Analysis of emotional and behavioral problems and related factors in children with diurnal urinary incontinence / 现代泌尿外科杂志

【Objective】 To investigate the current situation and related factors of emotional and behavioral problems in children with diurnal urinary incontinence (DUI), in order to provide reference for clinical treatment and psychological intervention. 【Methods】 During Sep.2019 and Mar.2020, a survey was conducted in six primary schools in a county of Henan Province using the method of cluster sampling. The survey included general data and current DUI and urination-related problems, Strengths and Difficulties Scale (SDQ), and Pittsburgh Sleep Quality Index (PSQI). 【Results】 Of the 4 500 questionnaires distributed, 4 120 were collected, and 3 912 were qualified for statistical analysis. The overall prevalence of DUI was 3.6%. The detection rate of abnormal emotion and behavior in the DUI group was 48.2%, which was significantly higher than that in the non-DUI group (12.6%) (P<0.05). The scores of emotional symptoms, conduct problems, hyperactivity, peer communication problems and SDQ were significantly higher in the DUI group than in the control group (P<0.05). The results of multivariate analysis showed that gender, academic achievement, DUI times, caregivers, caregivers’ education level, family education style and sleep disorder were influencing factors of emotional and behavioral problems in DUI children (P<0.05). The total score of SDQ was positively correlated with the total score of PSQI (P<0.05). 【Conclusion】 The detection rate of emotional and behavioral abnormalities is high in DUI children, which is related to gender, academic achievement, DUI times, caregivers, education level of caregivers, family education style and sleep disorders.

Analysis of related factors of emotional and behavioral abnormalities in children with overactivity of bladder / 现代泌尿外科杂志

【Objective】 To analyze the related factors of emotional and behavioral abnormalities in children with overactive bladder (OAB). 【Methods】 OAB children (aged 6 to 16 years) in a survey of 5 032 children from a county in Henan Province during Sep.2022 and Dec.2022 were identified and surveyed with Overactive Bladder Symptom Score (OABSS), Strength and Difficulties Questionnaire (SDQ) and Pediatric Sleep Questionnaire (PSQ). According to the SDQ score, they were divided into abnormal group (SDQ≥20) and normal group. 【Results】 There were 35.7%(137/385) cases in the abnormal group and 64.3% (248/385) in the normal group. Gender, education level of caregivers, body mass index (BMI), age, constipation, enuresis and severity of OAB were significantly associated with emotional and behavioral abnormalities (P<0.05). Children in the abnormal group showed significant differences in emotional symptoms, conduct problems, hyperactivity symptoms, peer interaction and sleep (P<0.001). Multivariate regression analysis revealed significant differences in gender, educational level of caregi-vers, BMI, age, constipation, enuresis, severity of OAB and PSQI between the two groups (P<0.05). 【Conclusion】 The prevalence of emotional and behavioral abnormalities is high in children with OAB, which is related to female gender, high BMI, puberty, constipation, enuresis and severity of OAB.

Parents' and teachers' perceptions of emotional and behavioral problems in school-going adolescents

Introduction: Parents and teachers are the primary consultants to understand the emotional and behavioral problems of school-going adolescents. The current study focuses on parents’ and class teachers’ perspectives of school-going adolescents’ emotional and behavioral problems. Material and Methods: A Cross-sectional questionnaire-based study was conducted among 19 schools from government-private and rural-urban schools across Kollam District, Kerala. Malayalam/English version of the strength and difficulties questionnaire was administered among a sample of 600 parents and 60 class teachers of school-going adolescents. Results: Multiple linear regression analysis showed that parents' reports is significantly predicted by gender (P < 0.01), urban-rural settings (P < 0.001) and socioeconomic status (P < 0.01). Teachers’ reports have significantly been predicted by urban-rural settings (P < 0.01) and socioeconomic status (P < 0.001). Conclusion: More attention is needed for the protection of adolescent’s mental health and fills mental health gaps in services.

