Perceptions Of Children's Behavior Research Articles

Group-based psychoeducational workshop for parents in Kenya: findings from a pilot study.

Low levels of mental health literacy amongst parents can have negative effects on youth mental wellbeing and help-seeking behaviors. Here, we explored the impact of a brief psychoeducational workshop on improving parent mental health literacy and family relationships in Kibera, a low-resource high-risk setting in Nairobi, Kenya. The workshop was designed to address this issue, and it was delivered by trained facilitators to small groups of parents (N = 72). Data was collected at baseline, post-workshop, two-week follow-up, and one-month follow-up. Statistical and thematic analysis of the data revealed significant improvements in parent mental health literacy scores and family relationships, indicating the acceptability and effectiveness of this workshop. The findings suggest that brief, group-based psychoeducational workshops can be effective in improving parent mental health literacy and family relationships, thereby addressing challenges faced by parents and youth in the Kenyan context. Future studies are needed to conclusively determine if such workshops can improve participants' own mental health or their perception of child behavior.

Evaluating trauma-informed training for foster parents – A controlled pilot study of the resource parent curriculum in Sweden

Background and aimsTraumatic experiences and mental illness are frequent among children placed in out-of-home care. Foster parents report that trauma-informed psychoeducation increases their knowledge and parental efficacy, but the evidence-base of offered interventions is still scarce and weak. The present study is a pilot evaluation of a trauma-informed psychoeducation for foster parents: Resource Parent Curriculum (RPC) in Sweden.Participants and methodsThe participants were foster parents in Sweden, with at least one child (3–16 years old) placed with them. Using a quasi-experimental design, we investigated the effect of the psychoeducation on parenting efficacy, tolerance for the child's behavior and trauma-informed parenting, and on the foster parents’ perceptions of their children's behavior. Participants (N = 44) were divided into an experimental (n = 24) and a control (n = 20) group and answered questions on three occasions: before, immediately after, and two months after completed education. Mixed Model analysis was carried out on data from 21 participants who completed all measurement points. Results and conclusionThe psychoeducation had an effect, assessed immediately after training completion, on foster parents' trauma-informed parenting behaviors (p = 0.027) and parenting efficacy (p = 0.040), but these effects diminished rapidly. No effect on perceived child behavior was observed. Thus, RPC affects foster parents’ parenting attitudes positively, but may not be sufficient for this effect to be sustained over time and reliably translate into trauma-informed parental behaviors and related positive child outcomes.

Child and parent factors predictive of mothers' and fathers' perceived family functioning.

Understanding family functioning, particularly the risk and protective factors that may contribute to adaptive versus maladaptive family processes, is critical to promote child and family well-being and resilience. Guided by family systems theory and the family stress model, this study longitudinally investigated parents' and toddlers' individual-level challenges and parental internal resources as potential predictors of subsequent perceived family functioning (i.e., general family functioning and family conflict), while accounting for earlier couple functioning. First-time mothers' and fathers' reports of psychological distress, perceived child behavior problems, intrapersonal resources (i.e., coping, emotion regulation, and empathy), and couple functioning (i.e., relationship satisfaction and intimate partner violence victimization) were assessed when their child was 18 months and 4 years of age. Using autoregressive path models, results suggested that greater maternal distress and paternal perceptions of toddler behavior problems predicted later reports of perceived family dysfunction, whereas parental intrapersonal resources predicted more adaptive perceived family functioning. Overall, findings indicate mutual or bidirectional influence within the family, consistent with the family systems principle of reciprocal causality. Clinical implications are discussed, including the need to bolster parents' existing strengths as well as providing prevention and early screening of depressive symptoms among parents. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Spotlight on Maternal Perceptions of Child Behavior: A Daily Diary Study with Child Welfare-Involved Mothers.

Research has documented a variety of factors—including stress, attributions, and anger—that may increase parents’ risk for child maltreatment, but most of this research is based on low-risk, community samples of parents’ perceptions about themselves and their children. Moreover, parents are usually asked to provide self-reports wherein they summarize their general impressions distal from actual parenting. The current study employed experience sampling methods with a high-risk sample. Mothers identified for child maltreatment reported on their stress and coping as well as their perceptions regarding children’s misbehavior and good behavior using end-of-day surveys for up to four weeks. Only maternal reports of children’s good behavior based on personality and mood were relatively stable; stress, coping, and reports on child misbehavior varied considerably across days, implying that contributors to daily fluctuations in these factors could represent intervention targets. Although maternal perceptions of misbehavior severity, anger, and negative attributions were interrelated, only anger about misbehavior related to maternal stress levels. Mothers who reported better coping perceived their child’s behavior more favorably that day and were more likely to ascribe positive behavior to the child’s mood and personality. Current findings highlight the importance of positive coping mechanisms in parental perceptions of children; such findings should be replicated to determine how to maximize parental resources that reduce child maltreatment risk.

