PREVALENCE OF SOCIOEMOTIONAL PROBLEMS

Transcription

1 Pvlc of Sociomotiol Poblms i Df H of Hig Chil i Gmy Hitmi, Mf. Amic Als of th Df, Volum 152, Numb 3, Summ 2007, pp (Aticl) Publish by Gllut Uivsity Pss DOI: / Fo itiol ifomtio bout this ticl Accss Povi by Uth Stt Uivsity Libis t 10/28/11 10:29PM GMT

2 PREVALENCE OF SOCIOEMOTIONAL PROBLEMS IN DEAF AND HARD OF HEARING CHILDREN IN GERMANY THE G ERMAN VERSION of th Stgths Difficultis Qustioi (SDQ) ws us i stuy to xmi its usfulss i igosig sociomotiol poblms of f h of hig chil. Th SDQ pt vsio ws complt by 213 moths 213 fths. Th fcto stuctu libility w tst, th pvlc t of sociomotiol poblms tmi comp to th Gm stiztio smpl. Th sttisticl t w uifomly stisfctoy; thus, th SDQ c sv s vli yt coomicl scig pocu to itify g chil t ly g, to f thm to mo xct igosis subsqut vic thpy. This is vy impott, s th pvlc of sociomotiol poblms i th smpl of f h of hig chil ws clly gt fo lmost ll scos, sult tht is ly iticl with fiigs fom my oth ct stuis. MANFRED HINTERMAIR HINTERMAIR IS A PROFESSOR OF PSYCHOLOGY IN THE DEPARTMENT FOR SPECIAL EDUCATION OF DEAF AND HARD OF HEARING CHILDREN, UNIVERSITY OF EDUCATION, HEIDELBERG, GERMANY. Th Issus Th likly psychosocil cosqucs of pofou hig impimt uig ifcy hv b kow fo log tim. As Gbg Kusché (1998) hv obsv, Although f psos vy wily i thi psolitis, itsts, mtl hlth, my f chil ( ults) sh vlopmtl xpics tht lss th optiml, icluig ly cotiu commuictiv pivtio, ifficultis i thi fmilis of oigi, lss th qut uctiol xpics, cotiuig socil stigm pjuic. As sult, sigifict potio of f psos show vlopmtl misitgtio of lgug, cogitio, ffct. (p. 49) I ct ys, umous stuis hv b vot to this subjct i my ifft coutis (.g., th Uit Stts, th Uit Kigom, Nthls, Fil). Th two sos fo th pst stuy, which focuss o Gmy: 1. Th lck of up-to-t ifomtio o th psychosocil situtio of f h of hig chil i Gm-spkig coutis. Th most ct t publish o th subjct to 320

3 O H u S i x t y b fou i th stuis o i th 1970s 1980s: Diig (1980), Kmm (1988), Schll (1989). Th im of th pst stuy is to pst th ltst figus lt thm to th cotxt of fiigs fom oth cut stuis. 2. I th mjoity of xistig stuis, th Chil Bhvio Chcklist is us to co sociomotiol poblms (v Elik, 2005; v Elik, Tffs, Vm, & Vhulst, 2004). I pctic, this ti tst pocu is poblmtic bcus of its th lg siz (it compiss 101 itms). Th Stgths Difficultis Qustioi (SDQ; Goom, 1997) is pocu tht hs b ou fo som ys ow pmits cliicis oths to ocumt sociomotiol poblms much mo coomiclly tkig souig scig. Th ittio i th pst stuy ws to chck how wll this pocu woks wh us with f h of hig chil. Th Pvlc of Sociomotiol Poblms i Df H of Hig Chil Th pvlc t vilbl o f h of hig chil show tht ol stuis stimt th fqucy of sociomotiol poblms s big btw 8% 22% (fo viw, s Mow, 1980). Oly th sults of Kolvi collgus (1979) vit gtly fom this, showig pvlc t of 54%. O stuy tht is wily spct thfo quot pticully fqutly is tht of Fm, Mlki, Hstigs (1975). This psttiv stuy ws couct o lmost ll th f h of hig chil btw th gs of ys i th Vcouv, C, gio (N = 120). Th sults show tht 22.6% of th chil ivolv h boml bhvio ptts quiig itvtio tht th bhvio of 6.1% of th chil ws boml to th xtm. Wht mks this stuy so pticully mkbl is tht it ws ot just psttiv, it ws lso highly mbitious fom mthoologicl stpoit (i.., cotol goup, ifft suvy soucs, ivstigtos who w fmili with fss). Mo ct stuis hv b couct by Fustbg Doyl (1994), Hily, Hill, McGuig, Kitso (1994), D. Klly collgus (1993), Mitchll Quitt (1996), Sikko (1994), v Elik (1994, 2005), v Elik collgus (2004), Vostis, Hys, Di Fu, W (1997). Whil v Elik, v Elik collgus, Mitchll Quitt, Vostis collgus, Hily collgus w bl to cofim th ics i pvlc ocumt i li stuis, this ws ot th cs i th stuis by Sikko by Fustbg Doyl. At th sm tim, howv, ths stuis o ot lwys ocumt compbl moifictio vibls tht might phps xpli th iffcs. This mks thm th ifficult to comp. I this spct, Sikko s itstig sch povis som goubkig ifftitig ifomtio. H couct