INFLUENCE OF ATTACHMENT DIMENSIONS AND PERCEIVED PARENTAL ACCEPTANCE/REJECTION IN ADOLESCENT PATIENTS ON CONDUCT DISORDER.

The purpose of this study was to examine the differences in attachment dimensions and the perceived parental acceptance / rejection among adolescents with conduct disorder (CD) in comparison to the control group, and the contribution of the attachment dimensions and parental acceptance /rejection to the CD. The group of male and female adolescents with CD (N=97) and a control group of male and female adolescents with no signs of CD (N=97) participated in this study. Attachment and parental acceptance/rejection were determined in the relationship between adolescents and their mothers and fathers by using self-evaluation questionnaires.

Effects of individual differences, society, and culture on youth-rated problems and strengths in 38 societies.

Background: Clinicians increasingly serve youths from societal/cultural backgrounds different from their own. This raises questions about how to interpret what such youths report. Rescorla et al.

Testing Syndromes of Psychopathology in Parent and Youth Ratings Across Societies.

As societies become increasingly diverse, mental health professionals need instruments for assessing emotional, behavioral, and social problems in terms of constructs that are supported within and across societies. Building on decades of research findings, multisample alignment confirmatory factor analyses tested an empirically based 8-syndrome model on parent ratings across 30 societies and youth self-ratings across 19 societies. The Child Behavior Checklist for Ages 6-18 and Youth Self-Report for Ages 11-18 were used to measure syndromes descriptively designated as , and .

Parent-teacher agreement on children's problems in 21 societies.

Parent-teacher cross-informant agreement, although usually modest, may provide important clinical information. Using data for 27,962 children from 21 societies, we asked the following: (a) Do parents report more problems than teachers, and does this vary by society, age, gender, or type of problem? (b) Does parent-teacher agreement vary across different problem scales or across societies? (c) How well do parents and teachers in different societies agree on problem item ratings? (d) How much do parent-teacher dyads in different societies vary in within-dyad agreement on problem items? (e) How well do parents and teachers in 21 societies agree on whether the child's problem level exceeds a deviance threshold? We used five methods to test agreement for Child Behavior Checklist (CBCL) and Teacher's Report Form (TRF) ratings. CBCL scores were higher than TRF scores on most scales, but the informant differences varied in magnitude across the societies studied.

Parent-reported behavioural and emotional problems in Albanian Kosovar children.

Aims: Because no epidemiological study has been conducted of children's mental health problems in Kosova, which experienced a traumatic war in 1998-99, we conducted the first national epidemiological survey of children's mental health ever undertaken in Kosova.

Methods: Participants were 1374 Kosovar children ages 6-18 recruited through schools (60% from urban areas). Parent-reported behavioural and emotional problems were assessed using the Child Behaviour Checklist (CBCL/6-18).