Heterogeneity of psychological and behavioral adaptation characteristics of pediatric recipients after liver transplantation based on latent profile analysis / 器官移植

Objective To explore heterogeneous subtypes of psychological and behavioral adaptation characteristics of pediatric recipients after liver transplantation and the characteristics differences of different types of children after liver transplantation. Methods Seven hundred and forty-one children who underwent living-related liver transplantation were enrolled. The self-designed general information questionnaire, Chinese version of 5-Item World Health Organization Well-Being Index (WHO-5) and the parent-report version of the Strengths and Difficulties Questionnaire (SDQ) were filled out by their guardians. The scores of five dimensions of SDQ were used as the manifest variables of the model. The classification model of psychological and behavioral adaptation characteristics of pediatric recipients after liver transplantation was constructed by latent profile analysis. The latent categories of psychological and behavioral adaptation characteristics of pediatric recipients after liver transplantation were analyzed. The influencing factors of latent categories were analyzed by univariate analysis and logistic regression model. Results There were three latent categories of psychological and behavioral adaptation characteristics of pediatric recipients after liver transplantation, including peer communication problem group (n=302), psychological and behavioral adaptation group (n=145) and psychological and behavioral adjustment difficulty group (n=294). The first two groups were merged into the psychological and behavioral health group (n=447), which had significant differences in the five dimensions and the total score of difficulties of SDQ compared with the psychological and behavioral adjustment difficulty group (n=294) (all P<0.001). Logistic regression analysis showed that age≤5 years old, primary disease of non-cholestatic liver disease, stem family were the risk factors for psychological and behavioral adjustment difficulties in pediatric recipients after liver transplantation. Female gender, high education levels of parents and high WHO-5 score of guardians were the protective factors for psychological and behavioral adjustment difficulties in pediatric recipients after liver transplantation (all P<0.05). Conclusions The psychological and behavioral adaptation characteristics of pediatric recipients after liver transplantation are heterogeneous. Medical staff should pay extensive attention to different characteristics of pediatric recipients after liver transplantation with different psychological and behavioral adaptation categories and adopt targeted screening and intervention strategies, aiming to improve psychological and behavioral adaptation outcomes of pediatric recipients after liver transplantation.

Analysis of current situation and influencing factors of postoperative quality of life and psychological status of pediatric recipients after kidney transplantation / 器官移植

Objective To evaluate the current situation of quality of life and psychological status of pediatric recipients after kidney transplantation and analyze the influencing factors. Methods Ninety-six pediatric recipients undergoing kidney transplantation were enrolled in this study. Baseline data of the recipients were collected. The quality of life was assessed by Pediatric Quality of Life Inventory 3.0 (PedsQLTM3.0). The psychological status was evaluated by Strengths and Difficulties Questionnaire (SDQ). The influencing factors of postoperative quality of life and psychological status of pediatric kidney transplant recipients were subject to univariate and multivariate analyses. Results The total score of quality of life of pediatric kidney transplant recipients was (71±14) and (12.4±5.8) for the total difficulty score. Univariate analysis showed that gender, postoperative body mass index (BMI) and postoperative complications were the influencing factors of the total score of quality of life of pediatric kidney transplant recipients (all P < 0.05). Gender, postoperative complications and follow-up time were the influencing factors of the total difficulty score of pediatric kidney transplant recipients (all P < 0.05). Multivariate analysis demonstrated that gender, postoperative BMI, postoperative complications, dialysis type before kidney transplantation were the influencing factors of postoperative quality of life of pediatric kidney transplant recipients, whereas gender, postoperative complications and follow-up time were the influencing factors of postoperative psychological status (all P < 0.05). Conclusions The quality of life and psychological status of pediatric kidney transplant recipients are good. In clinical practice, special attention should be paid to those children who are female, with low BMI after kidney transplantation, postoperative complications and short follow-up time. Preventive interventions are recommended to further improve the quality of life of the children.

Mental health assessment of adolescent girls in an observational home in North coastal Andhra Pradesh: a cross sectional study

Background: Adolescence is a stressful period involving changes both physically and mentally and requires support from family as well as peers. Assessment of mental health of adolescent girls in government special cum children home and observational home for girls in Visakhapatnam. Methods: It is a cross sectional descriptive study conducted in November 2016 using strengths and difficulties questionnaire among all 10 to 18 year old girls in the observational home. Social history was also taken additionally. Data was entered and analyzed in Microsoft Excel. Results: 16% girls had abnormal total difficulty scoring. Emotional problems were the highest (22%) followed by conduct (16%), peer problem (14%) and hyperactivity (5%). Abnormal pro social behavior was observed among 5% of the study population observed. Conclusions: Emotional problems were more common and only two thirds had and a normal total difficulties score. All children may be assessed periodically to know their psychological requirements and to identify at risk individuals.

