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Bezborodovs Ņ, Krēgers R, Vētra L, Rancāns E, Villeruša A. Psychometric properties and normative data of the Latvian and Russian language versions of the strengths and difficulties questionnaire (SDQ) in the Latvian general adolescent population. Nord J Psychiatry 2024; 78:301-311. [PMID: 38421351 DOI: 10.1080/08039488.2024.2319662] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/30/2023] [Accepted: 01/24/2024] [Indexed: 03/02/2024]
Abstract
OBJECTIVES Mental health screening instruments are essential in population health research and clinical practice. The strengths and difficulties questionnaire (SDQ) self-report version has been widely used across the globe to screen for mental health problems in adolescent populations. This study aimed to explore the psychometric properties of the Latvian and Russian language versions of the SDQ in a representative sample of a general population of Latvian adolescents and establish the population-based normative scores. MATERIALS AND METHODS This analysis was based on data from the international Health Behaviour in School-aged Children study year 2017/2018 Latvian database. The sample comprised 2683 Latvian and 1321 Russian-speaking 11-, 13-, and 15-year-old adolescents. RESULTS Significant language-based variance was observed in the mean scores of the externalising subscales of the SDQ, with Latvian-speaking adolescents reporting higher levels of conduct problems and hyperactivity. The reliability was satisfactory (ordinal alpha >0.7) only for the prosocial behaviour, emotional, internalising problems, and total difficulties subscales, while conduct, hyperactivity, peer, and externalising problems scales demonstrated lower internal consistency (ordinal alpha 0.5-0.7). Confirmatory factor analysis (CFA) did not support the hypothesised narrow-band five-factor or broad-band three-factor structure of the SDQ. The normative banding scores were calculated for both language variants. CONCLUSIONS This study suggests that the self-report SDQ must be used cautiously in Latvian adolescents because some SDQ subscales lack reliability. When used in population research, the internalising subscales seem more reliable than the externalising ones. More research is needed regarding the reliability of the SDQ in clinical adolescent populations.
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Affiliation(s)
- Ņikita Bezborodovs
- Department of Psychiatry and Narcology, Faculty of Medicine, Riga Stradins University, Riga, Latvia
- Child and Youth Mental Health Centre, Children's Clinical University Hospital, Riga, Latvia
| | - Rūdolfs Krēgers
- Department of Mathematics, Faculty of Physics, Mathematics and Optometry, University of Latvia, Riga, Latvia
| | - Lelde Vētra
- Child and Youth Mental Health Centre, Children's Clinical University Hospital, Riga, Latvia
| | - Elmārs Rancāns
- Department of Psychiatry and Narcology, Faculty of Medicine, Riga Stradins University, Riga, Latvia
| | - Anita Villeruša
- Department of Public Health and Epidemiology, Faculty of Public Health and Social Welfare, Riga Stradins University, Riga, Latvia
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Hoffmann V, Kröger S, Burger T, Hintermair M. Health-related quality of life and associated developmental domains of children provided early with cochlear implants. Cochlear Implants Int 2023:1-10. [PMID: 37898910 DOI: 10.1080/14670100.2023.2267950] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2023]
Abstract
OBJECTIVES Quality of life plays an important place in the psychosocial development of children with Cochlear Implants (CI). We assesd health-related quality of life (HRQoL) in children with CI and in hearing children and determined relationships between HRQoL and other developmental characteristics (social-emotional development, Theory of Mind (ToM), spoken language skills). METHODS A longitudinal study was conducted including children with CI and hearing children. We used instruments that are widely employed and have been validated for research. At time 1 social-emotional development, ToM and spoken language skills were assessed.HRQoL was assessed using the generic KINDL questionnaire, as was social-emotional development, 2.5 years later (time 2). RESULTS No significant difference was seen in HRQoL between hearing children and children with CI. We show that the age of detection, the age of hearing care, and the start of early intervention are not related to HRQoL of children with CI, but relationships with some domains of social-emotional development are evident. CONCLUSIONS This study highlights the importance of targeted intervention not only to improve spoken language skills at preschool age, but also strengthen social-emotional and social-cognitive competences.