Association between social ability deficiency and core symptoms, emotional and behavioral problems in children and adolescents with attention deficit hyperactivity disorder / 中华行为医学与脑科学杂志

Objective:To investigate the characteristic of social ability in children and adolescents with attention deficit hyperactivity disorder (ADHD) and its relationship with core symptoms, emotional and behavioral problems.Methods:Fifty-nine children with ADHD aged 6-13 for outpatient department from June 2019 to June 2021 were selected as the ADHD group, and 62 normal children matched in age and sex were recruited as the typical development group(TD group). The social responsiveness scale (SRS), SNAP-Ⅳ rating scale and strengths and difficulties questionnaire (SDQ) were used to evaluate the social ability, core symptoms and emotional and behavioral problems of the subjects.SPSS 26.0 was used for statistical analysis.Non parametric test was used to compare and analyze the differences in social ability, emotional and behavioral problems between the two groups.Spearman correlation analysis was used to analyze the relationship between social ability and core symptoms, emotional and behavioral problems of ADHD group.Generalized linear regression was used to analyze the impact of gender, age, IQ, core symptoms, emotional and behavioral problems of ADHD group on social ability.Results:In the ADHD group, the total score of SRS (65(42, 83)), social perception (10 (8, 13)), social cognition (13 (9, 19)), social communication (19 (11, 29)), and autism like behavior (9 (5, 14)) were significantly higher than those of TD group(38 (27.5, 59.5), 7 (4, 12.5), 8 (6, 15), 12 (6.5, 20), 4 (2, 11)) ( Z=-2.97, -2.75, -2.41, -3.01, -2.64, all P<0.05) .The total score of SDQ difficulty, influence factors, mood, hyperactivity, conduct and peer interaction were significantly higher than those of TD group ( Z=-5.80, -6.89, -2.82, -8.59, -2.52, -3.81, all P<0.05). The total score of SRS and the scores of each subscale in ADHD group were positively correlated with the total score of SNAP -Ⅳ and the scores of each subscale ( r=0.33-0.71, all P<0.05). The total score of SRS and the score of social communication scale were positively correlated with the total score of SDQ difficulty, influencing factors, emotion, hyperactivity, conduct and peer interaction subscale ( r=0.29-0.65, all P<0.05). Social perception was positively correlated with the total score of difficulty, hyperactivity and the scores of peer interaction subscale ( r=0.56, 0.32, 0.45, all P<0.05). The scores of social cognition and autism like behavior subscale were positively correlated with the total scores of difficulty, influencing factors, emotion and peer interaction subscale ( r=0.27-0.55, all P<0.05). The scores of social motivation subscale were positively correlated with the total scores of difficulty, emotion, hyperactivity, conduct and peer interaction subscale ( r=0.29-0.55, all P<0.05). The total score of SRS and the scores of each subscale were negatively correlated with the scores of prosocial behavior subscale ( r=-0.63--0.49, all P<0.05). The total score of SRS was positively affected by gender, age, opposites and disobedience, emotion, hyperactivity and peer interaction ( B=0.05-0.23, all P<0.05), and negatively affected by the prosocial behavior subscale ( B=-0.07, P<0.05). Conclusion:ADHD children often have obvious social ability defects, which are clearly related to core symptoms, emotional and behavioral problems.The risk factors are opposition and disobedience, emotions and peer relationships, and the protective factor is prosocial behaviors.

Self-harming adolescents: how do they perceive and explain this behavior? / Adolescentes que se autolesionam: como percebem e explicam tal comportamento? / Adolescentes que se autolesionan: ¿cómo perciben y explican este comportamiento?

Self-harm is a prevalent adolescence behavior, indicated as a public health problem. The objective was to understand how adolescents perceive and explain this behavior, considering family and school characteristics. It's a multiple case study, in which five self-harming adolescents participated, enrolled in a public school in Novo Hamburgo-RS, participated in the study. They answered the following instruments: Sociodemographic Data Sheet, Semi-Structured Interview, Family Support Perception Inventory, Youth Self-Reporting and Delaware School Climate Survey-Student. Each case was individually analyzed and cross-case synthesis was performed. Self-harm was indicated as a strategy to relief suffering and regulate emotions. Low familial support, lack of skills, and presence of internalizing and externalizing problems were evidenced, as well as negative evaluation of peer relations and student engagement. When faced with a complex phenomenon, it is important to contemplate individual and relational issues in interventions. (AU)