58055 Mothers’ and Fathers’ Parent-Child Aggression Risk, Intimate Partner Violence, and Perceived Child Behavior Problems

ABSTRACT IMPACT: In light of the high co-occurrence between intimate partner violence (IPV) and physical child abuse, studying these forms of aggression simultaneously, bidirectionally, and longitudinally is vital to address this public health need. OBJECTIVES/GOALS: This study examined reciprocal associations between parent-child aggression (PCA) risk, IPV victimization, and perceived child behavior problems, to evaluate whether negative processes can transmit across family subsystems (i.e., spillover hypothesis) and/or across individuals (i.e., crossover hypothesis) over time. METHODS/STUDY POPULATION: Participants were first-time mothers and their male partners enrolled in a prospective longitudinal study, which tracked parenting and PCA risk over the transition to parenthood and into early childhood. The current project examined data from the third and fourth waves, when participants’ child was 18 months old and approximately 4 years old. At both timepoints, parents reported on their PCA risk (i.e., child abuse potential, harsh parenting), physical and psychological IPV victimization and perpetration, and perceived child behavior problems. Mothers and fathers each completed protocol on laptops in separate private rooms. Hypotheses were tested with autoregressive cross-lagged path models, which were estimated for mothers and fathers separately as well as dyadically. RESULTS/ANTICIPATED RESULTS: Findings partially supported the hypotheses, with evidence of spillover occurring bidirectionally for mothers and unidirectionally for both mothers and fathers. Mothers’ PCA risk predicted their subsequent IPV victimization and their reported child behavior problems (i.e., spillover effects) as well as fathers’ reported IPV victimization (i.e., crossover effect). Maternal reports of child behavior problems also predicted mothers’ reported IPV victimization and fathers’ reported child behavior problems, indicating possible child-driven effects. Overall, results demonstrate the mutual influence of individuals and subsystems within the family. Additionally, mothers rather than fathers appear more vulnerable to harmful spillover effects. DISCUSSION/SIGNIFICANCE OF FINDINGS: The need for family prevention and intervention services is clear, given the complex, transactional nature of family violence. Particularly for mothers, higher PCA risk may herald an increased risk for subsequent IPV victimization and vice versa. Clinical implications for parent-focused intervention programs are discussed.

A Model of Intention to Participate in Parenting Interventions: The Role of Parent Cognitions and Behaviors

A wide range of factors, from perceived child behavior problems to sociocultural factors, have been identified as impacting the engagement of parents in parenting interventions. However, parents’ cognitions and behaviors have not been evaluated sufficiently to understand their role in initial parental engagement. The current study aimed to examine why some parents are more likely to want to participate in parenting programs and how their cognitions and behaviors are related to their intention to participate in future parenting interventions. We tested the hypothesised model of parental factors on intention to participate using structural equation modelling (SEM) in AMOS. This study (N = 6,733) analyzed existing data from the International Parenting Survey (IPS), a web-based tool developed to collect information about parents’ views on family and parenting at a population level in several countries. Results showed that parents’ coercive parenting, parental consistency, positive encouragement, relationship with their child, parental self-efficacy, psychological distress, and help-seeking behaviors were significantly related to their intention to participate in future parenting interventions. The structural model of parents’ cognitions and behaviors explained 16% of the variance in intention to participate. Although the current model explained a small but significant percentage of the variance, it expands existing understanding regarding parental cognitions and behaviors and their relationship to intention. Implications for further research and engagement practice are discussed.

The Relation between Parenting Stress and Child Behavior Problems: Negative Parenting Styles as Mediator

Parenting young children could be stressful at times and parenting stress could have an impact on parenting styles and child behavior problems which could lead to difficulties in later life. Therefore, the relationship among these three factors is worthy of examination. In this study we aim to examine the direct relationship between parenting stress, parenting styles, and perceived child behavior problems; and to investigate a model that illustrates the mediating role of negative (authoritarian and permissive) parenting styles on the relationship between parenting stress and perceived child behavior problems in China. A total of 371 parents with preschool age children (3 to 7 years old) were recruited. The results showed higher level of parenting stress was associated with higher level of reported child behavior problems. Parenting stress was positively related to negative parenting styles, and negative parenting styles partially mediated the relationship between parenting stress and child behavior problems. Findings from this study suggested that reducing parenting stress, improving parenting behaviors such as parenting styles, and enhancing parent-child relationship through early support (e.g., parenting skills training) are of vital importance and mutual benefits to the parents, children, and family relationships at large.