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Affiliation(s)
- Vanessa Hoffmann
- Department of Nursing and Management, Hamburg University of Applied Sciences, Hamburg, Germany
| | - Stefanie Kröger
- Department of Otorhinolaryngology - Head and Neck Surgery, Medical Center - University of Freiburg, Faculty of Medicine, University of Freiburg, Freiburg, Germany
| | - Thorsten Burger
- Department of Inclusive Education, Catholic University of Applied Sciences Freiburg, Freiburg, Germany
| | - Manfred Hintermair
- Institute for Special Needs Education, Faculty of Educational and Social Sciences, Heidelberg University of Education, Heidelberg, Germany
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de Jong TJ, van der Schroeff MP, Achterkamp MD, Vroegop JL. First results of the Strengths and Difficulties Questionnaire, applied as a screening tool for psychosocial difficulties in pediatric audiology. Eur Arch Otorhinolaryngol 2023; 280:4467-4476. [PMID: 37083817 PMCID: PMC10477219 DOI: 10.1007/s00405-023-07979-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/02/2023] [Accepted: 04/11/2023] [Indexed: 04/22/2023]
Abstract
PURPOSE Despite major improvements in rehabilitation possibilities, children with sensorineural hearing loss are at risk for psychosocial difficulties. These difficulties can impact their educational and career achievements and may be two to three times more common in children with hearing loss compared to those with normal hearing. Early identification of psychosocial difficulties can be facilitated using the Strengths and Difficulties Questionnaire (SDQ) and may improve outcomes and quality of life. We implemented the SDQ into the clinical follow-up of children with hearing loss in a tertiary referral hospital. With this, prevalence and severity of difficulties in specific psychosocial domains and several predictors were investigated. METHODS A retrospective, cross-sectional investigation was performed of the following factors in association with the SDQ results: type of hearing device, type and degree of hearing loss, speech perception in quiet and in noise, and type of schooling. RESULTS Between June 2020 and January 2022, parents of 312 children (age 4-18) completed the SDQ. An additional 113 child-reports were completed. The response rate of the parents was 69%. Problems with peer relationships and prosocial behavior were the most affected areas with clinically elevated scores in 22% of the children. Psychosocial difficulties were distributed similarly across types of hearing device, nature and degrees of hearing loss, and educational settings. Better speech perception in quiet was significantly associated with fewer parent-reported conduct problems. CONCLUSION The results of the present study suggest that children with hearing loss may be at risk of experiencing challenges with social interactions and attachment in social contexts. Using the SDQ in clinical follow-up may improve the chances for early psychological assessment and intervention. In addition, the study found that children's mental health may be impacted by their communication abilities.
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Affiliation(s)
- Tjeerd J de Jong
- Department of Otorhinolaryngology, Head and Neck Surgery, Erasmus University Medical Center, PO box 2040, 3000 CA, Rotterdam, The Netherlands.
| | - Marc P van der Schroeff
- Department of Otorhinolaryngology, Head and Neck Surgery, Erasmus University Medical Center, PO box 2040, 3000 CA, Rotterdam, The Netherlands
| | - Marieke D Achterkamp
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus University Medical Center, Rotterdam, The Netherlands
| | - Jantien L Vroegop
- Department of Otorhinolaryngology, Head and Neck Surgery, Erasmus University Medical Center, PO box 2040, 3000 CA, Rotterdam, The Netherlands
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Predicting Quality of Life and Behavior and Emotion from Functional Auditory and Pragmatic Language Abilities in 9-Year-Old Deaf and Hard-of-Hearing Children. J Clin Med 2021; 10:jcm10225357. [PMID: 34830640 PMCID: PMC8623297 DOI: 10.3390/jcm10225357] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2021] [Revised: 11/12/2021] [Accepted: 11/16/2021] [Indexed: 11/17/2022] Open
Abstract
Children who are deaf or hard of hearing (DHH) are likely to exhibit difficulties in development of psychosocial skills, pragmatic language skills, and use of hearing for social communication in real-world environments. Some evidence suggests that pragmatic language use affects peer-relationships and school engagement in these children. However, no studies have investigated the influence of functional auditory performance and use of language and speech in real-world environments on children's behavior and emotion, and on their health-related quality of life. This study explored the relationship in DHH children at 9 years of age. Data from 144 participants of the Longitudinal Outcomes of Children with Hearing Impairment study were analyzed. Parent reports were obtained on quality of life, behavior and emotion, pragmatic language skills, and auditory functional performance of children in real life. Children's spoken language abilities and speech intelligibility were assessed by research speech pathologists. On average, performance of children in all domains was within the range of typically developing peers. There were significant associations among functional auditory performance, use of speech and language skills, psychosocial skills, and quality of life. Multiple linear regression analyses revealed that better auditory functional performance and pragmatic language skills, rather than structural language abilities, were associated with better psychosocial abilities and quality of life. The novel findings highlight the importance of targeted intervention for improving functional hearing skills and social communication abilities in DHH children, and emphasize the importance of collaborative approaches among medical, audiology, allied health, and educational professionals to identify those at risk so that timely referral and intervention can be implemented for improving psychosocial health and well-being in DHH children.
