Behavior Problem Scale Research Articles

The influence of physical exercise on adolescents' externalizing problem behaviors: mediating effects of parent-child relationships, self-esteem, and self-control.

Externalizing problem behaviors can significantly and negatively impact adolescents' learning, daily life, and future socialization. While physical exercise is believed to inhibit adolescents' externalizing problem behaviors, the extent of its effect and the mediating mechanisms remain unclear. This study is based on data from the 2018 China Family Panel Studies (CFPS). The CFPS project employed the Externalizing Problem Behaviors Scale (EPBS), the Rosenberg Self-Esteem Scale (RSES), and the Self-Control Scale (SCS) to measure adolescents' externalizing problem behaviors, self-esteem, and self-control. Additionally, physical exercise was measured by collecting data on the time and frequency of adolescents' physical exercise. Parent-child relationships were evaluated using a composite variable that included four dimensions: frequency of quarrels, frequency of heart-to-heart talks, parental awareness of their children's whereabouts, and children's trust in their parents. Based on data collection and variable construction, this study employed multiple linear regression, propensity score matching, and quantile regression to analyze the impact of physical exercise on adolescents' externalizing problem behaviors and the heterogeneity of these effects. Additionally, the Bootstrap mediation effect test was employed to explore the mediating roles of parent-child relationships, self-esteem, and self-control in this process. The analysis demonstrates that physical exercise significantly inhibits adolescents' externalizing problem behaviors (β = -0.095, p < 0.01), although the effect varies significantly among different populations. Compared to males (β = -0.077, p < 0.1), rural residents (β = -0.065, p > 0.1), individuals with poorer family economic status (β = -0.080, p < 0.1), and those with more severe problem behaviors (τ = 0.75, β = -0.086, p < 0.05), physical exercise yields a more pronounced inhibitory effect on females (β = -0.113, p < 0.01), urban residents (β = -0.134, p < 0.01), individuals with better family economic status (β = -0.115, p < 0.01), and those with milder problem behaviors (τ = 0.25, β = -0.112, p < 0.01). Furthermore, through enhancements in parent-child relationships (CI: -0.015; -0.002), self-esteem (CI: -0.019; -0.003), and self-control (CI: -0.055; -0.025), physical exercise indirectly mitigates adolescents' externalizing problem behaviors. Physical exercise significantly reduces adolescents' externalizing problem behaviors, with effects differing across various groups. Parent-child relationships, self-esteem, and self-control mediate this relationship, underscoring the positive influence of exercise on adolescent behavior.

Prospective associations of screen time at age 2 with specific behavioral subscales at age 3: a cohort study.

We aim to discover which, if any, of the subscales of internalizing and externalizing behavioral problems at age 3 are still associated with screen time (ST) at age 2 after adjusting for behavioral problems scores at age 2. This study was conducted under the Tohoku Medical Megabank Project Birth and Three-Generation Cohort Study. Information was gathered prospectively, with 7207 mother-child pairs included in the analysis. Children's ST was categorized in hours a day at age 2 (<1, 1-<2, 2-<4, ≥4). We assessed children's behavioral problems using the Child Behavior Checklist for Ages 1½-5 (CBCL) at ages 2 and 3. 'Having behavioral problems' was defined by them being within a clinical range for internalizing behaviors (withdrawn, somatic complaints, anxious/depressed and emotionally reactive) and externalizing behaviors (attention problems and aggressive behaviors) at age 3. Continuous scores on each of the behavioral problem scales at age 2 were used as covariates. Greater ST for children at age 2 was associated with specific subscales for emotionally reactive and aggressive behaviors at age 3. This study found that ST is prospectively associated with some behavioral scales but not others.

Impact of Covid-19 on Psychosocial Well-Being of School-Going Children: A Cross-Sectional Study.