Applicability of Strengths and Difficulties Questionnaire (for Parents) in Hearing Impaired Children Aged 3-7 Years / 中国康复理论与实践

Objective:To explore the application of Strengths and Difficulties Questionnaire (the edition for parents) (SDQ) in children with hearing impairment aged three to seven years. Methods:From November, 2018 to March, 2019, 85 hearing impaired children aged three to seven years in Ningxia Disabled Rehabilitation Center were tested by SDQ and Meadow-Kendall Social-Emotional Assessment Inventory (SEAI). After six weeks, 14 randomly sampled subjects were retested. Results:The Cronbach's alpha coefficient of the total SDQ was 0.669 and that of sub-dimensions was 0.724 respectively, and that of subscales ranged from 0.275 to 0.657. And the test-retest reliabilities after six weeks were between 0.543 and 0.898 (P < 0.05). The scores of emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems, and total difficulties on SDQ were related to SEAI. The detection rate of emotional behavior problems was 22.4%. There was no significant difference between genders and age groups in the scores and the detection rates of emotional behavior problems (P > 0.05). Conclusion:SDQ can be used as a screening tool for the hearing impaired children aged three to seven years.

Relationship between bullying and emotional behavior problems in middle school students / 中华行为医学与脑科学杂志

Objective@#To investigate the current situation of emotional and behavioral problems and analyze the influencing factors of middle school students.@*Methods@#The general information questionnaire, the strengths and difficulties questionnaire (student version), and the illinois bullying scale were used to evaluate 680 students in two middle schools in Hunan province.Statistical analysis was performed using t test, analysis of variance, Pearson correlation analysis and stepwise multiple regression analysis.@*Results@#(1) The detection rate of total difficulty (12.09±5.67), conduct problem (2.42±1.66), hyperactivity/attention defect (3.65±2.08), emotional (2.82±2.32), peer relationship problem (3.21±1.79) and pre-socialization behavior (7.02±2.39) were 11.2%, 11.2%, 7.7%, 6.9%, 11.0% and 14.5%.(2)The scores of total difficulties, conduct problem, hyperactivity/attention deficit and peer relationship problems of boys were higher than that of girls(t=2.79, 4.03, 2.44, 3.40, all P<0.05), while the score of pre-socialization behavior of boys was lower than that of girls (t=-5.29, P<0.05). (3) The scores of total difficulties, conduct and peer relations, pre-socialization of rural students were significantly different with those of urban students(t=-3.93, -2.55, -7.00, 5.26, all P<0.05). (4) The score of total difficulties, conduct problem, hyperactivity/attention deficit and emotional symptoms of left-behind students were higher than that of un-left-behind students (t=-3.18, -2.50, -2.67, -2.40, 2.19, all P<0.05). (5) Middle school students with different fathers' education levels showed different scores of total difficulties, peer relationship problem and pre-socialized behavior(F=3.84, 7.10, 6.20, all P<0.05), while middle school students with different mothers' education levels showed different scores of total difficulties and peer relationship problem(F=3.97, 7.38, both P<0.05). (6) The scores of total difficulties, emotional symptoms, conduct problems, and hyperactivity/attention deficit of the middle school students were significantly positively correlated with the total score of the bullying total scale, the bullish subscale, the bullying subscale, and the fighting subscale(r=0.165-0.430, P<0.05). (7) Gender, urban and rural areas, left-behind or not, maternal education level, bullying, being bullied, fighting were the influencing factors of middle school students' emotion and behavior problems(β=0.010-0.533, P<0.05).@*Conclusion@#Some middle school students in Hunan province have emotional and behavioral problems and more attention should bo paid to mental health education.