A autolesão é prevalente na adolescência e indicada como um problema de saúde pública. Objetivou-se compreender como adolescentes percebem e explicam esse comportamento, considerando características de seu contexto familiar e escolar. Trata-se de um estudo de casos múltiplos, do qual participaram cinco adolescentes que se autolesionavam, matriculados em uma escola pública de Novo Hamburgo-RS, que responderam aos instrumentos: Ficha de Dados Sociodemográficos, Entrevista Semiestruturada, Inventário de Percepção de Suporte Familiar, Inventário de Comportamentos Autorreferidos para Jovens de 11 a 18 Anos e Delaware School Climate Survey-Student. Analisou-se individualmente cada caso e realizou-se a síntese de casos cruzados. A autolesão foi indicada como uma estratégia para aliviar sofrimento. Evidenciou-se baixo suporte familiar, carência de competências e presença de indicadores de problemas internalizantes e externalizantes, assim como avaliação negativa das relações entre pares e do engajamento estudantil. Frente a um fenômeno complexo, faz-se importante contemplar questões individuais e relacionais nas intervenções. (AU)

La autolesión es frecuente en adolescencia y se indica como un problema de salud pública. El objetivo era comprender cómo adolescentes perciben y explican este comportamiento, considerando características de su contexto familiar y escolar. Es un estudio de caso múltiple, en el participaron cinco adolescentes con autolesión, matriculados en escuela pública en Novo Hamburgo-RS, que respondieron a los instrumentos: Hoja de Datos Sociodemográficos, Entrevista Semiestructurada, Inventario de Percepción de Apoyo Familiar, Auto informe para Jóvenes de 11 a 18 años y Delaware School Climate Survey-Student. Cada caso se analizó individualmente y se realizó una síntesis cruzada de casos. La autolesión se indicó como estrategia para aliviar el sufrimiento. Se evidenció poco apoyo familiar, falta de habilidades y presencia de indicadores de problemas de internalización y externalización, así como una evaluación negativa de las relaciones con los compañeros y la participación de los estudiantes. Ante un fenómeno complejo, es importante contemplar problemas individuales y relacionales en las intervenciones. (AU)

Early childhood screen time as a predictor of emotional and behavioral problems in children at 4 years: a birth cohort study in China

BACKGROUND@#Previous studies have suggested that screen time (ST) has a negative effect on children's emotional and behavioral health, but there are few longitudinal studies that have been conducted with infants and toddlers. This study sought to examine the effect of ST in early childhood on emotional and behavioral problems in children aged 4 years, based on a birth cohort study in China.@*METHODS@#A total of 2492 children aged 4 years were enrolled in this study. The parents and guardians of each child completed a questionnaire that included items eliciting information on children's birth information, socio-demographic information at baseline, and ST at each follow-up. Emotional and behavioral problems were assessed using the Strengths and Difficulties Questionnaire (SDQ) at 4 years of age. Multivariate logistic analysis was used to explore the effects of ST on emotional and behavioral problems.@*RESULTS@#The percentages of children with ST > 0 h/day at age 0.5 years, ST > 2 h/day at age 2.5 years, and ST > 2 h/day at age 4 years were 45.7, 55.5, and 34.5% respectively. The prevalence of emotional and behavioral problems was 10.8%. ST at 6 months was a risk factor for emotional symptoms and hyperactivity at the age of 4 years. ST at age 2.5 years was a risk factor for hyperactivity at the age of 4 years. However, ST at age 4 years was a risk factor for total difficulties, conduct problems, peer problems, hyperactivity, and prosocial behavior.@*CONCLUSIONS@#Higher ST exposure at early childhood is associated with later emotional and behavioral problems. In particular, sustained high ST exposure is a risk factor for behavioral problems. These findings suggested the importance of controlling ST to prevent the occurrence of emotional and behavioral problems in the early years.

