Strengths and difficulties questionnaire (SDQ): a study of school children in Ribeirão Preto

RESUMO

OBJECTIVE: The objective of this study is to investigate possible child psychiatric disorders using the strengths and difficulties questionnaire (SDQ). METHOD: SDQ is a questionnaire that screens child mental health problems, comprising a total of 25 items divided in five subscales emotional problems, hyperactivity, relationship, conduct and pro-social behavior, with five items in each subscale. We also used the impact supplement that evaluates the impairment caused by symptoms. Out of 143 children randomly chosen from a public school of Ribeirão Preto, 107 questionnaires were correctly filled in by parents. Teachers received 114 questionnaires (regarding children with parents' consent), and 108 questionnaires were correctly filled in. As a final sample, we obtained 112 questionnaires answered by parents or teachers. RESULTS: In the questionnaires answered by the parents, we obtained high scorings such as 30.8 percent for emotional symptoms, 17,7 percent for conduct disorders, 16.8 percent for hyperactivity, 14 percent for interpersonal relationships, 18,7 percent for the total scores and 10.2 percent for the impact supplement. Questionnaires answered by the teachers had 1.83 percent for emotional symptoms, 8.25 percent for conduct disorders, 8.25 percent for hyperactivity, 2.75 percent for interpersonal relationships, 8.25 percent for the total scoring and 4.58 percent for the impact supplement. Combining the results obtained from parents and teachers we have diagnostic hypotheses in the frequencies of 7.14 percent for emotional disorders, 9.82 percent for conduct disorders, and 12.5 percent for psychiatric disorder not otherwise specified and no combination was noted between parents and teachers for hyperactivity. Mean age was 8.18 years, with 63 percent of the children being male and 37 percent female. CONCLUSION: SDQ can be useful for a preliminary screening in the investigation of possible psychiatric disorders in childhood