Psychometric Properties of the Self-Report Version of the Strengths and Difficulties Questionnaire in Korea

OBJECTIVE: To examine the reliability and validity of the self-report Korean version of Strengths and Difficulties Questionnaire (SDQ-Kr) in the community sample. METHODS: The SDQ-Kr was administered to a large sample of school children and adolescents (n=2814) and youth attendees of a psychiatric clinic (n=385) aged 11-16 years. To examine temporal stability, the same questionnaire was administered to a subsample of 167 school youths five to six weeks after the initial assessment. To examine the reliability, we calculated Cronbach's alpha coefficients for internal consistency and Pearson's correlations for test-retest stability. In order to evaluate the factorial structure of the SDQ-Kr items, we conducted an exploratory factor analysis (EFA) with varimax rotation. Finally, discriminant validity was examined by using receiver operating characteristic (ROC) curves employing the area under the curve (AUC) as an index of discriminant ability. RESULTS: Although the internal consistency of some subscales of the SDQ-Kr was somewhat less satisfactory (alpha coefficients; 0.28-0.54) than the English original, coefficients for the total difficulties scores approached sufficient levels (coefficients; 0.69). Other psychometric properties including discriminant validity (AUC for total difficulties and four subscales >0.7) were comparable to those obtained in other language studies. CONCLUSION: The self-report SDQ-Kr exhibited a low level of reliability, indicating that some items need to be further evaluated and revised to improve the psychometric properties. We suggest that the total difficulties score could be used with more confidence for screening possible mental health problems in youths.

SDQ (Strengths and Difficulties Questionnaire): identificação de características comportamentais de crianças leitoras / SDQ (Strengths and Difficulties Questionnaire): identification of children readers behavioral characteristics

O objetivo deste estudo foi verificar características comportamentais em crianças com desenvolvimento típico de leitura, utilizando o Strengths and Difficulties Questionnaire (SDQ). Este breve questionário é uma medida útil em psicopatologia aplicada a crianças e jovens de 4 a 16 anos. O SDQ é dividido em cinco sub-escalas: problemas no comportamento pró-social, hiperatividade, problemas emocionais, de conduta e de relacionamento. Participaram da pesquisa pais e professores de 74 crianças, que cursavam a 2ª, 3ª ou 4ª séries em uma escola pública de São Paulo. As crianças não apresentavam alterações no desenvolvimento geral e na linguagem, e nem problemas escolares. Pais e professores responderam ao questionário. As respostas ao SDQ diferiram entre pais e professores, e de acordo com o sexo e a série escolar das crianças. Estas diferenças podem refletir mudanças comportamentais e de comunicação, conseqüência de situações vivenciadas no período do desenvolvimento no qual se encontram.

The purpose of this study was to verify behavioral characteristics of children with typical reading development by means of the Strengths and Difficulties Questionnaire (SDQ). This brief questionnaire is a useful measure in psychopathology applied to children and young people from 4 to 16 years. The SDQ is divided in five subscales: prosocial behavior problems, hyperactivity, and emotional, conduct and relationship problems. The participants were parents and teachers of 74 children, attending 2nd,, 3rd, or 4th grades in a public school in the city of São Paulo. The children had no general development and language disorders, and scholars problems. Parents and teachers answered the questionnaires. The answers to the SDQ differed between parents and teachers, and regarding to children's gender and grade. These differences may reflect communication and behavioral changes resulting from experienced situations in children's present developmental stage.

The Development of a Korean Version of the Strengths and Difficulties Questionnaire / 신경정신의학

OBJECTIVES: This study aims to develop a Korean version of the Strengths and Difficulties Questionnaire (SDQ-Kr). METHODS: The Strengths and Difficulties Questionnaire (SDQ) is a brief behavioural screening questionnaire that can be completed by the parents within 5 minutes and used to assess the psychopathology (prosocial behaviour, hyperactivity, emotional problems, conduct problems, and peer problems) of 4-16 year olds. The SDQ was translated into Korean, retranslated back to English, and corrected after discussion with the original developer and trial test. The reliability and validity of the SDQ-Kr was evaluated by working with 347 parents of nonclinical (n=98), pediatric outpatient (n=92), and psychiatric outpatient (n=157) children. RESULTS: Working with 62 parents of nonclinical children, the test-retest reliability of 5 subscales of SDQ-Kr was 0.94-0.84 (p<0.01). For 190 nonclinical and pediatric children, internal consistency of 5 subscales of SDQ-Kr was 0.80-0.50 (Cronba-ch's alpha). Factor analysis generated the five identical factors with the five subscales explaining 49.5% of total variance. For 347 children of nonclinical, pediatric, and psychiatric group, ANOVA showed that any two among the three groups was significantly different in subscales and total difficulties scores, except between pediatric and psychiatric children in emotional problems subscore (p<0.01). The discriminating rate among three groups was 75.5% in discriminant analysis. CONCLUSIONS: The Korean version of SDQ shows very similar psychometric performance to the original SDQ developed by Goodman. This study gives evidence of the usefulness of the SDQ-Kr as a promising screening instrument for epidemiological research and clinical purposes.