Emotional and behavioral problems: a school-based study in southern Brazil / Problemas emocionais e comportamentais: um estudo de base escolar no sul do Brasil

Abstract Introduction Mental health assessment in childhood needs to be carried out within a broader context that includes different factors. Objective To assess the prevalence of emotional and behavioral problems in schoolchildren and associated factors. Method A cross-sectional study was conducted with a school-based sample at 20 schools selected by systematic random sampling. Participants consisted of children aged 7-8 year old and their parents or primary caregivers. The Strengths and Difficulties Questionnaire (SDQ) was used to screen for the presence of emotional and behavioral problems in children. Results A total of 596 dyads were evaluated. The prevalence of emotional and behavioral problems was 30.0% among boys and 28.2% among girls. Hyperactivity/inattention were more prevalent among boys (p=0.015). Belonging to economically disadvantaged strata increased the likelihood of emotional and behavioral problems among schoolchildren by 71% (p=0.001), while having parents or caregivers with mental disorder increased by 2.2 times that probability (p<0.001). Conclusion: Our findings showed a high prevalence of emotional and behavioral problems among schoolchildren, as well as the influence of economic conditions and of the mental health of parents and caregivers on child mental health.

Resumo Introdução A avaliação da saúde mental na infância necessita ser realizada dentro de um contexto amplo que considere os diferentes fatores envolvidos. Objetivo Verificar a prevalência de problemas emocionais e comportamentais em escolares, bem como fatores associados. Método Estudo transversal, com amostra de base escolar em que foram selecionadas 20 escolas por amostragem aleatória sistemática. Participaram crianças com 7-8 anos e seus pais ou principais cuidadores. A presença de problemas emocionais e comportamentais nas crianças foi rastreada pelo Strengths and Difficulties Questionnaire (SDQ). Resultados Foram avaliadas 596 díades. A prevalência de problemas emocionais e comportamentais foi de 30,0% entre os meninos e 28,2% entre as meninas. Sintomas de hiperatividade/desatenção foram mais prevalentes entre meninos (p=0,015). Pertencer a camadas menos favorecidas economicamente aumentou em 71% a probabilidade de problemas emocionais e comportamentais entre os escolares (p=0,001), enquanto ter pais ou cuidadores com transtorno mental aumentou 2,2 vezes tal probabilidade (p<0,001). Conclusões: Nossos achados demonstram a elevada prevalência de problemas emocionais e comportamentais entre escolares, bem como a influência das condições econômicas e da saúde mental de pais e cuidadores sobre a saúde mental infantil.

Association between sibling violence experience and emotional and behavioral problemsamong children and adolescents aged 9-18 years in rural areas / 中国心理卫生杂志

Objective:To explore the association between sibling violence experience and emotional and behavioral problems.Methods:A Multistage stratified cluster sampling was used in Hunan province, 1735 participants from multiple-child family were recruited to survey the prevalence of sibling violence and the occurrence of emotional and behavioral problems with the Strength and Difficulties Questionnaires (SDQ).Results:According to SDQ total score, the rate of abnormal emotion and behavior in children and adolescents involved in sibling violence was higher than that in students who were not experienced sibling violence [45.6％ (236/518) vs.26.8％ (326/1217) ], the rate in bully-victim was higher than that in pure-victim and pure-bully [52.8％ (132/250) vs.37.9％ (74/195) vs.41.1％ (30/73) ].The rates in children and adolescents who were bullied and perpetrated more than 4 sub-types of sibling violence were 63.4％ (53/93) and 76.9％ (60/78).Conclusion:There is an association between sibling violence experience and emotional and behavioral problems among children and adolescents in rural areas.

Cognitive Function, Emotional and Behavioral Problems, and Temperament of Premature Children

OBJECTIVES: We aimed to compare preterm, neurodevelopmentally disordered and healthy full-term children. METHODS: We enrolled 47 children who were born preterm, 40 neurodevelopmentally disordered children, and 80 healthy children as control participants, in order to assess the cognitive functioning and the risk of behavioral problems at the age of 5. Children were assessed using the Korean Wechsler Preschool and Primary Scale of Intelligence-4th edition (K-WPPSI-IV), the Child Behavior Checklist (CBCL), and the Temperament and Character Inventory (TCI). RESULTS: The mean K-WPPSI-IV score of the preterm group was 87.19±17.36, which was significantly higher than that of the neurodevelopmental disorder group (69.98±28.63; p < 0.001) but lower than that of the control group (107.74±14.21; p < 0.001). The cumulative CBCL scores of the preterm children were not significantly different from those of the control group. Additionally, the TCI scores for reward dependence of the preterm children were higher than those of the control group. CONCLUSION: The cognitive performance of preterm infants was lower than that of healthy full-term infants at the age of 5, and there was an association between slower growth and decreased cognitive ability.