psttiv stuy of schools fo th f h of hig i Fil ws bl to tst 416 pupils out of possibl 445. Th ws o sigifict iffc i th fqucy of psychitic isos btw th f h of hig goup (18.7%) th cotol goup of hig chil (15.8%). Sikko lso stblish tht ll th hig moths 94% of th hig fths w t lst somwht poficit i sigig. Hc, this subsqut vlutio of th stuy by Hily (1997): It sms likly tht ffctiv commuictio withi th fmily, ssocit chgs i ttitus tows f chil, ccout fo th low pvlc of psychitic iso (p. 107). Effctiv commuictio woul thus sm to ct s sfgu gist psychitic poblms. V Elik collgus (2004) us th Chil Bhvio Chcklist i thi stuy to vlut th sttmts of 238 Dutch pts bout thi f h of hig chil, iv t pvlc t of 41% i thi opsttiv smplig. This psts 2.6-fol ics comp to th 16% ocumt i Dutch omtiv smpl. Ths sults w coobot by pt fom of th Youth Slf Rpot us i ct stuy ivolvig smpl of 292 f h of hig Dutch olscts gs ys (v Elik, 2005). All i ll, th opiio of v Elik collgus is cofim tht spit som xcptios, f chil... show... i most stuis high lvl of [sociomotiol] poblms, glss of who is ctig s th ifomt (p. 391). O vg, ths stuis cosisttly show ics i th pvlc t. This hs gt gt itst i ly vli ssssmt of thos f h of hig chil whos sociomotiol vlopmt is t isk so s to povi thm with th ppopit psychosocil suppot t sufficitly ly g lso to su tht thos itimtly ivolv with ths chil s viomt (pts, tchs) civ th ppopit couslig guic. Th SDQ my wll b pcticbl vli igostic tool fo f h of hig chil s wll. s Y 321

4 PREVALENCE OF SOCIOEMOTIONAL PROBLEMS Th Stgths Difficultis Qustioi Th SDQ, igostic tool i us fo som ys ow, povis libl yt fficit scig pocu tht tks oly bout 5 miuts to complt covs fiv sstil s of psychologicl vlopmt (Goom, 1997; Rothbg & Wo, 2004). Th qustioi hs 25 itms split ito goups of 5 tht mk up fiv spt subscls, mly: motiol poblms, couct poblms, hypctivity ( tttio), p poblms, posocil bhvio (this lst scl is pol positivly). Th scos fom th fist fou scls c b togth to giv totl ifficultis sco. Existig vlitio stuis couct o hig chil vl tht th SDQ scl scos show high coltio with th sults of simil tools such s th Chil Bhvio Chcklist cliicl igoss (Goom & Scott, 1999; Kls t l., 2000; Rothbg & Wo, 2004; Wo, Bck, & Rothbg, 2002). Th SDQ c b complt by pts o tchs fo chil gs 4 16 ys. A slf-pot vsio is lso vilbl fo youg popl g 11 ys ol. Th SDQ hs b tslt ito my ifft lgugs, omtiv t fo vious coutis lso vilbl ( Fo Gmspkig coutis, omtiv t fo th SDQ (pts vsio) ws stblish bout 4 ys go fo psttiv smpl of hig chil i Gmy g 6 16 ys. Th stuy lso iclu ivstigtio of th ffcts of g g (Wo, Bck, Fiich, t l., 2002). Th im of th pst stuy ws to xmi Gm smpl of f h of hig chil iscov to wht xtt th pts vsio of th SDQ might lso b us s scig pocu fo ths chil. This ivolv vifyig th SDQ fcto stuctu, s wll s chckig how libl th msumts w sctiig whth cti vibls (g, g, itiol isbilitis, pts uctiol sttus, chil s commuictiv comptc) might sigifictly moify bhvio thus ffct th scos of th iiviul scls. A futh pupos of th pst stuy ws to ttmpt cutious plimiy stimt of how pvlt sociomotiol poblms mog f h of hig chil i Gmy, bs o th sults of opsttiv om smpl. Th sults of this stimt w th to b comp with th t fom stuis couct i oth coutis. Mtho Pocu Th pst stuy ws ctully pt of lg pojct im t ivstigtig th sociomotiol vlopmt of f h of hig chil withi th cotxt of fmily vibls (pts psol socil soucs, ptl stss xpics, chil s commuictiv comptcis, tc.; Hitmi, 2006). Qustiois w st to ll th schools fo f h of hig chil i th Gm stt of Bvi, with qust to h thm out to ll pts with chil btw 4 12 ys of g. This g stictio ws u to th g scls giv fo th qustiois us (th SDQ th Pt Stss Ix). Iticl qustiois fo moths fths w st out, with th xpss qust tht both pts fill out thi qustiois iptly of ch oth. Th spos t ws 35.5%. I th, my collgus I us 213 pis of qustiois complt by both th moths th fths of th chil, which bl us to comp th SDQ t fom th pspctiv of both th moths fths xpics. This smpl is ot