Trends in Parent- and Teacher-Rated Emotional, Conduct and ADHD Problems and Their Impact in Prepubertal Children in Great Britain: 1999-2008

Autor/inn/en	Sellers, Ruth; Maughan, Barbara; Pickles, Andrew; Thapar, Anita; Collishaw, Stephan
Titel	Trends in Parent- and Teacher-Rated Emotional, Conduct and ADHD Problems and Their Impact in Prepubertal Children in Great Britain: 1999-2008
Quelle	In: Journal of Child Psychology and Psychiatry, 56 (2015) 1, S.49-57 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9630
DOI	10.1111/jcpp.12273
Schlagwörter	Parent Attitudes; Teacher Attitudes; Attention Deficit Hyperactivity Disorder; Symptoms (Individual Disorders); Gender Differences; Socioeconomic Status; Foreign Countries; Clinical Diagnosis; Incidence; Children; Trend Analysis; Scores; Emotional Disturbances; Behavior Problems; Comparative Analysis; Help Seeking; Academic Achievement; Mental Health; Educational Environment; United Kingdom; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Elternverhalten; Lehrerverhalten; Psychiatrische Symptomatik; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Ausland; Vorkommen; Child; Kind; Kinder; Trendanalyse; Gefühlsstörung; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Schulleistung; Psychohygiene; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Großbritannien
Abstract	Background: Evidence from Western countries indicates marked increases in diagnosis and treatment of childhood psychiatric disorders in recent years. These could reflect changes in prevalence of mental health problems, changes in their impact or increased clinical recognition and help-seeking. Epidemiological cross-cohort comparisons are required to test possible changes in prevalence, but are lacking for pre-adolescent children in Great Britain. Methods: Parent and teacher Strength and Difficulties Questionnaire (SDQ) ratings were used to compare rates of emotional, conduct and hyperactivity problems in 7-year-old children across three nationally representative British samples assessed in 1999 (n = 1033), 2004 (n = 648) and 2008 (n = 13 857). The SDQ impact supplement was used to assess associated distress, social, and educational impairment. Stratified analyses examined trends by gender and socio-economic group. Results: There was a decline in mean problem scores and a fall in the percentages scoring in the "abnormal" range for all symptom types across the period of study. This decline was observed for all demographic groups, for parent and teacher reports, and was more marked for boys than girls. Both parent- and teacher-rated impact scores differed across the three cohorts for boys. Teacher-rated impact scores differed across cohorts for girls. Conclusions: The first decade of the 21st Century saw a reduction in perceived levels of emotional and behaviour problems in pre-adolescent children in Great Britain. The threshold at which mental health problems have an impact on children's distress and classroom learning has changed over time. Continued monitoring of child mental health remains a priority. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10