Antecedents of fathers' perception of child behavior at child age 12 months.

This study investigates whether fathers' adverse childhood experiences (ACE) and attachment style reported during pregnancy predict fathers' perception of child behavior assessed 12 months postpartum, expressed by the Parenting Stress Index (PSI), Child Domain. Prospective fathers (N=835) were recruited to "The Little in Norway (LiN) study" (Moe & Smith) at nine well-baby clinics in Norway, with data collection composed of five time points during pregnancy and two time points postpartum (6 and 12 months). The main analyses included linear regression, path-analysis modeling, and intraclass correlation based on mixed effects modeling. First, linear regression analyses showed that neither fathers' ACE nor attachment style significantly predicted perceived child behavior postpartum directly. Furthermore, path analyses showed that ACE and less secure attachment style (especially avoidant attachment) measured early in pregnancy strongly predicted negatively perceived child behavior, mediated by fathers' mental health symptoms during pregnancy and partner disharmony postpartum. Second, intraclass correlation analyses showed that fathers' perceived child behavior showed substantial stability between 6 and 12 months postpartum. Family interventions beginning in pregnancy may be most beneficial given that fathers' early experiences and perceptions of attachment in pregnancy were associated with later partner disharmony and stress.

Parents' perception of child behavior, parenting stress, and child abuse potential: Individual and partner influences.

Based on the Social Information Processing model of parenting risk for child abuse, the present study examined the associations between mothers' and fathers' perception of child behavior and child abuse potential, as well as whether parenting stress mediates the association between these constructs. Two hundred and fifty-nine mother-father couples raising preschool children answered the Child Behavior Checklist (CBCL), the Parenting Stress Index (PSI), and the Child Abuse Potential Inventory (CAPI). The results of dyadic path analysis showed that perception of child behavior was related to heightened parenting stress and abuse potential in both mothers and fathers. Concerning partner effects, we found that mothers' perception of child behavior problems was positively associated with fathers' parenting stress and that the higher the mothers' distress, the higher the fathers' risk of physical abuse. Finally, parenting distress partially mediated the association between parents' perception of child behavior and child abuse potential, with mothers' perception of their children as problematic showing a significant indirect effect through distress on their own abuse risk and on fathers' CAP as well. These findings suggest that parental distress may represent a critical mechanism by which parents' negative views of their children contribute to abuse potential. Moreover, mothers seem to influence fathers' tendency towards abusive behaviors.

Attention Deficit-Hyperactivity Disorder Group Visits Improve Parental Emotional Health and Perceptions of Child Behavior.

Group visits (GVs) are a promising intervention, but more work is needed to establish intervention effects. The objective was to evaluate the effectiveness of GVs and compare them with individual visits (INDs) for chronic care of attention deficit-hyperactivity disorder (ADHD). Caregivers and children (6-12 yrs) with ADHD participated in a comparative effectiveness trial from April 2014 to June 2015. Families were offered ADHD follow-up every 3 months as GVs versus INDs. Outcomes included ADHD core symptoms, child functioning at home, quality of life, perceived social support, and ADHD-related parenting challenges. Change scores from baseline to the study end were examined for parent and child outcomes within and between treatment conditions. Ninety-one children from 84 families participated. Eighteen families withdrew or were lost to follow-up. GV families attended more visits over 12 months, had significant improvement in mean parental emotional health (p = 0.04), and had a greater decrease in challenges related to misbehavior compared with IND families (p < 0.03). GV families experienced significant improvements in child functioning at home (p = 0.01) and reported more time for themselves, other siblings, and routine household activities (p < 0.01). Children receiving care as INDs reported a significant drop in mean emotional health. There were no significant changes in other outcomes. Families participating in GVs experienced multiple improvements related to family functioning and attended more follow-up visits. Findings confirm the effectiveness of the GV intervention in delivering critical parenting support as part of ADHD management.