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Overgaard KR, Oerbeck B, Wagner K, Friis S, Øhre B, Zeiner P. Youth with hearing loss: Emotional and behavioral problems and quality of life. Int J Pediatr Otorhinolaryngol 2021; 145:110718. [PMID: 33887550 DOI: 10.1016/j.ijporl.2021.110718] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/06/2020] [Revised: 03/08/2021] [Accepted: 04/08/2021] [Indexed: 10/21/2022]
Abstract
OBJECTIVES To compare parent- and self-reported emotional and behavioral problems and quality of life (QoL) among youth with hearing loss (HL) to norms, and to investigate possible associations between emotional and behavioral problems and QoL among youth with HL. METHODS We used the Strengths and Difficulties questionnaire (SDQ) and the Inventory of Life Quality in Children and Adolescents (ILC) to measure emotional and behavioral problems and QoL in youth with HL (n = 317, ages 6-18), where 78% had bilateral HL, 22% unilateral HL, 16% had cochlear implants, and 59% conventional hearing aids. RESULTS The youth with HL had significantly more parent-reported (but not self-reported) emotional and behavioral problems and poorer parent- and self-reported QoL than hearing youth. SDQ and ILC total scores were significantly correlated (-0.47 to -0.63). Conclusion Emotional and behavioral problems and poor QoL appear closely related in youth with HL, suggesting that attending to these problems may improve QoL.
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Affiliation(s)
- Kristin Romvig Overgaard
- Oslo University Hospital, Division of Mental Health and Addiction, Department of Research and Innovation, Norway; University of Oslo, Institute of Clinical Medicine, Norway.
| | - Beate Oerbeck
- Oslo University Hospital, Division of Mental Health and Addiction, Department of Research and Innovation, Norway
| | - Karine Wagner
- Oslo University Hospital, Division of Mental Health and Addiction, Norwegian National Unit for Hearing Impairment and Mental Health, Norway
| | - Svein Friis
- Oslo University Hospital, Division of Mental Health and Addiction, Department of Research and Innovation, Norway; University of Oslo, Institute of Clinical Medicine, Norway
| | - Beate Øhre
- Oslo University Hospital, Division of Mental Health and Addiction, Norwegian National Unit for Hearing Impairment and Mental Health, Norway
| | - Pål Zeiner
- Oslo University Hospital, Division of Mental Health and Addiction, Department of Research and Innovation, Norway; University of Oslo, Institute of Clinical Medicine, Norway
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Kulawiak PR, Wilbert J, Schlack R, Börnert-Ringleb M. Prediction of child and adolescent outcomes with broadband and narrowband dimensions of internalizing and externalizing behavior using the child and adolescent version of the Strengths and Difficulties Questionnaire. PLoS One 2020; 15:e0240312. [PMID: 33035264 PMCID: PMC7546492 DOI: 10.1371/journal.pone.0240312] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2020] [Accepted: 09/23/2020] [Indexed: 11/18/2022] Open
Abstract
The Strengths and Difficulties Questionnaire (SDQ) is a frequently used screening instrument for behavioral problems in children and adolescents. There is an ongoing controversy—not only in educational research—regarding the factor structure of the SDQ. Research results speak for a 3-factor as well as a 5-factor structure. The narrowband scales (5-factor structure) can be combined into broadband scales (3-factor structure). The question remains: Which factors (narrowband vs. broadband) are better predictors? With the prediction of child and adolescent outcomes (academic grades, well-being, and self-belief), we evaluated whether the broadband scales of internalizing and externalizing behavior (3-factor structure) or narrowband scales of behavior (5-factor structure) are better suited for predictive purposes in a cross-sectional study setting. The sample includes students in grades 5 to 9 (N = 4642) from the representative German Health Interview and Examination Survey for Children and Adolescents (KiGGS study). The results of model comparisons (broadband scale vs. narrowband scales) did not support the superiority of the broadband scales with regard to the prediction of child and adolescent outcomes. There is no benefit from subsuming narrowband scales (5-factor structure) into broadband scales (3-factor structure). The application of narrowband scales, providing a more differentiated picture of students’ academic and social situation, was more appropriate for predictive purposes. For the purpose of identifying students at risk of struggling in educational contexts, using the set of narrowband dimensions of behavior seems to be more suitable.
