Can parenting practices predict externalizing behavior problems among children with hearing impairment?

Objective: To identify possible differences in the level of externalizing behavior problems among children with and without hearing impairment and determine whether any relationship exists between this type of problem and parenting practices. Methods: The Behavior Assessment System for Children was used to evaluate externalizing variables in a sample of 118 boys and girls divided into two matched groups: 59 with hearing disorders and 59 normal-hearing controls. Results: Significant between-group differences were found in hyperactivity, behavioral problems, and externalizing problems, but not in aggression. Significant differences were also found in various aspects of parenting styles. A model for predicting externalizing behavior problems was constructed, achieving a predicted explained variance of 50%. Conclusion: Significant differences do exist between adaptation levels in children with and without hearing impairment. Parenting style also plays an important role.

Childhood emotional and behavior problems and their associations with cesarean delivery

Objective: To determine the prevalence of childhood emotional and behavioral problems and examine their associations with cesarean delivery. Methods: Our sample consisted of 8,900 preschoolers from 35 kindergartens in four cities in East China. Parents completed the Strengths and Difficulties Questionnaire (SDQ) and provided other information. Children's emotional and behavioral problems were assessed using five subscales of the SDQ. Mode of delivery was classified as vaginal or cesarean section (CS); in sub-analyses, we divided CS into elective or emergency delivery. Logistic regression was used to examine associations. Results: A total of 1,209 (13.6%) children had a total SDQ score within abnormal range; 25.5% had peer problems within abnormal range, 9.0% had abnormal emotional symptoms, 13.9% had abnormal conduct problems, 18.9% had abnormal hyperactivity problems, and 16.2% were rated abnormal in pro-social behavior. Overall, 67.3% of the children who participated were delivered by CS. In fully adjusted analysis, CS was significantly associated with abnormal total SDQ score (OR = 1.27; 95%CI 1.10-1.46; p < 0.05) and pro-social behavior (OR = 1.27; 95%CI 1.12-1.45; p < 0.0001). No significant association was found between CS and risk of having conduct problems (OR 1.13; 95%CI 0.98-1.29), peer problems (OR 1.11; 95%CI 0.99-1.24), hyperactivity (OR 1.02; 95%CI 0.91-1.15), or emotional problems (OR 1.06; 95%CI 0.90-1.24). Conclusion: In this sample, CS was associated with risk of behavioral problems, but not with emotional problems. Further research is needed to better understand these associations.

Maternal recognition of child mental health problems in two Brazilian cities

Objective: To identify child behaviors and types of impairment that increase the likelihood of maternal recognition of emotional/behavioral problems (EBP) in children and adolescents. Methods: Maternal-reported data were obtained from two subsamples of 11-to-16-year-olds derived from cross-sectional studies conducted in two Brazilian municipalities: Itaboraí, state of Rio de Janeiro (n=480), and Embu, state of São Paulo (n=217). The Itaboraí study involved a representative sample of 6-to-16-year-olds (n=1,248; response rate = 86.0%) selected from the Family Health Program registry, which covered 85.5% of the municipal population. The Embu study was based on a probabilistic sample of clusters of eligible households (women aged 15-49 years, child < 18 years), with one mother-child pair selected randomly per household (n=813; response rate = 82.4%). The outcome variable was mother's opinion of whether her child had EBP. Potential correlates included types of child behaviors (hyperactivity/conduct/emotional problems as isolated or combined conditions) and impairment, assessed using the Strengths and Difficulties Questionnaire (SDQ); child's age and gender; maternal education and anxiety/depression (assessed using the Self-Reporting Questionnaire [SRQ]). Results: Multivariate regression models identified the following correlates of maternal perception of child EBP: comorbidity (co-occurring hyperactivity/conduct/emotional problems), emotional problems alone, and interference of problems with classroom learning and friendships. Conclusion: Comorbidity of different problem types, emotional problems alone, and interference with classroom learning and friendships increase the likelihood of maternal recognition of EBP in children.