psttiv o, fo two sos i pticul: Pts of chil i mistm schools w ot iclu, pts fom oth cultul bckgous pobbly ot pst ppopitly bcus of ifficultis with witt Gm. A compiso of th pts uctiol sttus with tht of th gl Gm popultio (Sttistischs Busmt [Fl Sttisticl Offic, Gmy], 2003) yil o sigifict iffcs ( 2 = 2.23; f = 2, p.328). Pticipts As ly obsv, th w t o 213 f h of hig chil. Tbl 1 shows th istibutio of som mogphic vibls pplyig to ths chil (Hitmi, 2006). All ifomtio is tk fom t bs o ptl kowlg vlutios. Th fctos ptiig to th pts situtio to b mtio: As gs ptl hig sttus, 95 % of th pts w hig, whil 5% w f o h of hig. About 82% of th fmilis us oly ol ms of commuictio, whs th mi of th fmilis us t lst som sig i combitio with spok lgug. Th ws o ifomtio o how goo thi sigig comptc ws. Moths fths iff i thi uctiol bckgou: Th w mo moths with Gm Rlschul uctio (10 ys of schoolig) mo fths uct ith t Gm Huptschul (9 ys totl schoolig) o t Gymsium (12 13 ys of schoolig), whos guts usully titl to cotiu o to uivsity stuis ( 2 = 11.9; f = 2, p.002). 322

5 O H u S i x t y Tbl 1 Dmogphic Chctistics of th Smpl Vibls G Fml 93 (43.7%) Ml 120 (56.3%) Hig sttus < 70 B 80 (37.6%) B 74 (34.7%) > 90 B 59 (27.7%) Ag, i ys (M 9.9 ys, M 9.63, SD 2.49) (9.4%) (41.3%) (49.3%) Cochl implt Ys 50 (23.5%) No 163 (76.5%) Aitiol isbility Ys 37 (17.4%) No 176 (82.6%) Ag, i moths, t igosis (M 2.2 ys, M 2.75 ys, SD 2.10) < (27.7%) < (37.6%) > (34.7%) Cus of fss Pst t bith/ukow 173 (81.2%) Diss 40 (18.8%) Not. N = % of th pofouly f chil i th smpl h cochl implts. Msus Th f chil s sociomotiol poblms w msu with th Gm pts vsio of th SDQ (Wo, Bck, Fiich, t l., 2002). Th qustioi is thfo msu of th ifficultis pciv by th pts (motiol poblms, couct poblms, hypctivity, p poblms, totl ifficultis sco, posocil bhvio). Pts h to sco 25 sttmts ptiig to th chil (.g., my wois, oft sms woi ; costtly figtig o squimig ; cosit of oth popl s fligs ) s ot tu (0), somwht tu (1), o ctily tu (2). Thus, th sco fo y o scl (5 itms) coul g fom 0 to 10, th totl ifficultis sco (20 itms) coul b ywh fom 0 to 40. I th fcto lysis, th scos fo ll 25 itms w us (with th pols big vs fo som itms). Th scl scos w us fo ll oth clcultios. Th itiol moifictio vibls iclu i th lysis w th chil s g, hig sttus (< 70 B, B, > 90 B), y itiol isbility, g, th pts uctiol sttus (Huptschul = 9 ys 160 of school, Rlschul = 10 ys of school, Gymsium = ys of school). To msu th chil s commuictiv comptc, my collgus o th sch tm I us scl tht w h vis, compisig fou itms with 5-stp tigs (smpl itms: My chil is bl to tll m somthig bout ll th thigs tht o his/h mi ; My chil is bl to ust th thigs I/popl wt to tll o xpli to him/h ). Th sttisticl vlus w moths = 15.8, s = 2.98; fths= 15.5, s = 2.78; t424 = 1.09 (p =.28); Cobch s lph =.79. All lyss w pfom with SPSS vsio Rsults SDQ Fcto Stuctu Tbl 2 givs th compiso of ms btw th SDQ scos fo th moths fths smpls s wll s th coltios btw th pcptios of moths fths. Th ws high coltio btw moths fths with g to how thy t thi chil. A fcto lysis (mi compots lysis) with subsqut vimx ottio ws ci out sptly fo th moths fths smpl to tmi th fcto stuctu of th SDQ (Tbls 3 4). Th umb of xtct fctos ws spcifi s fiv. Th fiv xtct fctos ccout fo 49.3 % of th ovll vic i th moths scos fo 48.9% of th ovll vic i th fths (cf. 45.9% i th psttiv Gm stuy by Wo, Bck, Fiich, collgus, 2002). Th lysis of th fcto stuctu shows tht th fou scls motiol poblms, hypctivity, p poblms, posocil bhvio c b mpp quit wll; ot so th scl couct poblms, howv, wh th itms to som xtt lo otbly high o s Y 323