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Affiliation(s)
- Pawel R. Kulawiak
- Department of Inclusive Education, University of Potsdam, Potsdam, Germany
- Department of Special Education and Rehabilitation, University of Cologne, Cologne, Germany
- * E-mail:
| | - Jürgen Wilbert
- Department of Inclusive Education, University of Potsdam, Potsdam, Germany
| | - Robert Schlack
- Department of Epidemiology and Health Monitoring, Robert Koch Institute, Berlin, Germany
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Aanondsen CM, Jozefiak T, Heiling K, Rimehaug T. Validation of the Strengths and Difficulties Self-Report in Norwegian Sign Language. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2020; 25:91-104. [PMID: 31504624 DOI: 10.1093/deafed/enz026] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/04/2019] [Revised: 05/23/2019] [Accepted: 05/27/2019] [Indexed: 06/10/2023]
Abstract
The majority of studies on mental health in deaf and hard-of-hearing (DHH) children report a higher level of mental health problems. Inconsistencies in reports of prevalence of mental health problems have been found to be related to a number of factors such as language skills, cognitive ability, heterogeneous samples as well as validity problems caused by using written measures designed for typically hearing children. This study evaluates the psychometric properties of the self-report version of the Strengths and Difficulties Questionnaire (SDQ) in Norwegian Sign Language (NSL; SDQ-NSL) and in written Norwegian (SDQ-NOR). Forty-nine DHH children completed the SDQ-NSL as well as the SDQ-NOR in randomized order and their parents completed the parent version of the SDQ-NOR and a questionnaire on hearing and language-related information. Internal consistency was examined using Dillon-Goldstein's rho, test-retest reliability using intraclass correlations, construct validity by confirmatory factor analysis (CFA), and partial least squares structural equation modeling. Internal consistency and test-retest reliability were established as acceptable to good. CFA resulted in a best fit for the proposed five-factor model for both versions, although not all fit indices reached acceptable levels. The reliability and validity of the SDQ-NSL seem promising even though the validation was based on a small sample size.
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Affiliation(s)
- Chris Margaret Aanondsen
- Norwegian University of Science and Technology (NTNU)
- St. Olavs Hospital Trondheim University Hospital
| | | | | | - Tormod Rimehaug
- Norwegian University of Science and Technology (NTNU)
- Nord-Trøndelag Hospital Trust
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Dammeyer J, Hansen AT, Crowe K, Marschark M. Childhood hearing loss: Impact on parents and family life. Int J Pediatr Otorhinolaryngol 2019; 120:140-145. [PMID: 30797110 DOI: 10.1016/j.ijporl.2019.02.027] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/27/2018] [Revised: 01/10/2019] [Accepted: 02/12/2019] [Indexed: 11/16/2022]
Abstract
BACKGROUND Studies investigating the impact of having a child with hearing loss on the lives of parents and families have shown divergent results. Where some studies have reported that childhood hearing loss is associated with parental mental health problems, such as depression and stress, other studies report no impact on parental mental health and/or wellbeing. OBJECTIVE The aim of this study was to examine the association between child-related variables-degree of hearing loss, additional disabilities, sign language abilities, cochlear implants (CI), externalizing and internalizing emotional and behavioral difficulties measured by the Strength and Difficulties Questionnaire (SDQ)-and parent-related variables-parents living together, parents' mental health, spouse activities without children, and parents' experience of the child as being a burden for the family. METHOD Data of 257 parents of children with hearing loss from a national survey were included. RESULTS Only 18% of the children with hearing loss did not live with both parents, a figure significantly lower than that of the general population. The child variables of degree of hearing loss, having a CI or not, and sign language ability were not significantly associated with any of the parent variables investigated. The child having a disability in addition to hearing loss was found to be significantly associated with the frequency of spouses engaging in activities without children and reports that the child was a burden for the family. Both higher externalizing and internalizing scores on the SDQ were significantly associated with parental mental health problems, frequency of spouse activities without children, and the degree to which the child's difficulties were experienced as a burden for the family. CONCLUSION Children's hearing loss, per se, was found not to be significantly related to several key parent and family variables. However, children having additional disabilities and behavioral and emotional difficulties were significant with parent and family variables. This study thus underlines the need for further studies concerning relationships among factors related to childhood hearing loss and various family factors in order to better understand their impact on child development and family life.
