Assessing Emotional and Behavioural Problems with the Child Behaviour Checklist: Exploring the Relevance of Adjusting the Norms for the Flemish Community

Braet, Caroline; Callens, Justine; Schittekatte, Mark; Soyez, Veerle; Druart, Celina; Roeyers, Herbert

doi:10.5334/pb-51-3-4-213

Cited by 11 publications

(8 citation statements)

References 24 publications

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“…In the present study, only the total score was used. The CBCL has high concurrent validity (Achenbach and Rescorla 2001;Braet et al 2011). The internal validity (coefficient alpha) for the CBCL total score in the present sample was 0.97.…”

Section: Youth Behavior Problems and Mental Disordersmentioning

confidence: 54%

Collateral Effects of Youth Disruptive Behavior Disorders on Mothers’ Psychological Distress: Adolescents with Autism Spectrum Disorder, Intellectual Disability, or Typical Development

Blacher

Baker

2017

J Autism Dev Disord

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Disruptive behavior disorders were assessed in 160 youth aged 13 years, with Autism Spectrum Disorder (ASD, n = 48), intellectual disability (ID, n = 28), or typical development (TD, n = 84). Mothers' reported collateral effects on their psychological adjustment were related to both youth disability status and clinical level behavior disorders. More youth with ASD or ID had clinical level behavior disorders than their TD peers, and their mothers reported significantly higher personal stress and psychological symptoms, as well as lower positive impact of the youth on the family. The youth's clinical level behavior disorders accounted for these differences more than the diagnostic status. Mothers high in dispositional optimism reported the lowest stress and psychological symptoms in relationship to youth behavior challenges.

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Section: Youth Behavior Problems and Mental Disordersmentioning

confidence: 54%

Collateral Effects of Youth Disruptive Behavior Disorders on Mothers’ Psychological Distress: Adolescents with Autism Spectrum Disorder, Intellectual Disability, or Typical Development

Blacher

Baker

2017

J Autism Dev Disord

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“…The present study focused on broad-band measures of externalizing problems (i.e., the sum of the scores on the Aggressive Behavior and Destructive Behavior scales) and internalizing problems (i.e., the sum of the Withdrawn/Depressed, Somatic Complaints, and Anxious/Depressed subscales). These broad-band scales have shown good reliability and convergent/concurrent validity in many studies across different cultures (e.g., Braet et al, 2011).…”

Section: General Methodsmentioning

confidence: 99%

Attachment and Effortful Control

Heylen

Vasey

Dujardin

et al. 2016

The Journal of Early Adolescence

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Based on former research, it can be assumed that attachment relationships provide a context in which children develop both the effortful control (EC) capacity and the repertoire of responses to regulate distress. Both are important to understand children's (mal)adjustment. While the latter assumption has been supported in several studies, less is known about links between attachment and EC. We administered questionnaires to measure anxious and avoidant attachment or trust in maternal support in two samples of early adolescents. EC was reported by the child in Sample 1 (N = 244), and by mother in Sample 2 (N = 177). In both samples mothers reported children's maladjustment. Consistent with predictions, insecure attachment was related to reduced EC.Moreover, EC indirectly linked insecure attachment to maladjustment. This study provides evidence that studying EC is important to understand the self-regulatory mechanisms explaining the link between attachment and (mal)adjustment in early adolescence.Keywords: attachment, developmental psychopathology, self-regulation, effortful control ATTACHMENT AND EFFORTFUL CONTROL 3 Attachment and Effortful Control: Relationships with Maladjustment in Early AdolescenceAttachment relationships provide a context in which children develop both the selfregulatory capacity and the repertoire of responses by which they regulate affect (Bowlby, 1969;Cassidy, 1994;Mikulincer & Shaver, 2007). Thus far, research has mainly focused on the role of attachment in the development of emotion regulation (e.g., Kobak, Cole, Ferenz-Gillies, Fleming, & Gamble, 1993;Mikulincer & Shaver, 2007), whereas less attention has been given to the simultaneous development of self-regulatory capacity, which reflects the ability to regulate attention and behavior (Carver & Scheier, 2011;Posner & Rothbart, 1998). Since self-regulatory capacity in childhood predicts later (mal)adjustment (e.g., Eisenberg, Spinrad, & Eggum, 2010), it is important to know (1) whether this capacity is related to attachment and (2) whether deficits in self-regulatory capacity can help explain why less securely attached children are more vulnerable to maladjustment.Studying these associations seems to be especially relevant in early adolescence. At this age, children must cope with the physical, emotional and social changes that go along with puberty (Eccles, 1999). Thus, it is no surprise that the cognitive, emotional and self-regulatory capacities children develop in early adolescence predict resilience throughout adolescence (Masten, 2004; Tsukayama, Toomey, Faith, & Dukworth, 2010). Insofar as research suggests that during the transition to adolescence these capacities are especially malleable in the context of parent-child interactions (Mezulis, Hyde, & Abramson, 2006), it is surprising that little research has focused on the relationship between attachment and self-regulatory capacity in early adolescence. Self-Regulatory CapacitySelf-regulatory capacity can be defined as the ability, originating within the person, to c...

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“…The CBCL is one of the most widely used standardized measures in child psychology for evaluating maladaptive behavioural and emotional problems in children (Achenbach and Rescorla, 2001). For the CBCL, the usefulness of existing US norms within a Flemish community sample were explored before and the reliability was excellent (Braet et al, 2011). In addition to the total problem score, the CBCL and TRF give two broad syndrome scores: internalizing and externalizing behaviour.…”

Section: Follow Up By Questionnairesmentioning

confidence: 99%

Neonatal and neurodevelopmental outcome of children aged 3–10years born following assisted oocyte activation

Meerschaut

D’haeseleer

Gysels

et al. 2014

Reproductive BioMedicine Online

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Assisted oocyte activation (AOA) using a calcium ionophore has been used for more than a decade following intracytoplasmic sperm injection (ICSI) fertilization failure. However, since AOA does not mimic precisely the physiological fertilization process, concerns exist about its use in human assisted reproduction. This study assessed the neonatal and neurodevelopmental outcome of children aged ≥ 3 years who had been born following AOA in our centre. Twenty-one children participated in the study (81% response rate; mean age 63.6 ± 21.07 months). Neonatal data were collected via questionnaires. Neurodevelopmental outcome was tested using the Reynell Developmental Language Scales or Clinical Evaluation of Language Fundamentals, Wechsler Preschool and Primary Scale of Intelligence or Wechsler Intelligence Scale for Children, and the Movement Assessment Battery for Children III. Behaviour was scored by the Social Communication Questionnaire, the Child Behaviour Checklist and the Teachers Report Form. For all tests and questionnaires, the mean outcomes lay within the expected ranges. These are first data on the developmental outcome of AOA children. The high response rate and the robustness of the tests support the data, which are reassuring although still considered preliminary. Therefore, AOA should still be performed only in selected couples.

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Assessing Emotional and Behavioural Problems with the Child Behaviour Checklist: Exploring the Relevance of Adjusting the Norms for the Flemish Community

Cited by 11 publications

References 24 publications

Collateral Effects of Youth Disruptive Behavior Disorders on Mothers’ Psychological Distress: Adolescents with Autism Spectrum Disorder, Intellectual Disability, or Typical Development

Collateral Effects of Youth Disruptive Behavior Disorders on Mothers’ Psychological Distress: Adolescents with Autism Spectrum Disorder, Intellectual Disability, or Typical Development

Attachment and Effortful Control

Neonatal and neurodevelopmental outcome of children aged 3–10years born following assisted oocyte activation

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