessed through multi-informants, as recommended by several authors (Achenbach et al., 2008;von der Embse et al., 2023), because different informants see children in different contexts, interact differently with them, and have different mindsets for judging and reporting (Achenbach et al., 2008). ...
There is a lack of studies analyzing if universal school-based Social and Emotional Learning programs can reduce social withdrawal and social anxiety. This study analyzed the effectiveness of one such program on those variables, and the role of individual school climate perceptions. In this nationwide study, 704 seventh to eighth-grade Portuguese students (Mage = 12.96, SD = 1.09, 48% girls), of which 215 (30.6%) in the comparison group, were assessed at pretest, post-test, and follow-up seven months later. Analyses showed positive intervention results in self- and teacher-reported social withdrawal and social anxiety. Regarding school climate, intervention group students with more positive teacher-student relationships benefitted more from program participation in social anxiety. These results support the program’s effectiveness for addressing social withdrawal and social anxiety.
... Numerous studies reveal good reliability and validity of the SDQ across cultures and languages (Achenbach et al., 2008;Downs, Strand, Heinrichs, & Cerna, 2012;Goodman, 2001;Stone, Otten, Engels, Vermulst, & Janssens, 2010). For the present sample, internal consistency was good for both the Prosocial Behavior scale (α = 0.82) and the Total Problems scale (α = 0.86). ...
... Each item is rated on a three-point scale from 0 (not true) through 2 (certainly true). The SDQ has been validated in different cultures, with results indicating good psychometric properties [20,21]. Both the neuropediatric-and the CAMHS samples completed the SDQ in the DAWBA. ...
Background
Few studies have examined the psychometric properties of the Social Aptitudes Scale (SAS). The study aims of the current paper were to examine the internal consistency and the validity of the Norwegian SAS.
Methods
Parents of children from a clinical neuropediatric sample (N = 257) and from a clinical sample from child and adolescent’s mental health services (N = 804) filled in the SAS.
Results
Internal consistency for the SAS were good in both samples and correlations between the SAS and different scales were in the expected directions. The results from the Confirmatory Factor Analyses indicated poor model fit.
Conclusions
Future validity studies should investigate whether SAS is suitable as a screening instrument for detecting autism spectrum disorder.
... Firstly, different ranges of abnormal behaviors covered by assessment tools could lead to heterogeneity. Although the CBCL has solid psychometric properties, [73] the length of the instrument (100-119 items per form) places a burden on researchers. With 25 items in total, the SDQ is simple and convenient to assess and score, showing good reliability and validity. ...
The impact of the COVID-19 pandemic on society is continuous, resulting in negative psychological consequences. Given the vulnerability and sensitivity to the environment among preschool children, their emotional and behavioral problems deserve more attention. The current study aimed to explore the impact of the epidemic on preschool children's mental health by determining the pooled prevalence of emotional and behavioral problems during the COVID-19 pandemic and to reveal potential reasons for variations between studies. Published studies were searched in Embase, PubMed, ProQuest, PsycINFO, Web of Science, CNKI, and Wanfang. The pooled prevalence was estimated with random-effect models, with the I² value estimating the heterogeneity. Egger’s test was used to estimate the publication bias. A total of 10 studies, including 38059 participants, met the inclusion criteria. The pooled prevalence of emotional and behavioral problems among preschool children was 24.3% (95%CI, 0.15-0.38). The study demonstrated the negative impact of the epidemic on preschoolers' psychological health. Mental health care and recovery are essential for the vulnerable group during and after the public health crisis. Specific emotional and behavioral problems among preschool children are expected to research in the future to provide more targeted guidance for intervention.