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Affiliation(s)
- Jesper Dammeyer
- University of Copenhagen, Department of Psychology, Denmark.
| | | | - Kathryn Crowe
- National Technical Institute for the Deaf, Rochester Institute of Technology, USA
| | - Marc Marschark
- National Technical Institute for the Deaf, Rochester Institute of Technology, USA
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Hao J, Wu C. Deaf Children's Moral Behavior, Moral Reasoning and Emotion Attribution. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2019; 24:95-103. [PMID: 30715384 DOI: 10.1093/deafed/eny047] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/18/2017] [Revised: 12/06/2018] [Accepted: 12/21/2018] [Indexed: 06/09/2023]
Abstract
The present study examined deaf children's moral development with experimental tasks. Experiment 1 investigated lying and sharing behavior in 37 six- to 11-year-old deaf children, 39 age-matched hearing children and 33 twelve- to 16-year-old deaf adolescents who were matched with the hearing children on vocabulary ability. The results showed that the deaf children did not lie more but shared less than the hearing children. The deaf adolescents' sharing behavior was similar to the hearing children. Experiment 2 further investigated moral reasoning and emotion attribution among 20 deaf children and 30 age-matched hearing children. The results showed that the deaf children did not lag behind the hearing children in moral reasoning but did so with regard to attributing emotions to themselves in moral contexts. Therefore, the present study indicates that moral cognition might be sufficient for deaf children to avoid rule-breaking behavior but insufficient for them to show prosocial behavior.
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Dorn B. The Changing Role of Teachers of Students Who are Deaf or Hard of Hearing: Consultation as an Increasing Part of the Job. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2018. [DOI: 10.1080/10474412.2018.1502087] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Casañas R, Arfuch VM, Castellví P, Gil JJ, Torres M, Pujol A, Castells G, Teixidó M, San-Emeterio MT, Sampietro HM, Caussa A, Alonso J, Lalucat-Jo L. "EspaiJove.net"- a school-based intervention programme to promote mental health and eradicate stigma in the adolescent population: study protocol for a cluster randomised controlled trial. BMC Public Health 2018; 18:939. [PMID: 30064404 PMCID: PMC6069564 DOI: 10.1186/s12889-018-5855-1] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2018] [Accepted: 07/17/2018] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND One half of adults who develop any mental disorder do so during adolescence. Previous literature showed that Mental Health Literacy (MHL) interventions impact mental health knowledge, reduce the associated stigma, and promote help-seeking among the adolescent population. However, evidence for the effectiveness and cost-effectiveness of these programmes remains inconclusive. The aim of this paper is to present a study protocol that evaluates the effectiveness of the " EspaiJove.net " programme. " EspaiJove.net " consists of a universal MHL intervention designed to promote mental health knowledge, increase help-seeking, reduce the stigma associated with mental illness, and prevent mental disorders in Spanish school settings. METHODS A school-based clustered randomised controlled trial (cRCT) design with 12 months of follow-up. SUBJECTS At least 408 secondary school students who attend the 3rd year of E.S.O (Compulsory secondary education for 13- to 14-year- olds) will be recruited from 8 schools within Barcelona city, Catalonia (Spain). INTERVENTION A dose-response intervention will be delivered with 4 arms: 1) Sensitivity Programme (SP) in Mental Health (1 h); 2) Mental Health Literacy (MHL) Programme (6 h); 3) MHL plus first-person Stigma Reduction (MHL + SR) (7 h); 4) Control group: waiting list. Primary outcomes: 1) MHL: EspaiJove.net MHL Test (EMHLT); 2) Stigma: Reported and Intended Behaviour Scale (RIBS) and Community Attitudes toward the Mentally Ill (CAMI). Others outcomes: 1) Acceptability of intervention; 2) Mental health symptoms and emotional well-being (SDQ); 3) States of Change Scale (SCS); 4) Bullying and Cyberbullying; 5) Quality of life (EQ-5D); 6) Help seeking and use of treatment; 7) Health benefits. DISCUSSION Results would be informative for efforts to prevent mental disorders and promote mental wellbeing in secondary school students. TRIAL REGISTRATION NCT03215654 (date registration July 12, 2017).