The mandated closure of schools due to Covid-19 is likely to have a negative impact on school-going children. This study aimed to assess the psychosocial well-being of school children during the pandemic in eastern India. This cross-sectional study was conducted in the outpatient pediatric department of tertiary care teaching hospitals. Children between the ages of 4 and 14 were enrolled. The main outcome measures included the Emotional Symptoms Scale, Conduct Problem Scale, Hyperactivity Scale, Peer Problem Scale, and Prosocial Scale from the Strength and Difficulties Questionnaire (SDQ), as well as the Children's Hope Scale. Out of 169 children aged 4-14, 104 (61.5%) were male, 140 (82.8%) were from urban areas, 66 (39.1%) had a family member who was a healthcare worker or frontline worker, and 12 (7.1%) had experienced the death of a family member due to Covid-19. Anxiety-related and depressive symptoms were observed in 81 (47.9%) and 70 (41.4%) children, respectively. Psychosocial difficulties with a 'clinically significant problem likely' were observed in 26 (15.4%) children, more common in males (16.35%, P=0.035) and older children (12-14 years). Children from families with healthcare/frontline workers, Covid-affected families, loss of job in the earning member, and uninvolved parenting style were associated with more psychosocial difficulties. The mean (SD) hope score was 22.46 ± 6.42 in children above eight years. The psychosocial well-being of school-going children is adversely affected during Covid-19, particularly in families with frontline workers, loss of job, and death of family members due to Covid-19. The poor hope score in children aged 8 years and above indicates an adverse impact on their ability to achieve future goals.

Early-life family and school impacts on adolescent conduct problems: A path analysis.

Limited research has been conducted to examine the factors during early childhood that may contribute to conduct problems in later stages of life. This study aimed to investigate the relationship between family and school environments during early childhood and conduct problems in adolescence. In Wave 1 (W1), the study recruited 502 participants, aged 5-6 years, from Hong Kong local kindergartens, with 51.4% boys. One of their parents provided information about family socioeconomic status (SES), parent-child recreational activities, and child screen time, whereas the class teacher rated their school readiness using the Chinese version of the Early Development Instrument. Data on the number of special facilities were obtained from the kindergartens. In Wave 2 (W2), the same parents of 395 participants were asked about their involvement in their children's education. Finally, in Wave 3 (W3), the parents of 206 participants completed the Conduct Problem scale of the Strength and Difficulties Questionnaire to evaluate the level of conduct problems in the participants. The results of the path analysis revealed that higher W1 family SES was associated with fewer W3 conduct problems through an increase in W1 and W2 parental involvement in children's learning and play activities. Findings have implications for understanding the impact of early-life family and school environments on adolescent conduct problems. Early childhood interventions that promote family resources and positive parent-child interactions have the potential to reduce adolescent conduct problems.

Mediating and moderating effects of authoritative parenting styles on adolescent behavioral problems.

This study aimed to analyze how authoritative parenting affects behavioral problems among primary, junior high, and secondary high school students. Today, parental educational anxiety and parent-child relationship conflicts are common in China and are resulting in a high incidence of child behavioral problems. High-quality family education is becoming increasingly important in China. This study sought to provide a reference for developing responsive family education services. A total of 10,441 parents in Hubei Province, including urban and rural areas, were evaluated using the Parents' Education Anxiety Questionnaire, Parental Authority Parenting Questionnaire, Parent-Child Relationship Scale, and Self-Made Behavior Problem Scale to determine the internal mechanisms of child behavioral problems in the family system. To make the sample more representative, this study collected data from primary and secondary schools representative of the southeast, northwest, and center of Hubei Province; further, the number of parents involved in each school was controlled at approximately 300 to ensure that the final sample had analytical value. Educational anxiety directly affected children's behavioral problems and indirectly affected them through the conflicts between parent and child. This conflict partially mediated educational anxiety and child behavioral problems, and authoritative parenting played a significant regulatory role in this relationship. Higher levels of educational anxiety among parents increased the likelihood of a depressed family environment. This can lead to deteriorating parent-child relationships, which can result in children's problem behaviors. Parents can address these problems by changing their approach to education and adjusting their emotions accordingly.

Multiphasic Personality Assessment in a Case Series of Adolescent Patients with Suicidal Ideation and/or Attempts.