Characteristics Associated With Parent–Teacher Concordance on Child Behavior Problem Ratings in Low-Income Preschoolers

ObjectiveAssessment of pediatric behavior problems often requires rating scales from multiple reporters in different settings (eg, home and school); however, concordance between reporters may be low. Pediatricians must reconcile differences to inform treatment. We sought to examine characteristics predicting parent–teacher concordance on ratings of preschoolers' behavior problems. MethodsData from 562 preschoolers were used from the Growing Healthy study, an obesity prevention trial in Head Start programs (2011–2015). Parents and teachers completed the Eyberg Child Behavior Inventory (ECBI)/Student Behavior Inventory (SBI) and the Social Competence and Behavior–Evaluation (SCBE). Outcome variables were: parent–teacher concordance (teacher minus parent score on each subscale of ECBI/SBI and SCBE); teacher reports problem behavior, parent does not (children rated in the top quintile of challenging behavior by teacher but not parent); and parent reports problem behavior, teacher does not (children rated in the top quintile of challenging behavior by parent but not teacher). Multiple linear and logistic regression models were created for each subscale outcome, including the following covariates: child sex, child race/ethnicity, parent age, parent education, family structure, parent depressive symptoms, and parenting self-efficacy, and time of school year. ResultsLower concordance was associated with child female sex, and child black or Hispanic race/ethnicity; parent older age, lower education, more depressive symptoms, and greater self-efficacy; and beginning of school year. ConclusionsLow parent–teacher concordance may reflect different perceptions of child behavior. Pediatricians could consider parent depressive symptoms, culture, and implicit bias when interpreting differences in behavior ratings by parents and teachers.

Mother-child disagreements on child anxiety: associated factors

Purpose Previous literature demonstrated low-to-moderate rates of agreement between children and mothers regarding child anxiety. The purpose of this paper is to evaluate factors related to differences between mother-child dyads who disagreed vs agreed in their reports of child anxiety symptoms. Design/methodology/approach In total, 87 children aged 9-12 years old and their mothers completed questionnaires regarding maternal perceptions of child behavior, maternal separation anxiety about the child’s individuation, and mother-child relationship characteristics. Findings The results showed that mothers in mother-child dyads who disagreed on child anxiety symptoms, compared to those in dyads who agreed on child anxiety symptoms, perceived their children as showing higher affect intensity and behavioral problems. They also expressed greater anxiety about the children’s individuation process, characterized in part by children’s increased autonomy and decline of reliance on them. Further, children in dyads who disagreed, compared to those in dyads who agreed, reported lower mother-child attachment security. Originality/value The results extend the literature by identifying specific factors related to the discrepancy between mothers’ and children’s reports of childhood anxiety in early adolescence. The results highlight the need to consider both mothers’ and children’s views when assessing childhood anxiety. Importantly, the results also indicate that specific factors investigated in this study, including maternal perception of children’s behavioral problems and their affect intensity, maternal anxiety about child individuation, and mother-child attachment security, could be used to inform clinical decisions regarding informant discrepancies.

Parenting Intervention for Prevention of Behavioral Problems in Elementary School-Age Filipino-American Children: A Pilot Study in Churches.

This study aims to test an evidence-based parenting program offered in churches among Filipino-American parents and estimate effect size for a fully powered trial. Twenty-two parents of children aged 6 to 12 years were randomly assigned to either an intervention or a waiting-list control group. Parents' perceptions of child behavior, parenting practices, and parenting stress were obtained at baseline. Parents in the experimental group attended The Incredible Years School Age Program, which consisted of 12 weekly 2-hour sessions. A follow-up assessment was performed after the intervention and 12 weeks later. The intervention was subsequently repeated with the control group. Satisfaction was assessed with a 40-item measure. Analysis of covariance was used to compare the intervention group postintervention versus the control group. Paired t-tests compared mean parenting practices, parenting stress, and child behavior outcomes. Satisfaction was assessed descriptively. Twenty-two parents completed all assessments and the intervention. Analysis of variance comparing intervention and control groups with repeated measures (pre- and post-test measures) revealed that the program has a positive impact on parenting stress, parenting practices (physical punishment, positive verbal discipline), and parent's perception of their child's behavior (internalizing symptoms, externalizing symptoms, and number of problematic behaviors). Analyses of all participants comparing pre- and post intervention revealed improvements in parenting stress, positive verbal discipline, and child externalizing and total problem behaviors. Families reported high satisfaction with the content and format of the intervention. Results support the feasibility of providing an evidence-based parenting program to Filipino parents in churches to prevent future behavioral health problems.