6 PREVALENCE OF SOCIOEMOTIONAL PROBLEMS Tbl 2 Compisos of Ms Coltios (Pso) of SDQ Totl Difficultis Scos Subscos Moths Fths (N = 213) (N = 213) t tst SDQ scl M s M s t p Coltio Totl ifficultis *** Emotiol poblms *** Couct poblms *** Hypctivity *** P poblms *** Posocil bhvio *** Not. SDQ, Stgths Difficultis Qustioi. ***p.001. Tbl 3 SDQ Fcto Alysis: Moths (itms blogig by fiitio to SDQ subscl show i bol) Fcto 1 Fcto 2 Fcto 3 Fcto 4 Fcto 5 Emotiol poblms 3 Somtic.54 8 Wois Uhppy Cligy Fs.83 Couct poblms 5 Tmp.44 (.26) 7 Obit.32 (.25) 12 Fights Lis Stls.54 Hypctivity 2 Figty Rstlss Distctibl Rflctiv Psistt.69 P poblms 6 Solity Goo fi Popul Bulli.37 (.29) 23 Bst with ults.86 Posocil bhvio 1 Cosit.61 4 Shs thigs.65 9 Hlps out Ki to kis Cig.69 Pct of totl vic (ott) 12.2% 11.4% 10.9% 7.5% 7.3% Nots. SDQ, Stgths Difficultis Qustioi. N = 213 moths of f h of hig chil; mi compots lysis, showig ll vimx-ott loigs.30. Pols w vs bfo lysis. oth fctos, spcilly s gs th fths. Itl Cosistcy of th SDQ Th libility of th msumts (Tbl 5) shows tht th homogity of th SDQ scls is compbl to th sults of th Gm psttiv stuy o by Wo, Bck, Fiich, t l. (2002). Th libility of th totl ifficultis sco ws.80.81, spctivly, whil th subscls g btw.51.77, with th couct poblms scl big somwht low. All i ll, ths vg to goo sults. Evlutio of Pvlc I o to mk cutious stimt of th pvlc of sociomotiol poblms of f h of hig chil spit th limit psttivity of th smpl, pocu simil to tht us by Wo, Bck, Fiich, t l. (2002) ws opt. Th istibutio of th w scos i th fiv subscls (compisig 5 itms ch) i th totl ifficultis sco (20 itms) ws tmi fo both th moths smpl (N = 213) th fths smpl (N = 213), ch vlu ws ssig pctil k. This ws o so tht th sco istibutio woul fuish bsis fo compiso with th xistig Gm psttiv oms stblish fo smpl of 960 hig chil gig i g fom 6 to 16 ys (Wo, Bck, Fiich, t l., 2002). I thi psttiv stuy, Wo, Bck, Fiich, collgus tmi cutoff scos us ths to ssig ch w sco to o of th ctgois (Noml, Boli, Aboml). Tbl 6 shows th cutoff scos of th Gm omtiv smpl fom th poit wh th chil clssifi s hvig poblms th co- 324

7 O H u S i x t y spoig pctil ks fom th psttiv stuy, s wll s th pctil ks bs o th moths fths t fom th pst stuy. Wh boli boml css combi, compiso of th totl ifficultis scos shows 2.5-fol ics i th pvlc t o vg, bs o how th poblms w pciv by both th moths (15% vsus 36%) th fths (15% vsus 39%; Tbl 6). Th popotio of poblms i th ifft subscls vgs out t fcto of 2.5 (2.6/2.4) fo motiol poblms, 1.9 (1.7/2.0) fo couct poblms, 1.8 (1.7/1.9) fo hypctivity, 2.7 (2.6/2.8) fo p poblms. Oly th posocil bhvio scl, which os ot cout tow th totl poblm sco, shows o iffcs btw f h of hig chil hig chil. Tbls 7 8 lso spt out th moths fths smpls, but show th scos fo boli boml css sptly. With th xcptio of th couct poblms subscl, th fqucy of pticully boml bhvio s pciv by both moths fths icss to fcto of 3.0 mo fo motiol poblms, hypctivity, p poblms, with motiol poblms big xpic s spcilly sious. Moifictio Vibls A ANOVA ws us to chck whth hig sttus h y sigificc fo th SDQ scos, show o sigifict iffcs mog th th goups (< 70 B, B, > 90 B). This ppli to both th totl ifficultis sco (F moths (2, 210) = 1.74; p.18; Ffths (2, 210) =.70, p.49) ll th subscls. Tbl 9 shows th sults of chckig whth th g of chil h y ifluc o th SDQ scos. Oly Tbl 4 SDQ Fcto Alysis: Fths (itms blogig by fiitio to SDQ subscl show i bol) Tbl 5 Itl Cosistcis (Cobch s lph) of SDQ Totl Difficultis Sco Subscos fo Totl Smpl fo Boys Gils, Divi Accoig to Ptl Smpls Rsults of Gm Rpsttiv Stuy (Wo, Bck, Fiich, t l., 2002) Totl smpl Boys Gils (N =213) (N = 120) (N = 93) SDQ scl Moth Fth Stuy Moth Fth Stuy Moth Fth Stuy Totl ifficultis Emotiol poblms Couct poblms Hypctivity P poblms Posocil bhvio Not. SDQ, Stgths Difficultis Qustioi. 160 Fcto 1 Fcto 2 Fcto 3 Fcto 4 Fcto 5 Emotiol poblms 3 Somtic Wois Uhppy Cligy Fs.69 Couct poblms 5 Tmp (.07) 7 Obit.56 (.03) 12 Fights Lis.53 (.09) 22 Stls.66 Hypctivity 2 Figty Rstlss Distctibl Rflctiv Psistt P poblms 6 Solity Goo fi Popul Bulli Bst with ults.61 Posocil bhvio 1 Cosit.55 4 Shs thigs Hlps out Ki to kis Cig 72 Pct of totl vic (ott) 11.85% 11.78% 11.0% 8.9% 5.5% Nots. SDQ, Stgths Difficultis Qustioi. N = 213 fths of f h of hig chil; mi compots lysis, showig ll vimx-ott loigs.30. Pols w vs bfo lysis. s Y 325

