Global psychiatry

Rahman, Atıf; Kieling, Christian

doi:10.1002/9781118381953.ch16

Cited by 2 publications

(2 citation statements)

References 79 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Like these, they have been designed to equip families with the skills for dealing mainly with disruptive behavior disorders, but also with emotional disorders. International epidemiological surveys show that such childhood disorders occur in 10–20% of young people (Rahman & Kieling, ).…”

Section: Introductionmentioning

confidence: 99%

Parents Plus Systemic, Solution‐Focused Parent Training Programs: Description, Review of the Evidence Base, and Meta‐Analysis

et al. 2016

View full text Add to dashboard Cite

Parents Plus (PP) programs are systemic, solution-focused, group-based interventions. They are designed for delivery in clinical and community settings as treatment programs for families with child-focused problems, such as behavioral difficulties, disruptive behavior disorders, and emotional disorders in young people with and without developmental disabilities. PP programs have been developed for families of preschoolers, preadolescent children, and teenagers, as well as for separated or divorced families. Seventeen evaluation studies involving over 1,000 families have shown that PP programs have a significant impact on child behavior problems, goal attainment, and parental satisfaction and stress. The effect size of 0.57 (p < .001) from a meta-analysis of 10 controlled studies for child behavior problems compares favorably with those of meta-analyses of other well-established parent training programs with large evidence bases. In controlled studies, PP programs yielded significant (p < .001) effect sizes for goal attainment (d = 1.51), parental satisfaction (d = 0.78), and parental stress reduction (d = 0.54). PP programs may be facilitated by trained front-line mental health and educational professionals.

show abstract

Section: Introductionmentioning

confidence: 99%

Parents Plus Systemic, Solution‐Focused Parent Training Programs: Description, Review of the Evidence Base, and Meta‐Analysis

et al. 2016

View full text Add to dashboard Cite

show abstract

“…Major epidemiological and longitudinal studies conducted before the pandemic have shown the association of family and socioeconomic factors with disruptive behaviors. [ 21 22 ]…”

Section: Discussionmentioning

confidence: 99%

Behavioural and Emotional difficulties in School children during COVID 19 pandemic using narrowband dimensions of SDQ

Nath

Gogoi

Linganna

et al. 2022

Industrial Psychiatry Journal

View full text Add to dashboard Cite

Background: Containment strategies such as lockdown during coronavirus disease 2019 (COVID-19) pandemic have forced home confinement of many children. Data on psychological difficulties in children during lockdown are scarce from this part of the country. Aim: The aim of the study is to describe the burden and pattern of behavioral and emotional problems of schoolchildren during COVID-19 lockdown in a small town from Northeastern India. Materials and Methods: Caregivers of children (4–17 years old) attending English medium schools of the town were invited to participate in the study. A descriptive cross-sectional online survey using purposive nonprobability sampling was conducted between August and September 2020. Strengths and Difficulties Questionnaire (SDQ) was used to measure behavioral and emotional difficulties of children. Responses were based on child's behaviors over the last 6 months which coincided with the ongoing lockdown period in the region. Results: A total of 304 responses were received, among which 242 were considered for analysis. The parent-reported SDQ showed 23.1% of children having emotional or behavioral problems during the COVID-19 lockdown. Peer problems (43.4%) were the most common, followed by conduct problems (25.6%), emotional problems (23.1%), and hyperactivity (11.1%). Type of family (nuclear/joint/extended) was significantly associated with total difficulties (χ 2 = 6.608, P = 0.03), conduct problems (χ 2 = 8.492, P = 0.01), and hyperactivity (χ 2 = 5.908, P = 0.05). Socioeconomic status of the family was associated with hyperactivity (χ 2 = 8.755, P = 0.01). Conclusion: Significant number of children have behavioral and emotional difficulties during COVID-19 lockdown period.

show abstract

Global psychiatry

Cited by 2 publications

References 79 publications

Parents Plus Systemic, Solution‐Focused Parent Training Programs: Description, Review of the Evidence Base, and Meta‐Analysis

Parents Plus Systemic, Solution‐Focused Parent Training Programs: Description, Review of the Evidence Base, and Meta‐Analysis

Behavioural and Emotional difficulties in School children during COVID 19 pandemic using narrowband dimensions of SDQ

Contact Info

Product

Resources

About