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Affiliation(s)
- Rocío Casañas
- Research Department, Associació Centre Higiene Mental Les Corts, Grup CHM Salut Mental, C/ Numància, 103-105, Bajos, 08029, Barcelona, Spain. .,Escola Superior Infermeria del Mar (ESIM), Universitat Pompeu Fabra (UPF), C/ Numància, 103-105, Bajos, 08029, Barcelona, Spain.
| | - Victoria-Mailen Arfuch
- Departament of Clinical and Health Psychology, School of Psychology, Universitat Autònoma de Barcelona (UAB), Building B Campus de Bellaterra, 08193 Bellaterra (Cerdanyola del Vallès Barcelona), Barcelona, Spain
| | - Pere Castellví
- Department of Psychology, Division of Clinical Psychology, Universidad de Jaen, Campus Las Lagunillas, s/n, 23071, Jaén, Spain
| | - Juan-José Gil
- Child and Juvenile Mental Health Centre of Les Corts, Associació Centre Higiene Mental Les Corts, Grup CHM Salut Mental, C/Montnegre 21, 3a planta, 08029, Barcelona, Spain
| | - Maria Torres
- Child and Juvenile Mental Health Centre of Sarria-Sant Gervasi, Associació Centre Higiene Mental Les Corts, Grup CHM Salut Mental, C/ Via Augusta 364-372, 4a planta, 08017, Barcelona, Spain
| | - Angela Pujol
- Fundació Privada Centre Higiene Mental Les Corts, Grup CHM Salut Mental, C/ Numancia, 103-105, Bajos, 08029, Barcelona, Spain
| | - Gemma Castells
- Child and Juvenile Mental Health Centre of Sarria-Sant Gervasi, Associació Centre Higiene Mental Les Corts, Grup CHM Salut Mental, C/ Via Augusta 364-372, 4a planta, 08017, Barcelona, Spain
| | - Mercè Teixidó
- Child and Juvenile Mental Health Centre of Sarria-Sant Gervasi, Associació Centre Higiene Mental Les Corts, Grup CHM Salut Mental, C/ Via Augusta 364-372, 4a planta, 08017, Barcelona, Spain
| | - Maria Teresa San-Emeterio
- Child and Juvenile Mental Health Centre of Les Corts, Associació Centre Higiene Mental Les Corts, Grup CHM Salut Mental, C/Montnegre 21, 3a planta, 08029, Barcelona, Spain
| | | | - Aleix Caussa
- Spora Sinergies Consultoria social, C/ Floridablanca, 146, 08011, Barcelona, Spain
| | - Jordi Alonso
- Institut Hospital del Mar d'Investigacions Mèdiques (IMIM), C/ Dr. Aiguader, 88, 08003, Barcelona, Spain.,CIBER of Epidemiology and Public Health (CIBERESP) and Dept. Health and Experimental Sciences (DCEXS), Pompeu Fabra University (UPF), C/ Dr. Aiguader, 88, 08003, Barcelona, Spain
| | - Lluís Lalucat-Jo
- Research Department, Associació Centre Higiene Mental Les Corts, Grup CHM Salut Mental, C/ Numància, 103-105, Bajos, 08029, Barcelona, Spain
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Wong LC, Ching T, Cupples L, Leigh G, Marnane, Button L, Martin L, Whitfield L, Gunnourie M. Comparing Parent and Teacher Ratings of Emotional and Behavioural Difficulties in 5-year old Children who are Deaf or Hard-of-Hearing. DEAFNESS & EDUCATION INTERNATIONAL : THE JOURNAL OF THE BRITISH ASSOCIATION OF TEACHERS OF THE DEAF 2018; 22:3-26. [PMID: 32410844 PMCID: PMC7224400 DOI: 10.1080/14643154.2018.1475956] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2017] [Accepted: 05/09/2018] [Indexed: 10/21/2023]
Abstract
Children who are deaf or hard of hearing (DHH) are at higher risk of developing mental health problems. This study reports on the parent and teacher ratings of emotional and behavioural difficulties (EBD) in 5-year old DHH children. It explores the similarities and differences between informants, and the risk and protective factors associated with parent and teacher-ratings of EBD. Parents and teachers of 224 DHH children completed questionnaires on children's EBD and functional auditory behaviour. Children completed standardised assessments of non-verbal cognitive and language abilities. On average, parent- and teacher-rated EBD were 0.42 and 0.20 standard deviations higher than typically developing children. Parents reported more behavioural problems (hyperactivity and conduct), whereas teachers reported poorer prosocial behaviour. Inter-rater correlations were generally low to moderate (0.29 to 0.50). Overall, children with additional disabilities, lower non-verbal cognitive ability, and poor functional auditory behaviour were at higher risk of EBD. Language ability was only a significant predictor of teacher-rated EBD for children with hearing aids but not cochlear implants. Differences in informant-ratings emphasize the need for a multi-informant approach to get a global perspective on the psychopathology of DHH children. The findings indicate that parents may need assistance with managing behavioural problems at home, and teachers should facilitate more opportunities to practice prosocial behaviour at school. Intervention efforts should focus on facilitating good functional listening skills, as this may in turn, improve the mental health of young DHH children.