8 PREVALENCE OF SOCIOEMOTIONAL PROBLEMS Tbl 6 Compiso of Cutoff Poits fo SDQ (Boli Aboml Chil Combi) Poblm (= boli + boml) Pctil k, f Pctil k, h of hig smpl hig smpl Moths Fths SDQ scl (g) Cutoff (N= 930) (N = 213) (N = 213) Totl ifficultis (0 40) 13 15% 36% (2.4) 39% (2.6) Emotiol poblms(0 10) 4 8% 21% (2.6) 19% (2.4) Couct poblms (0 10) 4 7% 12% (1.7) 14% (2.0) Hypctivity (0 10) 6 10% 17% (1.7) 19% (1.9) P poblms (0 10) 4 7% 18% 2.6) 20% (2.8) Posocil bhvio (0 10) 5 16% 15% (1.1) 15% (1.1) Not. SDQ, Stgths Difficultis Qustioi. th hypctivity subscl show y sigifict iffc btw gils boys i th tigs of both moths fths, with boys big pciv s mo boml. Tbl 10 shows th sults of chckig whth itiol isbilitis h y ffct o th SDQ scos. Th totl poblm sco is high fo chil with itiol isbilitis (sigifictly high i th moths smpl, tig tow high i th fths smpl). P poblms sms to b th most sigifict scl h. Tbl 11 shows th coltio of g, commuictiv comptc, ptl uctiol sttus with th SDQ scos fo th smpl. Th moths fths tigs both poit to sigifict coltio of th chil s g with motiol poblms s wll s p poblms. Both pt smpls lso vl sigifict coltio btw th chil s commuictiv comptc ll th SDQ subscl scos. Th uctiol sttus of th pts, o th oth h, coul oly b colt to y sigifict g with th moths scos giv fo p poblms i th SDQ. Tbl 7 Compiso of Cutoff Poits fo SDQ (Boli Aboml Chil Spt), Moths Smpl Boli Aboml Pctil k, Pctil k, f Pctil k, Pctil k, hig smpl h of hig smpl hig smpl smpl (moths SDQ scl (g) Cutoff (N = 930) (moths smpl, N = 213) Cutoff (N = 930) smpl, N = 213) Totl ifficultis(0 40) 13 7% 15% (2.1) 16 8% 21% (2.6) Emotiol poblms (0 10) 4 5% 6% (1.2) 5 3% 15% (5.0) Couct poblms (0 10) 4 4% 5% (1.2) 5 3% 7% (2.3) Hypctivity (0 10) 6 6% 5% (0.8) 7 4% 12% (3.0) P poblms (0 10) 4 4% 8% (2.0) 5 3% 10% (3.3) Posocil bhvio (0 10) 5 9% 9% (1.0) 4 7% 6% (0.9) Not. SDQ, Stgths Difficultis Qustioi. Tbl 8 Compiso of Cutoff Poits fo SDQ (Boli Aboml Chil Spt), Fths Smpl Boli Aboml Pctil k, Pctil k, f Pctil k, Pctil k, hig smpl h of hig smpl hig smpl smpl (fths SDQ scl (g) Cutoff (N = 930) (fths smpl, N = 213) Cutoff (N = 930) smpl, N = 213) Totl ifficultis(0 40) 13 7% 15% (2.1) 16 8% 24% (3.0) Emotiol poblms (0 10) 4 5% 7% (1.4) 5 3% 11% (3.7) Couct poblms (0 10) 4 4% 7% (1.7) 5 3% 7% (2.3) Hypctivity (0 10) 6 6% 5% (0.8) 7 4% 14% (3.5) P poblms (0 10) 4 4% 10% (2.5) 5 3% 10% (3.3) Posocil bhvio (0 10) 5 9% 9% (1.0) 4 7% 6% (0.9) Not. SDQ, Stgths Difficultis Qustioi. 326

9 O H u S i x t y Tbl 9 Ifluc of Chil s G o SDQ Totl Difficultis Sco Subscos G iffcs Moths (N = 213) Fths (N =213) Boys Gils t tst Boys Gils t tst SDQ scl M M t p M M t p Totl ifficultis * Emotiol poblms Couct poblms Hypctivity * * P poblms * Posocil bhvio Not. SDQ, Stgths Difficultis Qustioi. *p.05. Tbl 10 Ifluc of Chil s Aitiol Disbilitis o SDQ Totl Difficultis Sco Subscos Aitiol isbilitis pot Moths (N = 213) Fths (N =213) Ys No t tst Ys No t tst SDQ scl M M t p M M t p Totl ifficultis * T Emotiol poblms Couct poblms Hypctivity P poblms * ** Posocil bhvio * Not. SDQ, Stgths Difficultis Qustioi. **p.01. *p.05. T p.10. Tbl 11 Coltios of Ag, Commuictiv Comptc, Pt Euctiol Sttus With SDQ Totl Difficultis Sco Subscos (Pso Coltios) Coltios Ag Commuictiv Euctiol sttus comptc SDQ scl Moths Fths Moths Fths Moths Fths Totl ifficultis ***.39*** Emotiol poblms.25***.18**.13*.26*** Couct poblms **.28*** Hypctivity **.21** P poblms.14*.17*.32***.35***.14*.00 Posocil bhvio ***.35*** Nots. SDQ, Stgths Difficultis Qustioi. Moths, N = 213. Fths, N = 213. *** p.001. ** p.01. * p Discussio Th mjoity of stuis o th pvlc of sociomotiol poblms ssocit with hig impimt giv o cl iictios tht such poblms g th psychosocil vlopmt of f h of hig chil. Ivstigtios o this subjct i Gm fw f btw lso somwht t, comptivly spkig. Th objctiv of th pst stuy ws to chck whth th Gm vsio of th Stgths Difficultis Qustioi (SDQ) might b us i igostic pctic