Suicide is an important public health issue. To examine the differences in personality characteristics between a group of adolescents with suicidal ideation (SI) and a group with a history of suicidal attempts (SA), we conducted a cross-sectional study. We enrolled 55 adolescents (51 females; 12-18 y.o.) who presented SI and/or SA. Using the Columbia Suicide Severity Rating Scale, we divided the sample into two groups: adolescents with SI and adolescents with SA. All participants filled in the Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A). Adolescents in the SA group had greater difficulties in social relations, risky behaviors, and more intense suicidal ideation compared to those in the SI group. Adolescents in the SA group scored higher in Omission, in the Lie Scale, the Conduct Problem Scale, the Less Aspirations Scale, the Repression Scale in the MMPI-A, and item 283 of the MAST compared to the other group. The results suggest that using the MMPI-A to assess certain features (e.g., tendency to lie, repression) may be helpful in identifying young people who are at high risk of suicide. However, further research is required to determine the effectiveness of using this instrument.

The Mediating Role of Negative Parenting and Children’s Mastery Motivation on Socioeconomic Status and Chinese Preschoolers’ Problem Behaviors

ABSTRACT This study examined the serial mediating effects of negative parenting and children’s mastery motivation on the relationship between family socioeconomic status (SES) and internalizing and externalizing problem behaviors in Chinese preschoolers. A sample of 669 Chinese children between 3 and 6 years (M age = 4.83, SD age = 0.87, 50.4% girls) was recruited from 12 public kindergartens in a coastal city in southeastern China based on a stratified random sampling procedure. Their parents completed the Multidimensional Assessment of Parenting Scale (MAPS), Dimensions of Mastery Questionnaire for Preschool Children (DMQ 18), and Children’s Problem Behaviors Scale (CPBS). Research Findings: (1) family SES was significantly related to reduced negative parenting and children’s problem behaviors as well as increased children’s mastery motivation; (2) family SES affected children’s problem behaviors indirectly through the single mediating path of negative parenting and the single mediating path of children’s mastery motivation; and (3) negative parenting and children’s mastery motivation were identified the serial mediators between family SES and children’s problem behaviors. Practice or Policy: This study has demonstrated how family SES would interact with negative parenting practices concerning early childhood development. The findings also indicated that strategies that assist parents in adopting positive parenting practices or facilitate the development of mastery motivation in children might reduce the occurrence of children’s problem behaviors.

Examining the Psychometric Integrity of the Social Skills Improvement System Teacher Rating Scale Scores for a Sample of Preschool-Age Children

The Social Skills Improvement System–Teacher Rating Scale (SSIS-TRS) has been widely used to measure the social skills and behaviors of children and adolescents that are challenging. Studies examining the psychometric properties of the SSIS-TRS have been conducted, but the dimensional structure and item properties of the SSIS-TRS have not been extensively examined with samples of preschool-age children at risk for social-emotional and behavioral difficulties. This current study was designed to examine (a) the dimensional structure of the Social Skills scale and Problem Behaviors scale of the SSIS-TRS and (b) the item function of the SSIS-TRS using item response theory analyses with data collected from teachers of a sample of 469 preschool-age children at risk for social–emotional and behavioral difficulties. A four-dimensional structure (i.e., Cooperation, Empathy and Relationship, Engagement and Interaction, and Self-Control) and a three-dimensional structure (i.e., Aggression and Defiance, Disruptiveness and Stereotypy, and Withdrawal) were identified for the Social Skills and Problem Behaviors scales, respectively. Item parameters of the SSIS-TRS were estimated using the generalized partial credit model. Item information curves were plotted for individual items; behavior indicators providing higher information for measuring corresponding social skills and problem behaviors constructs were identified. The limitations and implications for the present study are discussed.

Effect of life skills education on socio-emotional functioning of adolescents in urban Puducherry, India: A mixed-methods study.