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Affiliation(s)
- L C Wong
- National Acoustic Laboratories
- HEARing Cooperative Research Centre
| | - Tyc Ching
- National Acoustic Laboratories
- HEARing Cooperative Research Centre
| | | | - G Leigh
- HEARing Cooperative Research Centre
- Royal Institute for Deaf and Blind Children
| | - Marnane
- National Acoustic Laboratories
- HEARing Cooperative Research Centre
| | - L Button
- National Acoustic Laboratories
- HEARing Cooperative Research Centre
| | - L Martin
- National Acoustic Laboratories
- HEARing Cooperative Research Centre
| | - L Whitfield
- National Acoustic Laboratories
- HEARing Cooperative Research Centre
| | - M Gunnourie
- National Acoustic Laboratories
- HEARing Cooperative Research Centre
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Wong CL, Ching TY, Leigh G, Cupples L, Button L, Marnane V, Whitfield J, Gunnourie M, Martin L. Psychosocial development of 5-year-old children with hearing loss: Risks and protective factors. Int J Audiol 2018; 57:S81-S92. [PMID: 27541363 PMCID: PMC5316508 DOI: 10.1080/14992027.2016.1211764] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2016] [Accepted: 07/07/2016] [Indexed: 10/21/2022]
Abstract
OBJECTIVE The aims of this paper were to report on the global psychosocial functioning of 5-year-old DHH children and examine the risk and protective factors that predict outcomes. DESIGN A cross-sectional analysis of data collected from a prospective, population-based longitudinal study. STUDY SAMPLE Parents/caregivers of 356 children completed questionnaires on psychosocial development (CDI, SDQ), functional communication (PEACH) and demographic information. Children completed standardized assessments of non-verbal cognitive ability (WNV) and language (PLS-4). RESULTS On average, global psychosocial functioning was within the range of typically developing children; however, variability was high and 12% of children had scores that were more than 2 SDs below the norm. Non-verbal cognitive ability, presence of additional disabilities, language and functional communication significantly predicted outcomes. In contrast, type of hearing device, severity of hearing loss and age at intervention did not. CONCLUSION The global psychosocial functioning of this cohort of 5-year-old DHH children fell within the range of typically developing children. The findings suggest that spoken language ability and functional communication skills are vital for healthy psychosocial development.