s suitbl scig pocu fo ssssig th poblms stgths of chil, whil lso poviig cut t o th pvlc of sociomotiol poblms i Gm-spkig f h of hig chil. As th suvy spos t ws oly 35.5% th smpl i ot iclu y f h of hig chil who h b itgt ito mistm schools, th t obti cot b s s fully psttiv o glly pplicbl, v though th fiigs mtch up with th sults of oth stuis to stoishig g (s blow, this sctio). Th pst stuy shows tht it ws possibl to chiv goo plictio of th SDQ fcto stuctu with both sts of ptl t o ll subscls xcpt th couct poblms scl, which iclus itms tht somtims colt mo closly with th hypctivity posocil bhvio scls. Th ifficulty with th couct poblms scl is flct yt gi i th homogity cofficits, whby th cofficit fo couct poblms is th lowst by f. All i ll, howv, th lvls of th homogity cofficits g fom vg to goo, th vlus mtch thos of th Gm psttiv stuy by Wo, Bck, Fiich, collgus (2002) oth ittiol stuis (Goom, 2001; Roig, Hg, Sou, & Moch, 2004; v Wiflt, Goht, Tffs, & Goom, 2003). A compiso of th gils boys cofficits shows th s Y 327

10 PREVALENCE OF SOCIOEMOTIONAL PROBLEMS gils s hvig low homogity cofficits i posocil bhvio (v wh comp to th sults of Wo, Bck, Fiich, collgus, 2002). A futh smpl is to vify whth this psts pottil omly i th SDQ s f s f h of hig chil coc. All i ll, o th bsis of ths homogity cofficits, th ifft subscls bl libl sttmts to b m bout ch of th s tht pos poblms fo chil. This pplis pticully to th totl ifficultis sco, which c b put to vy goo us i igostic pctic s gs f h of hig chil. It thfo follows tht th SDQ c b us s libl scig tool with f h of hig chil. A compiso of th sults of th pst stuy with thos of th Gm psttiv stuy complt by Wo, Bck, Fiich, collgus (2002) shows tht th pvlc of chil s sociomotiol poblms hs, o vg, mo o lss tipl, pig o how th lis w. As f s lly boml bhvio is coc (limit fom boli bhvio), pt fom th high scos fo totl poblms (moths 2.6, fths 3.0), th pvlc of motiol poblms is pticully obvious (moths 5.0, fths 3.7). This lso pplis to p poblms (moths 3.3, fths 3.3) hypctivity (moths 3.0, fths 3.5). Ths fiigs cospo lmost xctly with th tst sults of two ct ( lso opsttiv) stuis couct with f h of hig stuts ttig spcil schools fo th f i th Nthls. Th fist of ths ivolv smpl of 238 f h of hig chil, th tool us to msu th pvlc of th sociomotiol poblms ws th Chil Bhvio Chcklist. Th pts tigs show 2.6-fol ics i pvlc (v Elik t l., 2004). Th scig tool fo th oth stuy ws th Youth Slf Rpot, which stblish tht pvlc i smpl of 202 f h of hig olscts ws lso two to th tims high fo ch iiviul scl (v Elik, 2005). This fiig lso cofims th btt pt of th fiigs i oth stuis couct uig th pst fw cs. (Fo ovviw of ths stuis, s Hitmi, 2005, v Elik t l., 2004). Th sigificc of ths sults icss i lvc wh w ot tht th motiol poblms p poblms scls colt with g. This is coctio tht is ot ppt fom th Gm omtiv smpl ivstigt by Wo, Bck, Fiich, collgus (2002). Th t i th pst stuy coss-sctiol, of cous, mkig it impossibl to show vlopmt pocsss, but with vythig tht is kow bout th ffcts of ly hig impimt th limit socil skills commuictiv comptc oft ssocit with it, it is pfctly plusibl tht both ths s of vlopmt pticully voltil with g to f h of hig chil s thy gow ol, spcilly i th cotxt of itity iscous. Fiigs o this subjct c lso b fou i oth stuis, which cofim th sigificc of motiol poblms fo f h of hig chil s thy gow ol (Hily, 1997; Hily t l., 1994) substtit th coctio btw g p-goup poblms (Ati & Kimy, 2003; Clo & Gbg, 2003). A ipth xmitio of ths ltioships i futh logituil stuis is, howv, qui. Th fct tht f h of hig chil with itiol isbilitis show tcy tow ics boml bhvio mostts yt gi th spcil sttus of this goup, mig tht pticul tttio s to b pi to this goup its spcific s tk ito cositio i uctio if goo psychosocil vlopmt is to occu (T. W. Jos & J. K. Jos, 2003; Mow-Ols, Mts, & Sss-Lh, 2003). Th cosistt, highly sigifict coltio of commuictiv comptc with ll of th SDQ scls lso poits oc mo to th pvtiv sigificc of this