We wanted to assess the effect of life skills education (LSE) and regular curriculum on the self-esteem, self-efficacy, adjustment, and psychosocial functioning of students from co-educational government schools, compared to those receiving only the regular curriculum. The secondary objectives were to study the feasibility of such sessions and identify the factors affecting the effectiveness of the sessions. We conducted a mixed-methods study in government schools of urban Puducherry, India in 2018-2019. The quantitative component was a cluster-randomized trial with activity-based learning methods delivered over 10 sessions in the intervention arm (IA). Differences in outcome variables (self-esteem, self-efficacy, adjustment, psychosocial behavior) between baseline and after intervention in each of the groups were calculated, and the difference-in-differences (DID) technique was applied to account for any natural change in scores over time. Qualitative data were collected through focused group discussions (FGDs) among students and teachers. Analysis was founded on a positivist paradigm with inducto-deductive methodology. The mean (SD) age of 258 participants was 13 (1) years in both arms. The mean (SD) difference between baseline and end-line for IA and control arm (CA) was 0.3 (4.4) and - 0.1 (4.0), for self-esteem (P = 0.38), 0.03 (6.0) and - 1.1 (6.1) for self-efficacy (P = 0.12), and - 0.04 (3.5) and - 0.05 (4.3) for adjustment (P = 0.73), respectively. Similarly, the median (interquartile range [IQR]) difference in the conduct problems scale of the Strengths and Difficulties Questionnaire was - 1 (-2, 1) and 0 (-1, 1) (P < 0.01). Five FGDs revealed multiple positive effects on anger management, conduct, self-awareness, and responsible behavior. All 10 teachers viewed life skills education (LSE) positively. LSE positively affects adolescents' socio-emotional functioning, but more extended periods of exposure are needed to demonstrate discernible change. The feasibility of implementation depends on the syllabus and based on health policies.

Parental psychological control and adolescent social problems: The mediating effect of emotion regulation.

This study aimed to investigate relationships among parental psychological control, adolescent emotion regulation, and social problems in China. In total, 1,145 adolescents aged 12-15 years participated in the study, which used the Parental Psychological Control Scale, Adolescent Problem Behavior Scale, and Emotion Regulation Scale. The results indicated the following: (1) Compared with only-child teens, adolescents in multi-child families had significant social problems; (2) parental psychological control significantly predicted adolescents' social problems; (3) there was a partially mediating effect of adolescents' emotion regulation between parental psychological control and adolescents' social problems.

Do Neighborhood Factors Modify the Effects of Lead Exposure on Child Behavior?

Lead exposure and neighborhoods can affect children’s behavior, but it is unclear if neighborhood characteristics modify the effects of lead on behavior. Understanding these modifications has important intervention implications. Blood lead levels (BLLs) in children (~7 years) from Montevideo, Uruguay, were categorized at 2 µg/dL. Teachers completed two behavior rating scales (n = 455). At one-year follow-up (n = 380), caregivers reported child tantrums and parenting conflicts. Multilevel generalized linear models tested associations between BLLs and behavior, with neighborhood disadvantage, normalized difference vegetation index (NDVI), and distance to nearest greenspace as effect modifiers. No effect modification was noted for neighborhood disadvantage or NDVI. Children living nearest to greenspace with BLLs < 2 µg/dL were lower on behavior problem scales compared to children with BLLs ≥ 2 µg/dL. When furthest from greenspace, children were similar on behavior problems regardless of BLL. The probability of daily tantrums and conflicts was ~20% among children with BLLs < 2 µg/dL compared to ~45% among children with BLLs ≥ 2 µg/dL when closest to greenspace. Furthest from greenspace, BLLs were not associated with tantrums and conflicts. Effect modification of BLL on child behavior by distance to greenspace suggests that interventions should consider both greenspace access and lead exposure prevention.

Multi-informant validity evidence for the SSIS SEL Brief Scales across six European countries.

The SSIS SEL Brief Scales (SSIS SELb) are multi-informant (teacher, parent, and student) measures that were developed to efficiently assess the SEL competencies of school-age youth in the United States. Recently, the SSIS SELb was translated into multiple languages for use in a multi-site study across six European countries (Croatia, Greece, Italy, Latvia, Portugal, and Romania). The purpose of the current study was to examine concurrent and predictive evidence for the SEL Composite scores from the translated versions of the SSIS SELb Scales. Results indicated that SSIS SELb Composite scores demonstrated expected positive concurrent and predictive relationships with scores from the Connor-Davidson Resilience Scale (CD-RISC) and negative relationships with scores from the problem behavior scales of the Strengths and Difficulties Questionnaire (SDQ). Although there were a few exceptions, these patterns generally were consistent across informants (parents, teachers, and students) and samples providing initial validity evidence for the Composite score from the translated versions of the SSIS SELb Scales. Limitations and future research directions are discussed.