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.

Estabilidad de ser victimizado, ser agresor, problemas emocionales y de conductas en adolescentes: ¿Estabilidad o cambio? / Stability of being victimized, being aggressor, emotional and behavioral problems in adolescents: ¿Stability or change?

El objetivo de este trabajo fue explorar la estabilidad del ser víctima y ser agresor en tres puntos en el tiempo y la direccionalidad de la causalidad entre la victimización y los problemas emocionales, por un lado, y entre la agresión y los problemas de conducta en adolescentes, por el otro. Se constituyó una muestra intencional de 485 alumnos de dos escuelas secundarias de Paraná, Entre Ríos. Un 42% correspondió a alumnos varones; la media de edad fue de 13.6 años. Los participantes contestaron un cuestionario sociodemográfico, el Cuestionario de Agresores/Víctimas de Olweus (que mide bullying verbal, físico, relacional y cyberbullying), el Inventario de Depresión de Kovacs, la Escala de Síntomas Psicosomáticos de Rosenberg para ansiedad y las escalas de conducta antisocial y agresividad del ASEBA de Achenbach y Rescorla (2001). Los resultados indicaron que un porcentaje similar era víctima en cada uno de los tres tiempos (15%, 16% y 18%). Con respecto al ser agresor, también se hallaba un porcentaje similar en los tres tiempos (9% 10% y 9%). Considerando el grupo que era victimizado en el tiempo 1, un 39% lo era también en los tiempos 2 y 3, mientras que dentro del 9% que era agresor en el tiempo 1, un 57% lo era en los dos tiempos subsiguientes. Un modelo autoregressive cross-lagged indicó que existían efectos bidireccionales entre la victimización y la depresión. También se hallaron efectos bidireccionales para el bullying y la agresividad. Estos resultados indican estabilidad, pero también cambio en el ser victimizado y ser agresor. En la discusión se analizan estos hallazgos a partir de diversos aportes teóricos para explicar tanto la estabilidad como el cambio. Finalmente, se proveen limitaciones y sugerencias para futuros estudios.