The Role of Stigma in Parental Help-Seeking for Perceived Child Behavior Problems in Urban, Low-Income African American Parents.

Significant numbers of children have diagnosable mental health problems, but only a small proportion of them receive appropriate services. Stigma has been associated with help-seeking for adult mental health problems and for Caucasian parents. The current study aims to understand factors, including stigma, associated with African American parents' help-seeking behavior related to perceived child behavior problems. Participants were a community sample of African American parents and/or legal guardians of children ages 3-8years recruited from an urban primary care setting (N=101). Variables included child behavior, stigma (self, friends/family, and public), object of stigma (parent or child), obstacles for engagement, intention to attend parenting classes, and demographics. Self-stigma was the strongest predictor of help-seeking among African American parents. The impact of self-stigma on parents' ratings of the likelihood of attending parenting classes increased when parents considered a situation in which their child's behavior was concerning to them. Findings support the need to consider parent stigma in the design of care models to ensure that children receive needed preventative and treatment services for behavioral/mental health problems in African American families.

Prenatal depression and young low-income mothers’ perception of their children from pregnancy through early childhood

This study investigates the role of prenatal depression on young mothers’ perception of difficulty in child behavior and parent–child interaction from pregnancy through the first two years of child development. 248 low-income, African American women aged between 13 and 21 years reported on their perceptions of child behavior, parent–child interaction, and on depressive symptoms at the third trimester of pregnancy and at 4-, 12- and 24-months postpartum. During pregnancy, a high percentage (47%) of the young mothers scored above the clinical level of prenatal depressive symptoms. These mothers anticipated and perceived significantly more child difficulty and parent–child interaction difficulty than did non-depressed mothers during pregnancy and over the first two years of the child's development. Moreover, prenatal depression uniquely predicted negative maternal perception throughout the early years of child development even after adjusting for postpartum depression history. The enduring association between prenatal depression and a mother's perception of her child is discussed with respect to the importance of pregnancy in mothers’ developing mental schema about their children and the emerging parent–child relationship.

Efficacy of Lithuanian Systematic Training for Effective Parenting (STEP) on Parenting Style and Perception of Child Behavior

The short- and long-term efficacy of the Adlerian parent education program Systematic Training for Effective Parenting (STEP), which is the group-based parenting class model, was the focus of the current study in Lithuania. In the quasi-experimental research study, the outcome measures included parenting style, child behavior as perceived by parents, and knowledge related to parenting. In 2011–2012, 44 parenting groups were organized, which resulted in 348 program and 299 comparison group participants at posttest. In 3- to 4-month period, the follow-up assessment was completed by 38.8% of parents. Specifically, the findings indicated that the STEP program was efficacious for increasing maternal and paternal knowledge on parenting, decreasing maternal authoritarian and permissive parenting styles and parental negative perceptions of the target child’s behavior. The changes listed were found to be stable as reflected in the follow-up. The researchers believe that the current study with the sufficient empirical rigor expands the generalizability of the STEP program outcomes on mothers and fathers in North America, Lithuania as well as Europe. Furthermore, the results have finally provided the Lithuanian therapists, parent educators, and parents with an evidence-based parenting program as recommended by the Council of Europe.

Existential Well-Being, Drug Abuse, and Parenting Stress in African American Women

The current study examined the influence of existential well-being and drug abuse on parenting stress in a sample of low-income African American women (n = 152). Whereas existential well-being served as a protective factor against all three forms of parenting stress measured (parental distress, difficult child, and parent–child dysfunctional interaction), drug abuse was a risk factor for all three. Existential well-being was also inversely related to drug abuse. A path analysis was conducted to further elucidate the cross-sectional associations among these variables. A positive, indirect effect of existential well-being on two of the three components of parenting stress, parental distress and perceived child behavior problems, but not the third, parent–child relationship quality, through level of drug abuse was found in support of partial meditation. Clinical implications regarding enhancing and using existential well-being as a culturally-relevant coping mechanism for African American caregivers are considered, and the etiological mechanisms of parenting stress are discussed.