Sexual practices in relation to psychosocial status of Greek adolescents

Sexual behavior is considered to be an important aspect in adolescents’ life and constitutes the focus of this study, as it may have consequences in physical and mental health. In the current study 1096 adolescents participated, with mean age 15 years, while qualitative methodology was used. The results presented were varied. Adolescents who were sexually active had higher scores in conduct problems scales and hyperactivity. Adolescents who were forced to have sex, had higher scores in all scales, except from pro-social scale and in total score, while adolescents with higher academic performance in last year (scoring 18 to 20 out of 20 rating scores) were less likely to have sexual experiences comparing to adolescents with grades under 15 out of 20. Finally, preventive and educational measures for students in sexuality could prevent negative consequences and challenges could be faced.

Teen Addiction Severity Index (T-ASI): Hindi Translation and Validation for Use in India.

Background:Substance use among adolescents is increasing rapidly and becoming a global health concern worldwide. Because of the changing trends and rising magnitude in India, there is an urgent need to adapt and validate instruments to assess adolescents’ substance use. The study translated the Teen-Addiction Severity Index (T-ASI) into Hindi and assessed the psychometric properties.Methods:The instrument (T-ASI) was translated from English to Hindi using: (a) forward translation: translation from the source language into the target one, (b) comparison and synthesis of the two translated versions, (c) blind backward translation, (d) comparison of the two back-translated versions and development of prefinal version, (e) conceptual evaluation of items and pilot study, and (f) assessing the psychometric properties.Results:The content validity of Hindi T-ASI was quite high (0.97). A significant positive correlation r = 0.439* (0.014) between the T-ASI family functioning domain and the organization scale of the Family Environment Scale (FES) demonstrated good concurrent validity. Youth self-report substance use domain correlated well with youth self-report behavior problems scale r = 0.385 (0.033) and the psychiatric status domain correlated with all three internalizing 0.606 (<0.001), externalizing 0.363 (0.045), and behavior problem scale 0.546** (0.001). Construct validity showed significant differences between two groups (substance-using and nonsubstance-using groups) in all domains except school and peer status. Cross-cultural validity shows that the two versions are equivalent. The translated version showed satisfactory reliability (Cronbach’s α = 0.727).Conclusion:The translation and validation of Hindi–T-ASI show adequate psychometric properties and can be recommended for use in treatment settings across the country.

MODERATION EFFECT OF SOCIAL MEDIA ADDICTION BETWEEN PARENTAL NEGLECT AND CONDUCT PROBLEMS AMONG ADOLESCENTS: AN EMPIRICAL INVESTIGATION

Parental disregard is a powerful interpreter of adolescents’ behavioral problems. In Pakistan, all students utilize social media platforms for educational, entertainment, and informational purposes, which in turn has detrimental impact on adolescents’ physical as well as psychological health. Hence it is important to study the consequences of social media addiction, which is becoming a global health issue. However, research findings have looked at and found erratic correlations with the relationship believed to exist between parental neglect and teenage conduct disorder. Aim of current study is to shed more light on this idea by determining if adolescent social media addictive use moderates the link between parental neglect and behavioral issues. Multidimensional Parent Neglect Scale (MBNS; Straus et al., 1999), Social Media Addiction Scale (SMAS; Karadag et al., 2015) and Conduct Problems Scale (CPS; Goodman et al., 2010) were used to collect data from 370 adolescent students by using purposive sampling technique. Findings revealed that social media addiction moderated the relation between parental neglect and conduct disorder among social media addict adolescents. Significant gender differences were also revealed on social media addiction and conduct problems. These findings offer information for systematically analyzing the role of social media addiction and the link between behavior issues and parental neglect. The findings of this study suggest that parenting techniques, characteristics of social media addiction, and their negative consequences on adolescents' behavior should be given more attention. Keywords: Parental neglect; Social media addiction; Adolescents conduct problems

The Forensic Supplement to the interRAI Mental Health Assessment Instrument: Evaluation and Validation of the Problem Behavior Scale.