Bullying is an important risk factor for mental health of children and adolescents. Bullying is a subset of aggressive behavior, generally defined as an act intended to inflict injury or discomfort upon another student. There is considerable evidence for emotional problems (such as, depression, anxiety, and low self-esteem) among children and young people who experience bullying or peer victimization, and between bullying and behavioral problems (aggression, antisocial behavior, and substance use), but cross-sectional studies cannot explore the direction of the relationship. Besides, longitudinal studies are crucial to explore stability of being victim and being aggressor. There are no many studies that has attempted to do this. In Latin American countries, such as Argentina, longitudinal studies are very scarce in this respect. Exploring the direction of the link between victimization and emotional problems is vital to identify targets of victimization in adolescents and reducing cost of victimization. So, the purpose of this research was examining stability of victims and aggressor in three-time points and determine the direction of the relationship between emotional problems (depression and anxiety) and victimization, on one hand, and between behavioral problems (antisocial behavior and aggression), on the other hand. To this end, data were obtained from a sample of 485 students from two secondary schools attending first course, second and third in Parana, Entre Rios. A 58% was female and 42% was males; Mage = 13.6. They were examined in May (Time 1, T1), August (Time 2, T2), and November (Time 3, T3). To measure victimization, they completed Olweus Bully/ Victim Questionnaire (tapping verbal, physical, relational, and cybervictimization and these kind of bullying), Kovacs Child Depression Inventory for depression, Rosenberg Psychosomatic Symptom Scale for anxiety, and aggressive behavior and antisocial behavior from Achebanch and Rescorla ASEBA (2001), and some sociodemographic questions. Confidentiality and anonymity were ensured. Date was set up with Statistical Package for Social Sciences version 22 and AMOS 16 to set up structural equation modeling (SEM). Results suggested that 15%,16%, and 18% were victims in T1, T2, and T3. As regarding being aggressor, the percentages were 9%, 10%, and 9%. With respect to stability of victim status in each of the three times, a 39% was victim in the three times; as regarding aggressor status, a 57% was aggressor in the three times. An autoregressive cross-lagged with index of victimization, scores on depression and anxiety in T1, T2, and T3 indicated an adequate model fit: CFI = .99, TLI = .96 and RMSEA =.08. Victimization at T1 predicted victimization at T2 and T3. Regarding the links between victimization and emotional problems, this relationship was reciprocal with respect to depression: victimization predicted depression at T2 and T3 and depression predicted victimization in both times, as well. The links between victimization and anxiety was non-significant. Reciprocal links between depression and anxiety were found. With respect to bullying, antisocial behavioral and aggression model, results indicated a good model fit: CFI = .99, TLI = .96, and RMSEA = .06. Findings suggested reciprocal links between bullying and aggression. Links between bullying and antisocial behavioral were non-significant. These results suggested stability in victim status and aggressor status, but also change in only a period of six month. Besides, results showed that the link between victimization and depression was reciprocal: depression was an antecedent but a consequence of victimization, as well; the same happened for bullying and aggression. So, these results are in line with a vast literature suggesting reciprocal effects. In the discussion, we provided further explanation of the results, considering domination theory among others. Finally, limitations and suggestion for carrying out future studies are provided.

Clima Familiar e os problemas emocionais e comportamentais na infância / Family climate and the emotional and behavioral problems in childhood / Clima familiar y los problemas emocionales y de comportamiento en la infancia

Esse estudo investigou a relação entre clima familiar e problemas emocionais e comportamentais na infância. Participaram 237 mães, pais ou cuidadores de crianças matriculadas em escolas do ensino fundamental da cidade do Rio de Janeiro. Os dados foram coletados por meio do Inventário de Clima Familiar e do Child Behavior Checklist (CBCL 618). Correlações de Pearson e regressões lineares múltiplas indicaram associação negativa entre apoio e coesão familiar e problemas emocionais/comportamentais infantis. Além disso, conflito e hierarquia relacionaram-se positivamente com estes problemas. Os resultados apontaram para a importância dos processos proximais, em especial do clima familiar, como fatores de proteção para o desenvolvimento infantil.

This study investigated the relationship between family climate and emotional/behavioral problems in childhood. A total of 237 mothers, parents or caregivers of children enrolled in elementary schools in Rio de Janeiro participated in the study. Data were collected through the Family-Climate Inventory and the Child Behavior Checklist (CBCL 6/18). Pearson's correlations and multiple linear regressions indicated a negative association between family support and cohesion and children's emotional/behavioral problems. Thus, conflict and family hierarchy were positively associated with these problems. The results showed the importance of the proximal processes, and especially the family climate, as an important source of protection for children's development.

Este estudio investigó la relación entre el clima familiar y los problemas emocionales/comportamentales en la infancia. Participaran 237 madres, padres o cuidadores de niños matriculados en escuelas del sistema educativo fundamental de Río de Janeiro. Los datos fueron recogidos por medio del Inventario de Clima Familiar y el Child Behavior Checklist (CBCL 6/18). Correlaciones de Pearson y regresiones lineares múltiples indicaran asociación negativa entre apoyo y cohesión familiar y los problemas emocionales y de comportamiento de los niños. Además conflicto y jerarquía presentaran relación positiva con estos problemas. Los resultados indican que los procesos proximales, específicamente el clima familiar, son una importante fuente de protección para el desarrollo de los niños.

