Unit:
ΠΜΣ Έγκαιρη Παρέμβαση στην ΨύχωσηLibrary of the School of Health Sciences
Supervisors info:
Δ. Κ. Αναγνωστόπουλος, Αναπληρωτής Καθηγητής, Ιατρική, ΕΚΠΑ
Α. Παπανικολάου, Αναπληρώτρια Καθηγήτρια, Ιατρική, ΕΚΠΑ
Σ. Χριστογιώργος, Αναπληρωτής Καθηγητής, Ιατρική, ΕΚΠΑ
Original Title:
Βαθμός συμφωνίας εκπαιδευτικών–γονέων–παιδιών και συσχετιζόμενοι παράγοντες στην αναγνώριση των συναισθηματικών και συμπεριφορικών δυσκολιών σε παιδιά Δημοτικού
Translated title:
Βαθμός συμφωνίας εκπαιδευτικών–γονέων–παιδιών και συσχετιζόμενοι παράγοντες στην αναγνώριση των συναισθηματικών και συμπεριφορικών δυσκολιών σε παιδιά Δημοτικού
Summary:
Aim-Objective: The present study investigates the degree of teacher-parent-child agreement on the identification of emotional/behavioural difficulties, as well as teachers’ and parents’ expectations for the children. Methodology: 39 teachers, 77 parents and 36 children (aged 6 to 12) who were referred to afternoon Child and Adolescent Outpatient Services in the “AGIA SOFIA” Children’s Hospital (Faculty of Medicine, National and Kapodistrian University of Athens), participated in this study from April 2016 to July 2016. Parents and teachers completed three questionnaires: the Strengths and Difficulties Questionnaire (SDQ-Hel), the School-Age Assessment Forms of Τ. Achenbach (ASEBA) and expectancies scales. The SDQ-Hel was completed by children aged 11 to 12. Results: Parents kept significantly high expectancies for children concerning relationships with peers/popularity, when the parents’ referral request was due to emotional/behavioural difficulties. Teachers formed significantly low expectancies for children concerning their academic performance, when the parents’ referral request was due to emotional/behavioural difficulties. Children whose parents acknowledged their ‘illness/impairment’ scored significantly higher mostly in total difficulties and hyperactivity/inattention. When the parents’ referral request was due to learning difficulties, the score of parents concerning conduct problems was higher than that of teachers, with the parents reporting more problems. Comparing the scores of parents and children, the informant parents reported more hyperactivity/inattention problems with boys than the children did. The present study can contribute towards the development of programmes aiming to the collaboration between school and families as part of a holistic approach under the supervision of mental health professionals.
Keywords:
Informant agreement, Emotional and behavioural difficulties, Expectancies, Parents, Teachers
Number of references:
201
