Behavioral and Emotional Problems Among Jamaican and African American Children, Ages 6 to 11: Teacher Reports Versus Direct Observations

Puig, Marieva; Lambert, Michael; Rowan, George T.; Winfrey, Tyrone; Lyubansky, Mikhail; Hannah, Stanley D.; Hill, Martin

doi:10.1177/106342669900700406

Cited by 22 publications

(23 citation statements)

References 19 publications

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“…For example, parents’ beliefs that racial prejudice contributed to their children’s mental health problems were associated with a lower likelihood of mental health service use, in contrast to attributions involving relationships or trauma 39. In addition, compared to European-American children, parents or teachers may be hypervigilant about African-American children's externalizing behaviors,13–14,17–18 but underreport their internalizing behaviors, 16–17, 30 though evidence for such biases is not always found 42. Investigators have suggested that such ethnic-related biases may be due to adults’ differential attention to or distress thresholds for certain problems depending on child ethnicity, or due to prevailing ethnic stereotypes about what constitutes a problem behavior among African-American youths 30,40,43.…”

Section: Discussionmentioning

confidence: 99%

Behavioral Predictors of Mental Health Service Utilization in Childhood Through Adolescence

Erath¹,

Keiley²,

Pettit³

et al. 2009

Journal of Developmental &Amp; Behavioral Pediatrics

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Objectives-This study investigated predictors of mental health service utilization from age 5 through age 16.Methods-Data were collected on a community sample of 399 children, including 338 European Americans and 61 African Americans. Internalizing and externalizing behaviors were assessed by maternal and teacher reports in kindergarten. History of mental health service utilization was assessed by maternal reports when participants were 16 years old.Results-On average, the probability of first-time mental health service utilization increased in early to middle childhood, stabilized, then increased in early adolescence. Mother-reports of internalizing behaviors (independent of teacher-reports of externalizing behaviors) predicted an increased likelihood of service use among European-American children but a decreased likelihood of service use among African-American children. Externalizing behaviors (independent of internalizing behaviors) predicted a higher likelihood of first-time service use in middle childhood. The combination of elevated internalizing and externalizing behaviors predicted a higher likelihood of first-time service use in adolescence, mainly among European-American children.Conclusions-The present study provides evidence that elevated mother-reported internalizing behaviors are less likely to forecast mental health service utilization among African-American children, compared to European-American children. To meet the mental health service needs of all children, it is critical to further examine reasons for service utilization and underutilization among children with internalizing problems.

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Section: Discussionmentioning

confidence: 99%

Behavioral Predictors of Mental Health Service Utilization in Childhood Through Adolescence

Erath¹,

Keiley²,

Pettit³

et al. 2009

Journal of Developmental &Amp; Behavioral Pediatrics

View full text Add to dashboard Cite

show abstract

“…For clinicians, the ethnic distribution was 15 African American (13%), 83 White (72%), and 17 from other groups (15%). Based on the estimates of a recent study conducted in similar regions (Puig et al, 1999), the ethnic distribution of teachers and clinicians can be considered representative of these professions in the facilities sampled. The gender distribution for each adult group was (a) 40% male and 60% female clinicians, (b) 38% male and 62% female teachers, and (c) 12% fathers and 88% mothers.…”

Section: Methods Participants and Proceduresmentioning

confidence: 99%

Adult Perspectives on Behavior and Emotional Problems in African American Children

Lambert

Puig

Lyubansky

et al. 2001

Journal of Black Psychology

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Using vignettes describing African American children with internalizing (e.g., withdrawal) versus externalizing (e.g., quarrels) problems, parents, teachers, and clinicians made judgments regarding problem seriousness, prognosis, etiology, referral, and intervention needs. Opinions of parents, teachers, and clinicians differed markedly, especially with regard to judgments about children with externalizing problems. Black raters' ratings significantly differed from those of Whites, especially for seriousness and prognostic judgments with regard to the problems. The findings suggest that interventionists who address problems that African American youth present should attend to the attitudes and judgments of adults who report on such problems. Clinicians can simultaneously harness appropriate judgments and attitudes and decrease counterproductive beliefs and behavior in their interventions with Black children.Child mental health referrals often involve problems that children exhibit or experience at various points in their development, but children's problems may vary according to factors such as ethnicity, gender, and the sociocultural

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“…Future research that includes multiple informants, settings, and racial groups will clarify whether the interactive effects observed in this study reflect teacher bias, teacher responsivity to child effects, or a combination of both. Evidence for teacher bias has been mixed across the few studies that have examined teacher ratings across racial groups and objective classroom-based observations (Epstein et al, 2005;Hosterman, Dupaul, & Jitendra, 2008;Puig et al, 1999;Sonuga-Barke et al, 1993).…”

Section: Strengths and Limitationsmentioning

confidence: 97%

“…Finally, given our limited sample sizes, we were unable to explore heterogeneous patterns within racial groups. There may be considerable variation in both the socialization and meaning of children's behavior within racial categories, and this warrants further investigation in future research (e.g., Black youth of Caribbean, African, or American descent; Puig et al, 1999).…”

Section: Strengths and Limitationsmentioning

confidence: 98%

Through race-colored glasses: Preschoolers’ pretend play and teachers’ ratings of preschooler adjustment

Yates

Marcelo

2014

Early Childhood Research Quarterly

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Behavioral and Emotional Problems Among Jamaican and African American Children, Ages 6 to 11: Teacher Reports Versus Direct Observations

Cited by 22 publications

References 19 publications

Behavioral Predictors of Mental Health Service Utilization in Childhood Through Adolescence

Behavioral Predictors of Mental Health Service Utilization in Childhood Through Adolescence

Adult Perspectives on Behavior and Emotional Problems in African American Children

Through race-colored glasses: Preschoolers’ pretend play and teachers’ ratings of preschooler adjustment

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