The role of the clinician: three‐year predictive value of parents’, teachers’, and clinicians’ judgment of childhood psychopathology

Ferdinand, Robert F.; Hoogerheide, Kirsten N.; Ende, Jan van der; Visser, Jeroen Heijmens; Koot, Hans M.; Kasius, Marianne C.; Verhulst, Frank C.

doi:10.1111/1469-7610.00171

Cited by 40 publications

(36 citation statements)

References 12 publications

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“…We will test whether combining both information sources improves detection of depressive symptoms, without masking distinctive patterns and specific diagnostic information related to the point of view by which one is reporting. So, conform the literature which shows substantial disagreement between reports of multiple informants (children & parents), we predict that both will account for a significant and unique portion of the variance in predicting clinically relevant diagnoses (Ferdinand et al, 2003;Verhulst, Dekker, & van der Ende, 1997) and hereby will improve the discriminant validity of the assessment process.…”

Section: Methodssupporting

confidence: 68%

“…Based on the existing literature, child reports are recognised as important information sources, but could be insufficient among children of young age (Rubio-Stipec, Fitzmaurice, Murphy & Walker, 2003). In line with previous research, it was assumed that parent reports on emotional and behavioural problems account for a better and unique prediction of variance in depressive symptoms (Ferdinand et al, 2003;Verhulst, et al, 1997). Parents are more involved in the day-to-day lives of children and therefore know more about their behaviour and activities (e.g.…”

Section: Discussionmentioning

confidence: 99%

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Adequate Screening of Youngsters for Depressive Characteristics

Theuwis¹,

Braet²,

Roelofs

et al. 2013

PSYCHOL BELG

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Introduction. In order to set up an effective early-detection of depressive symptoms in youngsters, the current study aims to investigate whether two measure moments of the Children's Depression Inventory (CDI) improve screening and whether a multi-informant procedure is superior compared to a single-informant procedure thereby controlling for comorbid symptoms. Method. Youngsters (10-15 years) filled in the CDI and an Anxiety Scale at Time 1 and the CDI and Youth Self Report one week later. Next, a structured clinical interview was administered. The Child Behaviour CheckList was filled in by the parents. Results. Two measure moments of the CDI are not more accurate in capturing disordered mood changes. Furthermore, parent reports were no significant contributor to the variance over and above the CDI. Discussion. A second moment does not increase screening accuracy. Further research on setting up an effective multistage screening procedure for depressive symptoms for youngsters is however necessary.

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Section: Methodssupporting

confidence: 68%

Section: Discussionmentioning

confidence: 99%

Adequate Screening of Youngsters for Depressive Characteristics

Theuwis¹,

Braet²,

Roelofs

et al. 2013

PSYCHOL BELG

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“…18 The Semi-structured Clinical Interview for Children and Adolescents (SCICA) mimics clinical interviewing by child psychiatrists in everyday clinical practice to assess a child's psychiatric functioning and Diagnostic and Statistical Manual of Mental Disorders (DSM) classification. 19 An experienced child psychiatrist (J.v.d.H. ), who received extensive training in using this method, conducted the interview.…”

Section: Diagnostic Reference Test: Psychiatric Assessmentmentioning

confidence: 99%

Psychiatric Morbidity in Children With Medically Unexplained Chronic Pain: Diagnosis From the Pediatrician's Perspective

Konijnenberg¹,

Graeff-Meeder²,

Hoeven³

et al. 2006

Pediatrics

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CONTEXT. There is very little general evidence to support the clinical management, particularly diagnosis, of medically unexplained chronic pain (UCP) in children.OBJECTIVE. We sought to assess in children with UCP if clinical characteristics held important by general pediatricians help to accurately diagnose psychiatric morbidity and, alternatively, if the same can be achieved using dedicated questionnaires.METHODS. We used a cross-sectional diagnostic study in a pediatric outpatient clinic of a university hospital. Our participants were 134 patients, aged 8 to 18 years, who were referred for UCP. Performed were (1) diagnostic test reflecting the pediatricians' choice of clinical characteristics and (2) selected questionnaires. Classification was performed according to the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, by a child psychiatrist using the Diagnostic Interview Schedule for Children-Parent Version IV and the Semi-structured Clinical Interview for Children and Adolescents. Results were analyzed by logistic regression.RESULTS. Psychiatric morbidity was present in 80 of the children. A minority had a medical explanation for the pain (15% definite, 17% probable). The clinical diagnostic model included age, social-problem indicators, family structure, parental somatization, and school problems. In the quintile of children in whom this model predicted the highest risk, 93% indeed had psychiatric morbidity at reference testing. In the quintile with the lowest predicted risk, indeed only 27% had psychiatric morbidity. The Dutch Personality Inventory for Youth and the Child Behavior Checklist matched the pediatricians' choice of clinical characteristics. In the quintile of children with the highest predicted risk based on these questionnaires, 89% had psychiatric morbidity. In the quintile with the lowest predicted risk, only 15% had psychiatric morbidity. CONCLUSIONS.A pediatrician-chosen set of clinical characteristics of children with UCP proves useful in diagnosing psychiatric morbidity. Using selected questionnaire screening yields similar results.