Background: Numerous validation studies support the use of the interRAI Mental Health (MH) assessment system for inpatient mental health assessment, triage, treatment planning, and outcome measurement. However, there have been suggestions that the interRAI MH does not include sufficient content relevant to forensic mental health. We address this potential deficiency through the development of a Forensic Supplement (FS) to the interRAI MH system. Using three forensic risk assessment instruments (PCL-R; HCR-20; VRAG) that had a record of independent cross validation in the forensic literature, we identified forensic content domains that were missing in the interRAI MH. We then independently developed items to provide forensic coverage. The resulting FS is a single-page, 19-item supplementary document that can be scored along with the interRAI MH, adding approximately 10–15 min to administration time.We constructed the Problem Behavior Scale (PBS) using 11 items from the interRAI MH and FS. The Developmental Sample, 168 forensic mental health inpatients from two large mental health specialty hospitals, was assessed with both an earlier version of the interRAI MH and FS. This sample also provided us access to scores on the PCL-R, the HCR-20 and the VRAG. To validate our initial findings, we sought additional samples where scoring of the interRAI MH and the FS had been done. The first, the Forensic Sample (N = 587), consisted of forensic inpatients in other mental health units/hospitals. The second, the Correctional Sample (N = 618) was a random, representative sample of inmates in prisons, and the third, the Youth Sample (N = 90) comprised a group of youth in police custody.Results: The PBS ranged from 0 to 11, was positively skewed with most scores below 3, and had good internal consistency (Cronbach's Alpha = 0.80). In a test of concurrent validity, correlations between PBS scores and forensic risk scores were moderate to high (i.e., r with PCL-R Factor two of 0.317; with HCR-20 Clinical of 0.46; and with HCR-20 Risk of 0.39). In a test of convergent validity, we used Binary Logistic Regression to demonstrate that the PBS was related to three negative patient experiences (recent verbal abuse, use of a seclusion room, and failure to attain an unaccompanied leave). For each of these three samples, we conducted the same convergent validity statistical analyses as we had for the Developmental Sample and the earlier findings were replicated. Finally, we examined the relationship between PBS scores and care planning triggers, part of the interRAI systems Clinical Assessment Protocols (CAPs). In all three validity samples, the PBS was significantly related to the following CAPs being triggered: Harm to Others, Interpersonal Conflict, Traumatic Life Events, and Control Interventions. These additional validations generalize our findings across age groups (adult, youth) and across health care and correctional settings.Conclusions: The FS improves the interRAI MH's ability to identify risk for negative patient experiences and assess clinical needs in hospitalized/incarcerated forensic patients. These results generalize across age groups and across health care and correctional settings.

Pre-pregnancy body mass index and parent and teacher-reported behavioral outcomes among offspring in childhood

ObjectivePre-pregnancy obesity has been linked to childhood neurodevelopmental outcomes, including autism and attention-deficit hyperactivity disorder. The aim of our study was to examine the association between pre-pregnancy body mass index (BMI) and scores on behavioral scales according to both mother and teacher report. MethodsWe conducted a longitudinal study of 469 mother-child pairs. Information on pre-pregnancy body mass index (BMI) was collected from standardized maternal interviews conducted after delivery and assessment of childhood behavioral problems was measured at 5–12 years of age according to maternal-report using the Child Behavior Checklist (CBCL) and teacher-report using the Teacher Report Form (TRF). Using normal pre-pregnancy BMI (18.5–24.9 kg/m2) as the reference (n = 305), we calculated adjusted mean differences (MD) for t-scores on broadband and syndrome scales of behavior for children of mothers with pre-pregnancy overweight (n = 101) or obese (n = 63) BMI. We also examined associations with scores in the clinical range using risk ratios (RR) and compared results across informants. To account for loss to follow-up between the initial interview and the childhood behavioral assessment, we weighted models using stabilized inverse probability weights. ResultsPre-pregnancy obesity was associated with a mean increase in child's total behavior problem t-scores according to both mother and teacher report, after adjustment for confounders and weighted for loss to follow-up (MD: 0.7, 95% CI: −2.2, 3.6 on CBCL; MD: 3.1, 95% CI: 0.5, 5.7 on TRF), indicating poorer behavioral outcomes. Comparing the magnitude of associations between mother and teacher-report, mean differences for pre-pregnancy obesity and most behavioral problem scales were larger for teacher-reported outcomes than mother-reported outcomes. Pre-pregnancy obesity was associated with increased risks of externalizing behaviors in the clinical range regardless of informant (CBCL RR: 1.6, 95% CI: 0.8, 3.2 and TRF RR: 1.7, 95% CI: 0.8, 3.5). Pre-pregnancy obesity was also associated with increased risks of internalizing behaviors according to teacher-report (TRF RR: 2.6, 95% CI:1.5, 4.6). ConclusionsPre-pregnancy obesity, compared to pre-pregnancy normal weight, is associated with generally higher scores on both mother and teacher reported childhood behavioral assessments, indicating an increased likelihood of behavioral problems.