Transtorno de déficit de atenção com hiperatividade: classificação e classificados / Attention-deficit hyperactivity disorder: classification and classified

O objetivo principal deste artigo foi analisar a visão de pais e professores sobre o diagnóstico do Transtorno de Déficit de Atenção com Hiperatividade (TDAH) e seu efeito sobre as crianças com esse problema. Para tal objetivo, foram entrevistados mães e professores de crianças diagnosticadas com TDAH, através de um roteiro de pesquisa semiestruturado. O artigo analisará um eixo temático que surgiu a partir da pesquisa, chamado de classificação e classificados. A estrutura de uma classificação, para Ian Hacking, engloba cinco aspectos principais: a classificação em si, os indivíduos classificados, as instituições, o conhecimento e os especialistas. Esse autor afirma que toda classificação de pessoas gera uma resposta, ou seja, classificação e indivíduo interagem, formando um ciclo, que ele chamou de efeito de arco. O TDAH é um diagnóstico médico e, portanto, uma classificação. Os indivíduos classificados são as crianças com diagnóstico de TDAH. Mesmo que a criança seja pequena e não entenda o significado da classificação que lhe foi dada, pretende-se mostrar que mesmo assim é possível que ocorra o efeito de arco. A criança, por meio das modificações sofridas no meio social no qual ela vive, se modifica. As instituições são responsáveis pela legitimação do diagnóstico e, no caso do TDAH, são os locais onde se encontram os profissionais da saúde e a escola. Além disso, por trás de uma classificação existe um corpo de conhecimento sobre ela e parte desse conhecimento, geralmente o "oficial", é dominado pelos especialistas da área, que os repassam aos demais.

The main object of this paper is to analyze the views of parents and teachers on the Attention-Deficit Hyperactivity Disorder (ADHD) and its effect on diagnosed children. Mothers and teachers of ADHDdiagnosed children were interviewed following a semistructured interview outline. This paper examines a thematic axis that arose from the interviews, namely classification and classified. The structure of a classification, according to Ian Hacking, involves five main aspects: the classification itself, the classified individuals, the institutions, the knowledge, and the specialists. This author claims that every classification of people gives rise to a response, that is, the classification and the individual being classified interact, forming a cycle that Hacking called the looping effect. ADHD is a medical diagnosis, and thus, a classification. ADHD-diagnosed children correspond to the individuals being classified. We intend to show that even small children, who do not understand the meaning of the classification given to them, can possibly be subjects to the looping effect. The child, through modifications in her social surroundings, modifies herself, realizing that she is different. The institutions are responsible for the legitimating of diagnosis and in the case of ADHD, they correspond not only to health facilities, but also to schools. Besides that, behind each classification there is also a body of knowledge about it, and part of this knowledge is dominated by specialists.

Distúrbios comportamentais na infância / Behavioral disturbs in childhood

É feita uma revisão dos distúrbios comportamentais na Infância, mencionando a classificação de Z. Rocha e a do DSM III-R. Descrevem-se mais pormenorizadamente os distúrbios evolutivos do comportamento, incluídos na primeira revisão, e os distúrbios disruptivos do comportamento, incluídos na segunda

utility of screening instrument for behavioral problems of children in clinical and community samples

A total of 1563 children were surveyed using the Connors Parent Teacher Rating Scale [C P T R S] in different clinical [N=307] and community [N=1256] samples. Although the CPTRS was found to be limited in its capacity to search for behavioral problems in school-aged children, this instrument was more effective in discriminating higher rates of behavioral problems in clinical and high risk samples [66%] in comparison to lower rates [22%] in community nonreferred children, particularly for preschoolers and younger children. Our results are suggestive of a good discriminate validity of this instrument. The implications of further use of CPTRS in epidemiological research on Egyptian children are discussed

Programa de salud escolar: analisis de una experiencia docente asistencial / Schoolar health program: analysis of a teaching service experience

Se rocoge parte de la experiencia docente asistencial, realizada dentro del curso psiquiatria y salud mental del progrma de Enfermeria de la Universidad de Antioquia. Se analizan los problemas principales que motivan el ingreso de lso ninos al programa de salud escolar como el denominado " comportamiento escolar llamativo", los problemas academicos, los de tipo familiar y los mixtos. Reporta el franco deterioro en las condiciones de vida de los ninos vinculados al programa. La problematica sociocultural que se vive en familias en las cuales los padres se agreden delante de los ninos, la presencia de adopciones ilegales, las condiciones de vida de las mujeres cabeza de familia, el abandono de los ninos, el madresolterismo, las uniones esporadicas y los consecuentes problemas de identidad y afecto para los ninos. Se reportan ademas las condiciones de infraestructura de la escuela. Hallazgos en la valoracion nutricional que detecto desnutricion cronica, global y aguda. Igualmente los resultados en la evaluacion de las funciones sicologicas basicas para el aprendizaje como psicomotricidad, la percepcion, el lenguaje y la funcion cognitiva. Para finalizar se palntean recomendaciones para la formacion de personal de salud y educacion, a los encargados de administrar la prestacion de estos servicios, a los centros de salud, al programa de la facultad de enfermeria y al Instituto Metropolitano de Salud (METROSALUD). Se acompana el articulo de una amplia bibliografia para los interesados en el tema