Prevalence of depressive symptoms and associated developmental disorders in preschool children: a population-based study

Fuhrmann, Pia; Equit, Monika; Schmidt, Karin; Gontard, Alexander von

doi:10.1007/s00787-013-0452-4

Cited by 26 publications

(12 citation statements)

References 20 publications

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“…In this sample, 39.9% of the children scored above the recommended cutoff (≥3) for referral for further evaluation for clinical depression. The proportion of children scoring above the cutoff was elevated compared to those reported in a pre-COVID German population–based sample (5.7%) ( Fuhrmann et al, 2014 ) and more similar to a pre-COVID high risk U.S. sample enriched for depression (43.7%) ( Luby et al, 2012 ). The mean score on the conduct problems subscale of the Strengths and Difficulties Questionnaire was 3.7 (sd = 2.2), which is higher than the pre-COVID US population mean for 4–7 year olds (M = 1.2, sd = 1.6) and the mean for a pre-COVID large community sample of 3–4 year olds in Spain (M = 2.08, sd = 1.8) ( Ezpeleta, 2011 ; youthinmind, 2004 ).…”

Section: Resultsmentioning

confidence: 55%

A predictable home environment may protect child mental health during the COVID-19 pandemic

Glynn

Davis

Luby

et al. 2021

Neurobiology of Stress

131

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Section: Resultsmentioning

confidence: 55%

A predictable home environment may protect child mental health during the COVID-19 pandemic

Glynn

Davis

Luby

et al. 2021

Neurobiology of Stress

131

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“…On the other hand, a variety of studies documented the close association between poor school achievement or learning disabilities and lower levels of school self-esteem and academic selfconcept. Whilst, high achievers are more likely to develop positive school emotions and affects, which, in turn, tend to increase their engagement and motivation in school activities and tasks [31].…”

Section: Depression In Childrenmentioning

confidence: 99%

Depression, Anxiety at School and Self-Esteem in Children with Learning Disabilities

Alesi¹,

Rappo²,

Pepi³

2014

J Psychol Abnorm Child

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Educational research places emphasis on the fact that pupils with Learning Disabilities may develop depressive and anxiety symptoms characterized by lower levels of self-esteem.The aim of this research is to compare the levels of depression, anxiety at school and self-esteem in children with learning disabilities, mathematical disabilities and a control group who showed typical learning. The participants were 132 children (52 girls and 80 boys), with an average age of 9 years, attending the fourth grade of primary school. These pupils were selected by scores on a battery of tests commonly used in Italy for the assessment of learning disabilities. On the whole, analyses revealed that children with Learning Disabilities and Mathematical Disabilities showed higher level of depression and school anxiety as well as lower rated self-esteem at school than children with typical learning. Moreover our findings highlight the co-occurrence of depressive and anxiety symptoms in pupils with Learning Disabilities.One of the issues that emerges from this study is the need to implement prevention programs aimed at identifying at an early age high-risk children showing increased levels of depression and anxiety. Moreover, these findings highlight the importance to find which are the most appropriate educational and clinical interventions to reduce cognitive maladaptive strategies in school aged children.

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“…Parents rate 16 items with "yes" or "no." A cut-off of ≥ 3 is considered as clinically relevant for depressive symptoms (Fuhrmann et al, 2014;Luby et al, 2004).…”

Section: Materials Questionnairesmentioning

confidence: 99%

Psychopathology and Parental Stress in 3–6-Year-Old Children with Incontinence

Mattheus

Kiefer

Freund

et al. 2021

Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapi

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Abstract. Objective: Incontinence and functional gastrointestinal disorders are common in young children and are associated with higher rates of psychological symptoms and mental disorders. This article focuses on the mutual association between incontinence and related toilet refusal syndrome, parental stress, and children’s psychopathology especially in young children. Methods: Children’s psychological symptoms, mental disorders, and parental stress levels were assessed in 38 parent-child dyads involving children with incontinence and 42 dyads of typically developing (TD) children. Results: Compared to TD children, patients had higher internalizing and externalizing CBCL scores and higher rates of clinically relevant externalizing problems. However, the rates of clinically relevant internalizing problems and mental disorders did not differ. The parents of children with incontinence reported significantly higher stress levels regarding child-related stress factors (PSI-CD) than did parents of TD children. However, there were no clinically relevant parental stress scores on a group level, which remained below the clinical range (T-value < 60). When simultaneously analyzed, children’s (comorbid) mental disorders but not incontinence had a major impact on parental stress. Conclusions: Despite moderate stress levels, incontinence symptoms, urinary and fecal incontinence are highly prevalent in young children. However, stress among parents of young children was mainly elicited by any (comorbid) mental disorder.

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Prevalence of depressive symptoms and associated developmental disorders in preschool children: a population-based study

Cited by 26 publications

References 20 publications

A predictable home environment may protect child mental health during the COVID-19 pandemic

A predictable home environment may protect child mental health during the COVID-19 pandemic

Depression, Anxiety at School and Self-Esteem in Children with Learning Disabilities

Psychopathology and Parental Stress in 3–6-Year-Old Children with Incontinence

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