Why do British Indian children have an apparent mental health advantage?

Goodman, Anna; Patel, Vikram; Leon, David A.

doi:10.1111/j.1469-7610.2010.02260.x

Cited by 48 publications

(52 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…6,7 Similarly, data from epidemiological surveys of mental health disorder in children suggest that British Indians may have a lower incidence of the types of non-psychotic mental health problems likely to lead to hospital admission. 8 There is, however, a lack of clear evidence for children from other ethnic groups within the Asian category.…”

Section: Discussionmentioning

confidence: 99%

The role of ethnicity and diagnosis in rates of adolescent psychiatric admission and compulsory detention: a longitudinal case-note study

Corrigall

Bhugra

2013

J R Soc Med

View full text Add to dashboard Cite

show abstract

Section: Discussionmentioning

confidence: 99%

The role of ethnicity and diagnosis in rates of adolescent psychiatric admission and compulsory detention: a longitudinal case-note study

Corrigall

Bhugra

2013

J R Soc Med

View full text Add to dashboard Cite

show abstract

“…One study examined measurement invariance with respect to ethnicity between British Indian and British white children using data from the 1999 and 2004 British Child and Adolescent Mental Health Surveys [50]. All parents completed the English version of the SDQ and the multi-group confirmatory factor analyses provided evidence of acceptable fit to the parent and teacher SDQ across ethnicity.…”

Section: Cultural Validitymentioning

confidence: 99%

“…Twenty-seven studies evaluated the structural validity of the SDQ as specified by Goodman, of which 17 used a CFA and were included (Table 3 and Supplementary file 2, median sample size 1068, range 129-56864) [24,35,38,39,43,[45][46][47][48][49][50][51][52][53][54][55][56]. One study carried out a CFA on each of the SDQ scales and is therefore not included in table 3 [54].…”

Section: Structural Validitymentioning

confidence: 99%

A systematic review of evidence for the psychometric properties of the Strengths and Difficulties Questionnaire

Kersten

Czuba

McPherson

et al. 2015

International Journal of Behavioral Development

118

140

View full text Add to dashboard Cite

Objective: A systematic review aiming to identify and critically appraise evidence for the validity and reliability of the Strengths and Difficulties Questionnaire in pre-school children (aged 3-5). Method:The review followed the Preferred Reporting Items for Systematic Reviews and Meta- Results: 41 studies were included (56 manuscripts). Two qualitative studies examined content and cultural validity, revealing issues with some questions. Six studies discussed language validations and recommended some changes to the wording. Evidence for discriminative validity was good (Area Under the Curve ≥ 0.80) as was evidence for convergent validity (weighted average correlation coefficients ≥0.50), except for the Pro-social scale. There was limited support for discriminant validity but good evidence for the 5-factor structural validity of the tool. One study demonstrated measurement invariance across ethnicity. Sensitivity was below 70% and specificity above 70% in most studies that examined this. One study showed that caseness indicators varied between countries. Internal consistency of the total difficulty scale was good (weighted average Cronbach's alpha parents' and teachers' version 0.79 and 0.82) but weaker for other subscales (weighted average parents' and teachers' range 0.49-0.69 and 0.69-0.83). Inter-rater reliability between parents was moderate (correlation coefficients range 0.42-0.64) and between teachers strong (range 0.59-0.81). Cross-informant consistency was weak to moderate (weighted average correlation coefficients range 0.25-0.45).Test-retest reliability was mostly inadequate. One study demonstrated moderate size effect sizes.Conclusions: Evidence for a number of psychometric properties is strong. However, the lack of evidence for test-retest reliability, cultural validity and criterion validity should be addressed given the wide-spread implementation of the tool in routine clinical practice, including in New Zealand. Furthermore, the moderate level of consistency between different informants indicate that an assessment of a pre-schooler should not rely on a single informant.

show abstract

“…Two CFA studies in samples that included children age 4 or 5 have examined DIF by ethnicity using both teacher and parent rated SDQ [4][5][6][7][8][9][10][11][12][13][14][15][16][17] . A UK study with only English versions of the SDQ found invariance between White and Indian sub-samples (Goodman et al, 2010b). A North American study also reported invariance between American English and Spanish language samples, however the baseline fit for each group, required to test invariance, were only marginally adequate (Hill & Hughes, 2007).…”

Section: Introductionmentioning

confidence: 99%

The psychometric properties of the Strengths and Difficulties Questionnaire in a multi-ethnic sample of young children

Štochl

Prady²,

Andrews³

et al. 2016

Auc Kinanthropologica

View full text Add to dashboard Cite

Objectives: Developed countries are becoming more multi-ethnic, with consequent problems of maintaining invariance of health questionnaires. We aimed to explore commonalities in the structure of the Strengths and Difficulties Questionnaire (SDQ) completed for young children in a multi-ethnic English cohort while examining potential method effects and misfitting items. The secondary aim was to demonstrate the usefulness of bifactor modelling and exploratory structural equation modelling (ESEM) for kinanthropological research.Methods: We used SDQ data from 3,290 children enrolled in the Born in Bradford cohort, completed by parents (usually the mother) at child age 3 and 4 and teachers at age 5. The factor structure for 11 potential configurations was assessed in each age group using confirmatory factor analysis. ESEM was used to assess misfitting items under the best fitting configuration.Results: The best fitting configuration was a bifactor model of the 2 broader scales and a methods factor, using the 20 difficulties items. Generally, factor loadings increased between age 3 and age 5. Several items contributed to misfit.Conclusions: There was less support for the robustness and hypothesised structure of the SDQ in this sample. Bifactor scores that account for measurement error could be useful if carefully applied in epidemiological and kinanthropological studies in multi-ethnic and/or younger age samples.

show abstract

Why do British Indian children have an apparent mental health advantage?

Cited by 48 publications

References 29 publications

The role of ethnicity and diagnosis in rates of adolescent psychiatric admission and compulsory detention: a longitudinal case-note study

The role of ethnicity and diagnosis in rates of adolescent psychiatric admission and compulsory detention: a longitudinal case-note study

A systematic review of evidence for the psychometric properties of the Strengths and Difficulties Questionnaire

The psychometric properties of the Strengths and Difficulties Questionnaire in a multi-ethnic sample of young children

Contact Info

Product

Resources

About