Perceived Child Behavior Problems, Parenting Stress, and Maternal Depressive Symptoms Among Prenatal Methamphetamine Users

The present study was designed to examine parenting stress, maternal depressive symptoms, and perceived child behavior problems among mothers who used methamphetamine (MA) during pregnancy. Participants were a subsample (n = 212; 75 exposed, 137 comparison) of biological mothers who had continuous custody of their child from birth to 36 months. The subsample was drawn from a larger, ongoing longitudinal study on the effects of prenatal methamphetamine exposure (n = 412; 204 exposed, 208 comparison) (Arria et al in Matern Child Health J 10:293-302 2006). Mothers who used MA during pregnancy reported more parenting stress and more depressive symptoms than a matched comparison group. There were no differences between groups on perceived child behavior problems. In a hierarchical linear model, depressive symptoms, and perceived child behavior problems, but not MA exposure, were statistically significant predictors of parenting stress. Screening for potential parenting problems among mothers with a history of substance abuse is warranted. Parenting interventions targeting depressive symptoms, parenting stress, and child behavior problems are needed for this population.

Violence de la cohabitation en maison d’enfants à caractère social : observation clinique au retour de l’école

This research examines the experiences of children in a Social Children's Home after school. Starting from the violence of placement, particularly in the travel which it imposes on the child and in the separation that he suffered, we make the hypothesis of an inherent violence to the fact that the placed child is forced to live with others in a new space and to spend their day with them: we call it violence of cohabitation. In the Children's Home indeed, children will meet other children who will have too, in their life courses, lived several kind of violence. Both victims children and teenagers share their every day life and the professionals who take care of them. This violence is thus both, in the fact that children are forced to live together in that confront their own life stories, but also in the cohabitation of these children in the psyche of the institutional, educational and school teams. This study shows that this violence of the cohabitation appears within the groups of children, and also in the institutional practices, particularly in the educational care of these children. From our clinical practice in the Children's Home, we observed a group of 11 children, from 4 to 10 years old, who were part of the same “group life”. We observe them for four months, from 4:30 pm to 7 pm. We used participating observation. Three categories of analysis were retained, while taking into account the reasons for the placement and the symptomatology of each of the young people: perception of child behavior at school by his teacher, the child's behavior in the Children's Home after school, and perception of the child by the educational team. For our analysis, we divided the group of children into two subgroups: those who have homework (n=8) and those who do not have homework (n=3). From the various analyzers selected, different themes and psychological representations were highlighted by the educational team. Concerning the children who do not have homework, the results show the importance of attention research from them to their teachers. These children are often considered as “agitated”, “unstable” or even “exhausting”. The educators also insist on the need to monitor them and offer them a therapeutic treatment. About the children who have homework, they are rather seen as children who make “efforts”, although they often have concentrating difficulties and they may not be free to do their homework. The results of this study show that children are in the research for a shoring educational, relational and emotional high from their teachers. Whether they have homework to do after school, these children try to be assured of a place in the psyche of the adults in charge of them. However, it appears that when these children have no homework to be done, learning activities can sometimes be shelved in the daily. A delegation, even unconscious, is then made of the school in the Children's Home and of this one in the other systems of care. Solicitations made for the educators can also generate a feeling of overflowing for these last ones, who find it difficult to receive an excess full of requests for attention from these children. Finally, we propose a discussion about practices of educational teams, in collaboration with other professionals in charge of the foster child in this fitting of the systems between schools, care institutions, family and society.

P-318 - Agreement between parent and teacher for behavioral and emotional problems in a normative sample of tehran children aged 7–11

Introduction The purpose of this study was to determine the degree of agreement among parents and teachers with respect to the Child Behavior Checklist (CBCL) and Teacher's Report Form (TRF). Methods A total of 800 randomly selected children (400 boys, 400 girls) aged 7–11 years (mean age 9.28, SD 1.42) were assessed using CBCL and TRF parents completed the Child Behavior Checklist (CBCL) and teachers completed the Teacher's Report Form (TRF). Approximately 98% of the respondents were listed as the mothers and 2% as the fathers. For the TRF, 100% of the respondents were child's teacher. Analyses was included degree of concordance of ratings as a function of informant and child gender. The collected data were analyzed using pearson Coefficient of Correlation. Results Coefficient of correlation showed low to moderate agreement among informants (parent-teacher) (r = 0/39). Furthermore the correlation of scores on the externalizing scale were generally significantly higher (p Conclusions The results indicated that correspondences between parent and teacher ratings of behavioral and emotional problems across home and school settings differ. This difference is at least partly due to the situation specific behavior of children. Externalizing behaviors, in general, are more easily noticeable than internalizing behaviors, which partially explains why there tends to be greater correlation between raters on externalizing behavior. This Results help to gain a greater understanding of how the perception of child behavior varies between raters.