Parents' and Teachers' Concordance with Children's Self-Ratings of Suicidality: Findings from a High-Risk Sample

Autor/inn/en	Thompson, Richard; Dubowitz, Howard; English, Diana J.; Nooner, Kate B.; Wike, Traci; Bangdiwala, Shrikant I.; Runyan, Desmond K.; Briggs, Ernestine C.
Titel	Parents' and Teachers' Concordance with Children's Self-Ratings of Suicidality: Findings from a High-Risk Sample
Quelle	In: Suicide and Life-Threatening Behavior, 36 (2006) 2, S.167-181 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-0234
DOI	10.1521/suli.2006.36.2.167
Schlagwörter	Caregivers; Health Needs; Suicide; At Risk Persons; Young Children; Caregiver Child Relationship; Aggression; Ethnicity; Academic Achievement; Mental Health; Child Health; Parent Attitudes; Teacher Attitudes; Self Disclosure (Individuals); Child Abuse; Social Behavior; Racial Differences; Interpersonal Relationship; Symptoms (Individual Disorders) + Suchen Sie Ihr Suchwort? Caregiver; Carer; Betreuungsperson; Pfleger; Selbstmord; Risikogruppe; Frühe Kindheit; Ethnizität; Schulleistung; Psychohygiene; Elternverhalten; Lehrerverhalten; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Social behaviour; Soziales Verhalten; Rassenunterschied; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Psychiatrische Symptomatik
Abstract	This study examined concordance between adult and child reports of child suicidality using a sample of 1,046 8-year-old children at risk for, or having experienced, maltreatment. Concordance was low with both caregivers and teachers. For children reporting no suicidality, caregiver-child agreement was associated with few transitions in caregiver and low social withdrawal and aggression, and teacher-child agreement was associated with non-White ethnicity, good academic performance, and low thought problems. For children reporting suicidality, care-giver-child agreement was associated with perceptions of child mental health needs, aggression, and somatic complaints, and teacher-child agreement was associated with thought problems. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10