Validación del Inventario de Conductas Infantiles para niños de entre 1½-5 años (CBCL 1½-5) en la Ciudad de Santiago de Chile / Validation of Child Behavior Inventory for children ages 1½ to 5 years (CBCL 1½-5) at the Santiago de Chile City

Los estudios de prevalencia en salud mental en edades tempranas (primeros 5 años de vida) han sido insuficientes y escasos. Dado que la evidencia neurobiológica, económica, psicológica y social ha demostrado que intervenir durante los primeros años de vida es altamente efectivo para disminuir los problemas psicosociales, es que es urgente obtener datos nacionales sobre problemas afectivos y conductuales en la temprana infancia y edad preescolar. El presente trabajo tuvo como objetivo validar un instrumento de reporte parental denominado Inventario de Conductas Infantiles para niños de entre 1½-5 años (CBCL 1½-5). El test fue validado a través de un proceso de jueces expertos, para posteriormente obtener indicadores de confiabilidad y validez en una muestra de 418 niños pertenecientes a la Región Metropolitana. Los resultados obtenidos en la muestra chilena son coherentes con el modelo bifactorial propuesto por los autores del instrumento, la dimensión Internalización da cuenta de los problemas ansioso-depresivos, quejas somáticas y retraimiento en los niños/as y la Externalización, de los aspectos atencionales y la conducta agresiva. Se concluye que el CBCL 1½-5 es un instrumento válido y confiable para ser aplicado a la realidad nacional, permitiendo ser utilizado para obtener indicadores de diversos trastornos de salud mental en la temprana infancia y edad preescolar.

Prevalence studies in infant and preschool mental health have been scarce and insufficient. Considering the ample neurobiological, psychological, economical and social evidence that has demonstrated that intervening in early years may be a highly effective strategy for lowering the rates of mental health problems, is urgent to find prevalence data about early emotional and behavioral problems. To validate an instrument called Child Behavior Checklist for ages 1.5-5 (CBCL 1-5-5). The study was made through a process with expert judges, and subsequently, reliability and validation results were obtained in a sample of 418 children from Region Metropolitana. Data from a Chilean sample confirmed the bi-factorial model originally proposed by the authors who create the instrument. Internalizing dimension account for anxious-depression symptoms', somatic complaints, and withdrawal in children, and Externalizing dimension account for atentional and behavioral problems. The CBCL 1.5-5 is a valid and reliable instrument and can be apply to Chilean reality, obtaining good signs of emotional and behavioral problems in infancy and preschool ages.

Genetic and environmental influences on emotional and behavioral problems in children and adolescents / 中国神经精神疾病杂志

Objective To explore the influence of genetic and environmental factors on emotional and behavioral problems in children and adolescents using twins quantitative method. Methods One hundred fifty-six twins pairs, aged from 6 to 18, were included in the present study. The parental version of the strengths and difficulties questionnaire (SDQ)was used to evaluate their emotional and behavioral problems. The DNA test of twin zygosity was conducted using DNA extracted from buccal mucosa or venous blood samples. The influence of genetic and environmental factors on emo-tional and behavioral problems was analyzed using structural equation modeling(SEM). Results Shared environment and special environment had impact on emotional symptoms and their contribution to the total variance of emotional symp- tom was 0.42 and 0.58, respectively. Prosocial behavior was mainly affected by shared environment and the contribution of shared environment to the total variance of prosocial behavior was 0.89. Genetic factors had greater influence on hyperac-tivity/attention deficit and the contribution of genetic factors to the total variance was 0.62. Shared environment had more influence on conduct disorder and the contribution of shared environment to total variance was 0.56. Heredity, shared envi-ronment and special environment had impact on peer problems and their contribution to the total variance was 0.24, 0.33 and 0.43, respectively. Conclusion In child and adolescent period, emotional symptoms are only affected by environ-ment, while behavior problems are affected by the combination of heredity and environment. Different behavior problems are affected by different genetic and environmental factors.