fcto fo hlth-pomotig lifstyl i th vlopmt of f h of hig chil. Futh lyss (ot pot h) hv show tht th fom of lgug i which commuictiv comptc mifsts itslf (spok o sig lgug) plys o ol i this (tmoths =.61, f = 211, p <.54; tfths = 1.19, f = 211, p <.24). I coclusio, it shoul b mmb tht v though th smpl i th pst stuy ws ot psttiv, th SDQ is scig tool tht c fiitly itify vy coomiclly, too thos f h of hig chil i spcil schools istituts fo th f who ought to b st fo futh micl, psychologicl, uctiol tstig. This shoul b follow up with offs of suitbl thpy suppot fo th chil thi fmilis. I this spcific cotxt, th is xtsiv pool of coomiclly vifi t vilbl i th mtim bout th pvtiv, uctiol, thputic fctos tht hv positiv ffct o th sociomotiol vlopmt of f h of hig chil. Yoshigo- Ito (2003), summig up h logituil stuis, which sp mo th c, ws, fo istc, bl to show how sstil it is to ssss such chil t th list possibl g to follow this up by offig 328

11 O H u S i x t y suppot fo thi liguistic, cogitiv, sociomotiol vlopmt suppot tht cts o th fmily is s ifftit s possibl gig th foms of commuictio us. I th fist fw ys of lif, ptl ssitivity sposivss sstil pquisits fo this vlopmtl pocss, s is th ppopit, fuctiol, chil-ct us of systm of lgug commuictio, o mtt th ctul fom of lgug ivolv (Spc, 2003). A ct stuy (Hitmi, 2006) show th sigificc of ptl soucs fo th mout of stss xpic by pts,, cosqutly, its impotc fo th sociomotiol vlopmt of f h of hig chil. As ths chil gow up, goo p-goup ltios pticully impott, but wht is v mo sstil is hvig wi vi choic of wys to wok o o s ow socil itity (cotcts with f ol mols, gttig to kow th Df cultu, tc.). This is s to hlp, most of ll, i pomotig itity hlth. O pvtiv pogm tht spcificlly tgts this spct is PATHS (Poviig Alttiv THikig Sttgis), ow pobbly th bst kow, t th sm tim, most comphsiv highst-t cuiculum fo pomotig socil motiol comptcis (Gbg & Kusché, 1998). Wh it coms to th thpy off i Gmy to f h of hig chil, o, i, y of th psychosocil c systms vilbl to this tgt goup, th pst situtio is simply ot stisfctoy. Schools, i pticul, lck stff who sufficitly wll ti i psychothpy, v th suppotig chil psychitic svics povi fo this tgt goup ythig but sufficit. It is high tim to mk goo o, i, to ctully o som ctchig up h. Th mpiicl t o th sociomotiol poblms of f h of hig chil ot oly justify this, thy mk it bsolut imptiv. Not I woul lik to thk Ji Scott Eckt fo hlp with th Eglish tsltio of th pst ticl. Th Autho. 160 Rfcs Ati, S. D., & Kimy, K. H. (2003). P itctios of f h-of-hig chil. I M. Mschk & P. E. Spc (Es.), Oxfo hbook of f stuis, lgug, uctio (pp ). Oxfo, Egl: Oxfo Uivsity Pss. Clo, R., & Gbg, M. T. (2003). Socil motiol vlopmt of f chil: Fmily, school, pogm ffcts. I M. Mschk & P. E. Spc (Es.), Oxfo hbook of f stuis, lgug, uctio (pp ). Oxfo, Egl: Oxfo Uivsity Pss. Diig, J. (1980). Psychgogik bi Högschäigt [Psychgogy with f popl]. Hilbg, Gmy: Goos. Fm, R. D., Mlki, S. F., & Hstigs, J. O. (1975). Psychosocil poblms of f chil thi fmilis: A comptiv stuy. Amic Als of th Df, 120, Fustbg, K., & Doyl, G. (1994). Th ltioship btw motiol-bhviol fuctioig psol chctistics o pfomc outcoms of hig impi stuts. Amic Als of th Df, 139, Goom, R. (1997). Th Stgths Difficultis Qustioi: A sch ot. Joul of Chil Psychology Psychity, 58, Goom, R. (2001). Psychomtic poptis of th Stgths Difficultis Qustioi. Joul of Amic Acmic Chil Aolsct Psychity, 40, Goom, R., & Scott, S. (1999). Compig th Stgths Difficultis Qustioi th Chil Bhvio Chcklist: Is smll butiful? Joul of Aboml Chil Psychology, 27, Gbg, M. T., & Kusché, C. A. (1998). Pvtiv itvtio fo school-g f chil: Th PATHS Cuiculum. Joul of Df Stuis Df Euctio, 3, Hily, P. A. (1997). Psychitic spcts of hig impimt. Joul of Chil Psychology Psychity, 38, Hily, P. A., Hill, P. D., McGuig, S., & Kitso, N. (1994). Joul of Chil Psychology Psychity, 35, Hitmi, M. (2005). Vhltsuffälligkit bi högschäigt Ki u Juglich [Bhvio isos of f h of hig chil]. I