Teacher ratings of mental health among school children in Kinshasa, Democratic Republic of Congo

Kashala, Espérance; Elgen, Irene Bircow; Sommerfelt, Kristian; Tylleskär, Thorkild

doi:10.1007/s00787-005-0446-y

Cited by 77 publications

(113 citation statements)

References 19 publications

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“…***p < .001. (Muris et al, 2003) but not among Norwegian adolescents (Ronning et al, 2004), American parents (Dickey & Blumberg, 2004), Arab children, parents and teachers living in the Gaza strip (Thabet et al, 2000), and Congolese teachers (Kashala et al, 2005). These inconsistencies in findings may be due to differences in methods (e.g., confirmatory vs. exploratory analysis) or to differences in the underlying constructs.…”

Section: Discussionmentioning

confidence: 98%

Teacher Ratings of Children’s Behavior Problems and Functional Impairment Across Gender and Ethnicity: Construct Equivalence of the Strengths and Difficulties Questionnaire

Zwirs

Burger

Schulpen

et al. 2010

Journal of Cross-Cultural Psychology

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The present study examined construct equivalence of the teacher Strengths and Difficulties Questionnaire and compared mean scores in an ethnically diverse sample of children living in the Netherlands. Elementary schoolteachers completed the Strengths and Difficulties Questionnaire for 2,185 children aged 6 to 10 years of the four largest ethnic groups in the Netherlands, namely native Dutch ( n = 684) and Moroccan ( n = 702), Turkish ( n = 434), and Surinamese ( n = 365) immigrant children. Multigroup confirmatory factor analysis suggested the factor structure of the Strengths and Difficulties Questionnaire to be invariant across children’s ethnicity and gender. Additionally, the factor structure appeared to be similar for Dutch and Surinamese teachers. However, mean scores on emotional problems, hyperactivity, conduct problems, prosocial behavior, and impairment varied significantly according to ethnicity and gender. Mean scores on peer problems differed significantly for boys and girls, but not across ethnicity. Whether mean differences reflect a method bias or actual differences in classroom behaviors is discussed and needs further research.

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Section: Discussionmentioning

confidence: 98%

Teacher Ratings of Children’s Behavior Problems and Functional Impairment Across Gender and Ethnicity: Construct Equivalence of the Strengths and Difficulties Questionnaire

Zwirs

Burger

Schulpen

et al. 2010

Journal of Cross-Cultural Psychology

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“…Other studies reports hyperactivity has been predominantly noted in younger age children including pre-school. 7,11,17 In fact, many a times predominance of the hyperactive symptoms leads to early consultation of ADHD child with a doctor. 7 A decreasing trend towards hyperactivity is seen as a process of aging in ADHD.…”

Section: Discussionmentioning

confidence: 99%

“…Median (range) age (in years) of the children was 13 (11)(12)(13)(14)(15)(16)(17). A total of 32/500 (6.4%, 95% CI; 4.5, 9) children were found to meet the criteria of ADHD based on response from the parents.…”

Section: Assessment Of Adhd In Childrenmentioning

confidence: 99%

Prevalence of attention deficit hyperactivity disorder in an urban school of a developing country

Yewatkar¹,

Pande²,

Bangde³

et al. 2015

Int J Res Med Sci

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“…Given that no previous psychometric evaluation of the SDQ has taken place in South Africa, the current study therefore aimed to: (i) examine the means, standard deviation, distribution and internal consistency of the SDQ-S in a representative sample of adolescent boys and girls; (ii) compare gender differences in the above psychometric properties; (iii) determine the proportion of boys and girls who scored in the 'normal', 'borderline' and 'abnormal range' of SDQ-S subscales based on UK norms, and, if required, to generate South African cut-off scores; (iv) compare mean SDQ-S scores of the South African sample to previously reported normative data for SDQ-S scores in UK, Australian and Chinese samples; and (v) determine whether the South African SDQ-S data would fit the five-factor structure of the original UK SDQ-S. We hypothesised that significant differences on the basis of gender will exist in SDQ-S scores as found in previous studies (Becker et al 2015;Kremer et al 2015), hypothesised that South African cut-off scores may be required, as reported in other studies from LMICs (Kashala et al 2005;Menon et al 2007;Bakare et al 2010;Cortina et al 2013), and that there would be only partial support for the five-factor structure, as reported elsewhere (Rønning et al 2004;Richter et al 2011;Stevanovic et al 2014). We did not hypothesise any specific patterns of similarities or differences between the South African, UK, Australian and Chinese data, but were keen to explore the crosscountry potential of the instrument.…”

Section: Introductionmentioning

confidence: 90%

Measuring adolescent mental health around the globe: psychometric properties of the self-report Strengths and Difficulties Questionnaire in South Africa, and comparison with UK, Australian and Chinese data

Vries

Davids

Mathews

et al. 2017

Epidemiol Psychiatr Sci

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Aims. This study evaluated the psychometric properties of the Strengths and Difficulties Questionnaire Self-Report (SDQ-S) in South African adolescents, and compared findings with data from the UK, Australia and China.Methods. A sample of 3451 South African adolescents in grade 8, the first year of secondary school (M age = 13.7 years), completed the SDQ-S in Afrikaans, English or isiXhosa. Means, group differences and internal consistency were analysed using SPSS V22, and confirmatory factor analyses were conducted using MPlus V7.Results. In the South African sample, significant gender differences were found for four of the five sub-scale means and for total difficulties, but gender differences of alpha scores were negligible. The internal consistency for the total difficulties, prosocial behaviour and emotional symptoms sub-scales were fair. UK cut-off values for caseness (set to identify the top 10% of scores in a UK sample) led to a higher proportion of South African adolescents classified in the 'abnormal' range on emotional and peer difficulties and a lower proportion classified in the 'abnormal' range for hyperactivity. South African cut-offs were therefore generated. The cross-country comparison with UK, Australian and Chinese data showed that South African adolescent boys and girls had the highest mean scores on total difficulties as well as on the subscales of emotional symptoms and conduct problems. In contrast, South African boys and girls had the lowest mean scores for hyperactivity/inattention. The UK boys and girls had the highest mean scores for hyperactivity/inattention, while the Australian sample had the highest scores for prosocial behaviours. The Chinese boys had the highest peer problem mean scores and Chinese boys and girls had the lowest means on prosocial behaviours. Confirmatory factor analyses showed significant item loadings with loadings higher than 0.40 for the emotional and prosocial behaviour sub-scales on the five-factor model, but not for all relevant items on the other three domains.Conclusions. Findings support the potential usefulness of the SDQ-S in a South African setting, but suggest that the SDQ-S should not be used with UK cut-off values, and indicate the need for further validation and standardisation work in South African adolescents. We recommend that in-country cut-offs for 'caseness' should be used for clinical purposes in South Africa, that cross-country comparisons should be made with caution, and that further examination of naturalistic clusters and factors of the SDQ should be performed in culturally and contextually diverse settings.

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Teacher ratings of mental health among school children in Kinshasa, Democratic Republic of Congo

Cited by 77 publications

References 19 publications

Teacher Ratings of Children’s Behavior Problems and Functional Impairment Across Gender and Ethnicity: Construct Equivalence of the Strengths and Difficulties Questionnaire

Teacher Ratings of Children’s Behavior Problems and Functional Impairment Across Gender and Ethnicity: Construct Equivalence of the Strengths and Difficulties Questionnaire

Prevalence of attention deficit hyperactivity disorder in an urban school of a developing country

Measuring adolescent mental health around the globe: psychometric properties of the self-report Strengths and Difficulties Questionnaire in South Africa, and comparison with UK, Australian and Chinese data

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