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“…En cambio, la experiencia que los profesores tienen con la conducta de los niños es mucho más restringida en el tiempo, aunque la pueden contrastar con un número mucho mayor y variado de comportamientos de otros niños de edad similar (De los Reyes, Henry, Tolan y Wakschlag, 2009;Drabick, Gadow y Lonely, 2008;Guion, Mrug y Windle, 2009;Hartley et al, 2011). En tercer lugar, las discrepancias entre padres y profesores suelen ser más acusadas en relación a los síntomas internalizantes y menores con los síntomas externalizantes (Berg-Nielsen, Solheim, Belsky y Wichstrom, 2011; Ferdinand, Hoogerheide, Van der Ende, Heigmens, Visser, Koot, Kasius et al, 2003). Las diferentes manifestaciones en estos síntomas podría estar mediatizada por la naturaleza de los contextos en los que se evalúan, así como por los diferentes grados de saliencia e importancia concedida por unos y otros evaluadores (ver Collishaw, Goodman, Ford, Rabe-Hesketh y Pickles, 2009 para una revisión).…”

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Efecto del ajuste socioemocional en el rendimiento y las competencias académicas en el contexto escolar: Estudio comparativo

2012

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Efecto del ajuste socioemocional en el rendimiento y las competencias académicas en el contexto escolar: Estudio comparativoMª Ángeles Fernández-Vilar * , José Antonio Carranza-Carnicero, Manuel Ato-García Universidad de Murcia (España)Resumen: El propósito del trabajo fue estudiar el ajuste socioemocional y los problemas de conducta, en niños de 11 años de edad, y su relación con el rendimiento y las competencias académicas en Educación Primaria. Profesores y madres cumplimentaron la Batería de Socialización (BAS; Silva y Martorell, 1999) en una muestra de 49 niños, pertenecientes a un estudio longitudinal más amplio. El rendimiento académico se evaluó a través de las calificaciones del profesor y de una prueba estandarizada. Las competencias académicas se midieron a través del cuestionario Health Resources Inventory (HRI;Keogh, Juvonen, y Bernheimer, 1989). También se controló el efecto de la inteligencia mediante el CI verbal de los niños. Nuestros resultados indican acuerdo entre profesores y madres en la evaluación del ajuste socioemocional positivo y del retraimiento de los niños, pero seña-lan discrepancias en la relación que los diferentes aspectos del ajuste socioemocional mantienen con el rendimiento y con las competencias académicas. Estos datos sugieren que las madres tienen una visión cercana a la del profesor en relación con los comportamientos socioemocionales de los niños, pero únicamente la visión del profesor guarda relación con la ejecución académica del niño. Además, tanto la inteligencia como el ajuste socioemocional son necesarios para explicar el rendimiento y las competencias académicas. Palabras clave: Ajuste socioemocional; problemas de comportamiento; rendimiento académico; competencias académicas; educación primaria.Title: Effect of socio-emotional adjustment on the school achievement and academic competence in school: Cross-informant study. Abstract:The aim of the current study was to examine the role of socioemotional adjustment and behavioral problems in eleven years old children; as well as their relationships with school achievement and academic competence in Primary School. Teachers and mothers completed the Social Battery (BAS, Silva, & Martorell, 1999) in a sample of 49 children that take part in a longitudinal study. School achievement was measured by standardized test and qualifications in reading and math. The academic competence was evaluated by teachers with a questionnaire (HRI, Keogh, Juvonen, & Bernheimer, 1989). The effect of intelligence was controlled by the IQ. These data showed that intelligence with socio-emotional adjustment were both of them necessary to explain school achievement and academic competences. Also, results showed agreement between mothers and teachers in positive social adjustment and withdrawing. There were discrepancies as to the effect of socio-emotional adjustment on academic competence and school achievement. These data suggest that mothers and teachers agree in their view of children´s socio-emotional behavior, but only teachers´ views wer...

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The role of the clinician: three‐year predictive value of parents’, teachers’, and clinicians’ judgment of childhood psychopathology

Abstract: The present study was the first to report that clinician's ratings of self-reported and observed behaviors in a semi-structured interview (SCICA) make an important unique contribution to the multiaxial assessment of problem behaviors.

Cited by 40 publications

References 12 publications

Adequate Screening of Youngsters for Depressive Characteristics

Adequate Screening of Youngsters for Depressive Characteristics

Psychiatric Morbidity in Children With Medically Unexplained Chronic Pain: Diagnosis From the Pediatrician's Perspective

Efecto del ajuste socioemocional en el rendimiento y las competencias académicas en el contexto escolar: Estudio comparativo

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