The objective of this study was to examine rates of depression among migrant children (MC) and left-behind children (LBC) as compared to non-left-behind children (NLBC) and also to examine the relationship between depression among these children and the quality of their parent-child and teacher-child relationships. This study collected data from a large sample of 3,759 children aged from 8 to 17 years, including 824 who had been left behind by one parent (LBCO), 423 who had been left behind by both parents (LBCB), 568 MC and 1944 NLBC. Children's Depression Inventory-Short Form was used to measure child depression. Parent-Child Relationship Scale (PCRS) and Teacher-Child Relationship Scale (TCRS) were used to measure the quality of parent-child and teacher-child relationships, respectively. The results showed that the prevalence of depression was 10.5% among NLBC, 13.1% among LBCO, 16.1% among LBCB, and 20.1% among MC. Depression was related to parent-child relationship quality and teacher-child relationship quality. Negative parent-child relationship was more relevant to depression than negative teacher-child relationship among LBCB, while negative teacher-child relationship was the most correlated with depression among MC.
Download full-text PDF |
Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4699918 | PMC |
| http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0145606 | PLOS |
Publication Analysis
Top Keywords
Similar Publications
Inter-rater Agreement in Multi-informant Reports of Psychosocial Functioning of Pediatric Brain and Solid Tumor Survivors.
J Clin Psychol Med Settings
December 2024
The Children's Hospital of Philadelphia, Philadelphia, PA, USA.
Article Synopsis
- This study highlights the importance of gathering input from parents, teachers, and children regarding the psychosocial needs of pediatric cancer survivors during their school reintegration process.
- Analysis showed varying levels of agreement between reports from parents, teachers, and the children themselves, with parents often rating internal emotional issues higher while teachers noted more external behavior symptoms.
- The results emphasize the need for better collaboration among families, schools, and healthcare providers to ensure comprehensive support for pediatric cancer survivors.
Improving Teacher-Child Relationships Using Relationship-Focused Reflection: A Case Study.
Eval Health Prof
December 2024
University of Amsterdam, The Netherlands.
This study evaluated LLInC (Leerkracht-Leerling Interactie Coaching in Dutch, or Teacher Student Interaction Coaching), an intervention targeted at teachers' mental representations to improve dyadic teacher-child relationship quality. Four teachers and eight children from Dutch elementary schools participated in this single case study. Teachers themselves selected two children with whom they experienced a difficult relationship.
View Article and Find Full Text PDFAre early child teachers' coping flexibility and narcissism associated with the teacher-child relationship?: The mediation of teacher efficacy.
Acta Psychol (Amst)
November 2024
Department of Early Childhood Education, College of Social Science, Gachon University of Korea. Electronic address:
This study was conducted to determine whether the coping flexibility and narcissism of child teachers are related to the teacher-child relationship through teacher efficacy, focusing on the importance of coping flexibility and narcissism, which has recently attracted attention in relation to human psychology. To this end, data from 329 child teachers working in kindergartens and daycare centers were analyzed using the Coping Flexibility Questionnaire (COFLEX), Murray's Narcissism Scale, Teacher Self-Efficacy Scale (TSES), and Student-Teacher Relationship Scale (STRS). A higher level of coping flexibility and teacher efficacy in early child teachers showed direct and indirect links to the teacher-child relationship.
View Article and Find Full Text PDF"It's Like Making Reflective Practice More of the Heart of Who We Are": An Exploration of Facilitators and Barriers to Implementing Reflective Supervision in State Pre-K.
Prev Sci
December 2024
Department of Psychiatry and Human Behavior, The Warren Alpert Medical School of Brown University, Providence, RI, USA.
High-quality supervision for teachers in early care and education (ECE) is essential for building positive teacher-child relationships and enhancing ECE program quality, which in turn promotes healthy social-emotional and academic development in young children. Reflective supervision (RS) is a process-oriented and relationship-centered supervisory approach that has growing empirical evidence supporting its use. As the evidence base for RS continues to expand, and early childhood-serving settings-including ECE-increasingly consider this approach, understanding whether RS is likely to be routinely used in ECE settings and what helps or hinders use of this approach is critically important.
View Article and Find Full Text PDFThis study explored the use of sophisticated vocabulary, complex syntax, and decontextualized language (including book information, conceptual information, past/future experiences, and vocabulary information) in teachers' instructional interactions with children during the literacy block in prekindergarten and kindergarten classrooms. The sample included 33 teachers and 421 children. We examined correlations among these language features and their unique contributions to children's vocabulary learning.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!