4.1 Construct Validity of the Schwartz Outcome Scale-10 for Adolescents: Comparisons With the Child Behavior Checklist (CBCL) in an Inpatient Setting

The Schwartz Outcome Scale (SOS-10) is a measure of psychological health and well-being. The SOS-10 has been used extensively with adults as a measure of psychological health and as a global treatment outcome measure. Initial findings have supported the construct validity of the SOS-10 with adolescent inpatients. In particular, SOS-10 was negatively correlated to broadband psychopathology scales and measures of interpersonal problems. We hypothesized that SOS-10 scores would be negatively related to scales of the Child Behavior Checklist (CBCL). We consented 62 adolescent patients and their parents to an assessment study in which the adolescent was being treated at a large northeast teaching hospital’s adolescent inpatient unit. Patients completed an admission assessment packet that included the SOS-10 at admission to the unit. The parents completed the CBCL at the admission meeting with the treatment team. The average age of the patients was 15.7 years (SD = 1.1); 52% were male, 59.2% were Caucasian, 31% were African American, 2.8% were Asian, and 7% were listed as “Other.” The primary diagnosis was 65% mood disorders, 30% conduct disorder/ODD, 3% PTSD, and 2% psychosis. The average length of stay for the patients was 10.8 days (SD = 5.22; range 2-32). The SOS-10 was negatively correlated with CBCL’s depressive problems (r = –0.37) and somatic problems (r = –0.47) but was positively correlated with CBCL’s conduct problems scale (r = 0.35). The results of this study further support the construct validity of the SOS-10 as a measure of psychological health and well-being with adolescent inpatients. We found that the SOS-10 scores were negatively correlated with select scales of the CBCL but was positively correlated with the CBCL conduct problems scale. We hypothesize that this is because many conduct-disordered adolescents are hospitalized not on their own volition and may lack insight into their behavior. They may have completed the SOS-10 in a more positive light in an effort to be discharged sooner. This highlights the fact that the SOS-10 has very good face validity that may not be advantageous to use with certain populations.

Dynamic developmental trajectory of problem eating behavior among students from one university of Jiangsu Province

Objective To explore the dynamic developmental trajectory of problem eating behavior among college students, and to provide evidence for the early prevention and intervention of eating problems. Methods A cluster sample of 5 372 freshmen from a university in Jiangsu Province were included and followed up for 4 years by using the eating behavior problems scale. Results The problem eating behavior of college students in Jiangsu Province showed a decreasing after increasing trend(5.17±1.36, 5.39±1.53, 5.14±1.42, 4.96±1.37)(F=112.12, P Conclusion There are group heterogeneity and sex-specific effect in problem eating behavior of college students, which needs specific intervention strategies provided from colleges.

Psychoanalytic Treatments without Medication and Behavioral Therapy Treatments with and without Medication in Children with the Diagnosis of ADHD and/or Conduct Disorder

The controlled, prospective intervention study without randomization with a non-inferiority study design investigates the effectiveness of psychoanalytic treatments without medication in comparison to behavioral therapy treatments with and without medication in children aged 6 to 11 years with a diagnosis of ADHD and/or conduct disorder. 73 children (58 boys and 15 girls) were included in the study. Diagnostics before treatment, at end of treatment and at follow-up after 38 months included a standardized clinical interview (DISYPS-KJ), questionnaires for parents, teachers and children (DISYPS-KJ, CBCL, TRF, CPRS, CTRS, ILK), intelligence test and behavioral observation of the child. Primary outcome criterion was disorder-specific symptom reduction at end of treatment and follow-up. Both treatment groups showed significant symptom reductions at end of treatment and at follow-up. There were no significant differences between treatment groups. Parent and teacher ratings showed significant improvements in both groups at end of treatment and at follow-up on the ADHD index, oppositional behavior, and hyperactivity/impulsivity scales, as well as on the externalizing and internalizing behavior problems scales. Quality of life improved for children in both treatment groups.