Sociodemographic Characteristics and Emotional and Behavioral Problems Related with Internet Addiction Tendency in Adolescents / 신경정신의학

OBJECTIVES: The objective of this study is to investigate the relations of internet addiction to sociodemographic characteristics and emotional and behavioral problems of adolescents in Korea. METHODS: We assessed 1432 middle school students in the city of Osan, Korea. We administered a self-reported questionnaire including sociodemographic data, Korean versions of Internet Addiction Scale (K-IAS) and Youth Self Report (K-YSR). All the students were divided into 3 groups (internet addiction group, overuser group and normal control group) according to the scores of K-IAS. Chi-square and one-way ANOVA were used to compare the 3 groups. After the correlations among each sociodemographic characteristics and emotional and behavioral problems were performed, the multiple regression analysis was conducted to identify the predictable factors of internet addiction tendency. RESULTS: There were significant differences among 3 groups in the gender, age, cigarette smoking, alcohol use and the age of initial internet use. The addiction group (K-IAS> or =70, N=32) had significantly higher rate of males, older students, cigarette smoking, alcohol use and earlier starting age of internet use than the control group (K-IAS<40, N=881). And the mean scores of all scales except somatic complaints subscale of K-YSR showed in the order of addiction group, overuser group, than control group. In the somatic complaints subscale, addiction group had significantly higher mean scores than other 2 groups but there was no difference between overuser group and control group. Multiple regression analysis showed that attention problems, male, delinquent behavior, aggressive behavior, withdrawn and the age of initial internet use could explain 29.6% of internet addiction tendency. CONCLUSION: These results suggested that the earlier familial education and environmental intervention of internet use would be helpful to prevent internet addiction. Attention problems, male and delinquent behavior, aggressive behavior and withdrawn were predictable factors of internet addiction, and this is well compatible with more male prevalence in ADHD and disruptive behavior disorders. This suggested that the intervention focused on the gender difference to prevent and treat internet addiction could be effective.

Programas de prevenção a problemas emocionais e comportamentais em crianças e adolescentes: lições de três décadas de pesquisa / Emotional and behavioral problems prevention programs for children and adolescents: lessons from three decades of research

Este artigo discute algumas diretrizes para a implementação e avaliação de programas de prevenção a problemas emocionais e comportamentais em crianças e adolescentes, visando a transformação da tecnologia de pesquisa em serviços comunitários. Abordar-se-á uma estrutura conceitual de intervenções preventivas em saúde mental, a fundamentação dos programas preventivos em teoria, a avaliação de necessidades e o envolvimento da comunidade durante o planejamento e implementação do programa, a replicação de programas preventivos cuja efetividade foi empiricamente verificada e a avaliação de processo e resultados destes programas. Como conclusão, será discutida uma agenda de pesquisa para o avanço da área no Brasil.

This paper presents some directives for implementing and evaluating emotional and behavioral problem programs for children and adolescents, aiming at the transformation of research technology into community services. The following are discussed: the conceptual framework of preventive interventions in mental healthcare, the theoretical bases of preventive programs, the assessment of needs and community participation during the planning and implementation of the program, the replication of preventive programs that were empirically supported, and the assessment of the process and long-term results of these programs. As a conclusion, a research agenda for the advancement of this field in Brazil is provided.

Emotional and Behavioral Problems Related with Internet Addiction in Adolescence / 신경정신의학

OBJECTIVES: As internet users increase rapidly, internet addiction is a rising addictive behavior associated with psychiatric problems of adolescence in Korea. The objectives of this study were to investigate the prevalences of internet use and the relations of internet addiction to emotional and behavioral problems of adolecence in Korea. METHODS: We assessed 1.555 middle and high school students in Koyang city, Korea using Young Internet Addiction Scale (YIAS), Center for Epidemiological Study for Depression (CES-D), Revised Children's Manifest Anxiety Scale (RCMAS), Youth Self Report (YSR), and Psychological Self (PS)-1 of Offer's Self Image Questionnaire (OSIQ). RESULTS: Ninty eight subjects (6.3%) were Internet Addicted Group ('Addicted Group'):51 (6.2%) were middle school students, and 47 (6.5%) were high school students. Compared to girls, boys showed higher prevalences of internet addiction and higher mean score of YIAS. But there were no significant differences of prevalences and YIAS scores between middle and high school students. Addicted Group had significantly higher mean scores of all scales (subscales) than Non-Addicted Group. CONCLUSION: Adolescents with internet addiction showed more psychiatric problems compared to adolescents without internet addiction, thus require therapeutic approaches to multiple psychopathologies in addition to the addictive behaviors.