P. F. Schlottk, R. K. Silbis, S. Schi, & G. W. Luth (Es.), Ezyklopäi Psychologi, Si 2; Kliisch Psychologi, B 6: Stöug im Kis- u Juglt [Ecycolpi of psychology, sis 2; cliicl psychology, volum 6: Disos i ifcy olscc] (pp ). Göttig, Gmy: Hogf. Hitmi, M. (2006). Ptl soucs, ptl stss, sociomotiol vlopmt of f h of hig chil. Joul of Df Stuis Df Euctio, 11, Jos, T. W., & Jos, J. K. (2003). Euctig f chil with multipl isbilitis. I B. Bo-Johso & M. Sss-Lh (Es.), Th youg f o h of hig chil. A fmily-ct ppoch to ly uctio (pp ). Bltimo: Books. Kmm, E. (1988). Kipsychitisch Aspkt schw Höschäigug. [Chil psychitic spcts of hig impimt]. Stuttgt, Gmy: Ek. Klly, D., Klly, B., Jos, M., Moulto, N., Vhulst, S., & Bll, S. (1993). Atttio ficits i chil olscts with hig loss. Amic Joul of Disss of Chil, 147, Kls, H., Wo, W., Wolk, D., My, R., Ovmy, S., Kschitz, W., Rothbg, A., & Goom, R. (2000). Compig th Gm vsios of th Stgths Difficultis Qustioi (SDQ-Du) th Chil Bhvio Chcklist. Euop Chil Aolsct Psychity, 9, Kolvi, I., Fuuis, T., Spuy, H. I. J., Twl, E. G., & v Gog, G. S. (1979). Th hig impi chil: Bhvio psolity. I T. Fuuis, I. Kolvi, & R. F. Gsi (Es.), Spch t f chil: Thi psychologicl vlopmt (pp ). Loo: Acmic Pss. Mow, K. P. (1980). Dfss chil vlopmt. Bkly, CA: Uivsity of Clifoi Pss. Mow-Ols, K. P., Mts, D. M., & Sss- Lh, M. A. (2003). Pts thi f chil: Th ly ys. Wshigto, DC: Gllut Uivsity Pss. Mitchll, T. V., & Quitt, A. L. (1996). Multimtho stuy of tttio bhvio poblms i hig-impi chil. Joul of Cliicl Chil Psychology, 25, Roig, J. A., Hg, B. H., Sou, A., & Moch, W.-T. (2004). Th Stgths Difficultis Slf-Rpot Qustioi s scig istumt i Nowgi commuity smpls. Euop Chil Aolsct Psychity, 13, Rothbg, A., & Wo, W. (Es.). (2004). Stgths Difficultis Qustioi (SDQ): Evlutios pplic- s Y 329

12 PREVALENCE OF SOCIOEMOTIONAL PROBLEMS tios. Euop Chil Aolsct Psychity, 13(Suppl. 2). Schll, R. (1989). Vglich Utsuchug psychisch Auffälligkit bi ghölos u omlhö Ki im Lhutil byisch Schul [Comptiv ivstigtio of mtl isos of f omlly hig chil with tch tigs t schools fo th f i Bvi]. Upublish octol issttio, Luwig-Mximilis Uivsity, Muich, Gmy. Sikko, J. (1994). Evlutio of mtl hlth poblms mog Fiish hig impi chil. Psychitic Fic, 25, Spc, P. E. (2003). Pt-chil itctio: Implictios fo itvtio vlopmt. I B. Bo-Johso & M. Sss- Lh (Es.), Th youg f o h of hig chil. A fmily-ct ppoch to ly uctio (pp ). Bltimo: Books. Sttistischs Busmt. (2003). Di utsch Bvölkug ch Altsgupp u Bilugsbschluss. [Th Gm popultio i tms of g uctiol sttus] Wisb, Gmy: Autho. Rtiv Octob 1, 2003, fom biwiku/bilb1.htm V Elik, T. (1994). Bhvio poblms with f Dutch boys. Amic Als of th Df, 139, V Elik, T. (2005). Mtl hlth poblms of Dutch youth with hig loss s show o th Youth Slf Rpot. Amic Als of th Df, 150, V Elik, T., Tffs, P. D. A., Vm, J. W., & Vhulst, F. C. (2004). Mtl hlth poblms of Dutch chil s iict by pts sposs to th Chil Bhvio Chcklist. Amic Als of th Df, 148, V Wiflt, B. M., Goht, A. W., Tffs, P. D. A., & Goom, R. (2003). Dutch vsio of th Stgths Difficultis Qustioi (SDQ). Euop Chil Aolsct Psychity, 12, Vostis, P., Hys, M., Di Fu, M., & W, J. (1997). Dtctio of bhvioul motiol poblms i f chil olscts: Compiso of two tig scls. Chil C, Hlth, Dvlopmt, 23, Wo, W., Bck, A., Fiich, C., Kls, H., Goom, R., & Rothbg, A. (2002). Nomiug u Evlutio utsch Vsio s Stgths Difficultis Qustioi (SDQ): Egbiss i pästtiv Flhbug [Nomtiv t vlutio of th Gm pt t Stgths Difficultis Qustioi (SDQ): Rsults of psttiv fil stuy]. Zitschift fü Ki- u Jugpsychiti u Psychothpi, 30, Wo, W., Bck, A., & Rothbg, A. (2002, Apil). Vliiug s utsch Stgths Difficultis Qustioi (SDQ) [Vlitio of th Gm pt t Stgths Difficultis Qustioi (SDQ)]. Pp pst to th Twty-Svth Cogss of th Gm Associtio fo Chil Youth Psychity Psychothpy, Bli, Gmy. Yoshig-Ito, C. (2003). Fom scig to ly itifictio itvtio: Discovig pictos to succssful outcoms fo chil with sigifict hig loss. Joul of Df Stuis Df Euctio, 8,