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Affiliation(s)
- Cara L Wong
- a National Acoustics Laboratories (NAL) and HEARing CRC
| | | | - Greg Leigh
- b Royal Institute for Deaf and Blind Children (RIDBC) , and
| | | | - Laura Button
- a National Acoustics Laboratories (NAL) and HEARing CRC
| | | | | | | | - Louise Martin
- a National Acoustics Laboratories (NAL) and HEARing CRC
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Stevenson J, Pimperton H, Kreppner J, Worsfold S, Terlektsi E, Kennedy C. Emotional and behaviour difficulties in teenagers with permanent childhood hearing loss. Int J Pediatr Otorhinolaryngol 2017; 101:186-195. [PMID: 28964293 PMCID: PMC5636620 DOI: 10.1016/j.ijporl.2017.07.031] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/23/2017] [Revised: 07/20/2017] [Accepted: 07/21/2017] [Indexed: 12/01/2022]
Abstract
OBJECTIVES It is known that during the middle childhood years those with permanent childhood hearing loss (PCHL) are at increased risk of showing emotional and behaviour difficulties (EBD). It has yet to be established whether this risk continues into the late teenage years. There is a paucity of longitudinal studies on the association between PCHL and EBD. METHODS The Strengths and Difficulties Questionnaire (SDQ) was used to measure EBD based on parent, teacher and self-ratings in 76 teenagers with PCHL and 38 in a hearing comparison group (HCG) from a population sample of children that was followed up from birth to adolescence. RESULTS On parent-rated SDQ, the PCHL group had significantly higher Total Difficulties score than the HCG (Standardised mean difference (SMD) = +0.39, 95%CI 0.00 to 0.79). Amongst the PCHL group the presence of disabilities other than hearing loss had a substantial impact on the level of parent-rated EBD (SMD = +1.68, 1.04 to 2.33). There was a relationship between receptive language ability and EBD in both the HCG (r = -0.33, 95%CI -0.59 to -0.01) and the PCHI group (r = -0.33, 95%CI -0.53 to -0.02). The effect of PCHL on EBD became non-significant when receptive language was included as a covariate (F = 0.12, df = 1,95, p = 0.729). Early confirmation of hearing loss (i.e. before 9 months of age) did not have a significant effect on EBD scores (SMD = +0.31, 95%CI -0.15 to 0.77). CONCLUSIONS PCHL continues to be associated with elevated EBD scores as measured by parent rated SDQ into the late teenage years but the degree of this elevation is less than in childhood and is not apparent on teacher or self-ratings. Poor receptive language ability appeared to account for these elevated EBD scores in the group with PCHL. Particular attention needs to be paid to the mental health of children and adolescents with PCHL that is accompanied by other disabilities and to those with poor receptive language ability. However, the majority of teenagers with PCHL do not show clinically significant elevated levels of EBD.
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Affiliation(s)
- Jim Stevenson
- Faculty of Social and Human Sciences, University of Southampton, Southampton, UK.
| | | | - Jana Kreppner
- Faculty of Social and Human Sciences, University of Southampton, Southampton, UK
| | - Sarah Worsfold
- Faculty of Medicine, University of Southampton, Southampton, UK
| | | | - Colin Kennedy
- Faculty of Medicine, University of Southampton, Southampton, UK
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15
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Niclasen J, Obel C, Guldager C, Pleinert S, Dammeyer J. Associations between childhood hearing loss and behavioural and academic difficulties: A Danish cohort study. Int J Pediatr Otorhinolaryngol 2016; 90:91-98. [PMID: 27729161 DOI: 10.1016/j.ijporl.2016.09.002] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/02/2016] [Revised: 09/03/2016] [Accepted: 09/03/2016] [Indexed: 10/21/2022]
Abstract
OBJECTIVE Negative associations between hearing loss (HL) and behavioural and academic difficulties have been reported. However, most studies are based on small clinical samples. The aim of the present study was to investigate such associations using data from a large-scale non-clinical Danish birth cohort controlling for a large number of relevant confounding factors. METHODS The study applied data from the Aarhus Birth Cohort's 10-12-year-old follow-up (N = 7599). Associations between parent-reported HL on the one hand, and parent- and teacher-reported behavioural difficulties measured by the Strengths and Difficulties Questionnaire (SDQ) and parent-reported academic difficulties on the other hand, were investigated. RESULTS After controlling for relevant confounding factors, significant associations were observed between parent-reported HL and parent- and teacher-reported Externalising scores, and academic difficulties. CONCLUSIONS Childhood HL is associated with behavioural and academic difficulties. Parent reported HL in a non-clinical cohort is indicative for academic and behavioural difficulties.
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Affiliation(s)
- Janni Niclasen
- Center for Collaborative Health, Aarhus University, Høegh-Guldbergs Gade 6B, 8000 Aarhus C, Denmark; Department of Psychology, University of Copenhagen, Øster Farimagsgade 2A, 1353 Copenhagen K, Denmark.
| | - Carsten Obel
- Center for Collaborative Health, Aarhus University, Høegh-Guldbergs Gade 6B, 8000 Aarhus C, Denmark
| | - Christian Guldager
- Department of Psychology, University of Copenhagen, Øster Farimagsgade 2A, 1353 Copenhagen K, Denmark
| | - Simone Pleinert
- Department of Psychology, University of Copenhagen, Øster Farimagsgade 2A, 1353 Copenhagen K, Denmark
| | - Jesper Dammeyer
- Department of Psychology, University of Copenhagen, Øster Farimagsgade 2A, 1353 Copenhagen K, Denmark
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