Prevalence of bullying and aggressive behavior and their relationship to mental health problems among 12- to 15-year-old Norwegian adolescents

The aim of this study was to examine the relationships between being bullied and aggressive behavior and self-reported mental health problems among young adolescents. A representative population sample of 2,464 young Norwegian adolescents (50.8% girls) aged 12–15 years was assessed. Being bullied was measured using three items concerning teasing, exclusion, and physical assault. Self-esteem was assessed by Harter’s self-perception profile for adolescents. Emotional and behavioral problems were measured by the Moods and Feelings Questionnaire (MFQ) and the youth self-report (YSR). Aggressive behavior was measured by four items from the YSR. One-tenth of the adolescents reported being bullied, and 5% reported having been aggressive toward others during the past 6 months. More of the students being bullied and students being aggressive toward others reported parental divorce, and they showed higher scores on all YSR subscales and on the MFQ questions, and lower scores on the global self-worth subscale (Harter) than students not being bullied or aggressive. A few differences emerged between the two groups being bullied or being aggressive toward others: those who were aggressive showed higher total YSR scores, higher aggression and delinquency scores, and lower social problems scores, and reported higher scores on the social acceptance subscale (Harter) than bullied students. However, because social problems were demonstrated in both the involved groups, interventions designed to improve social competence and interaction skills should be integrated in antibullying programs

Short and long-term outcome of emotional and behavioural problems in young adolescents with and without reading difficulties

Denne avhandlingen, med 4 del-studier, undersøker skolerelaterte sammenhenger og risikofaktorer i utvikling av depressive symptomer hos ungdom i Midt-Norge. Den undersøker også mulige sammenhenger mellom lesevansker og psyko-sosiale problemer hos ungdom og unge voksne. I den første studien blir sammenhengen mellom ulike psykososiale skolevariabler og depressive symptomer undersøkt hos 2464 ungdommer (12-15 år) i Midt Norge to ganger med et års mellomrom. Alle skolevariablene (høyt skolestress, lav klassetrivsel, liten lærerstøtte og dårlige karakterer) hadde sammenheng med depressive symptomer, og lærerstøtte viste sterkest sammenheng. Jentene rapporterte høyere depressive symptomer enn guttene på begge måletidspunkt. Depressive skårer på første måletidspunkt predikerte depressive symptomer et år senere for både gutter og jenter. For jentene predikerte i tillegg høyt skolestress, dårlige karakterer og liten lærerstøtte depressive symptom året etter. Den andre studien undersøker ungdom med lesevansker (n=191) fra det samme utvalget. De rapporterte mer skolestress, dårligere skolekarakterer, lavere sosioøkonomisk status, dårligere tilknytning til foreldre, mindre følelse av aksept blant venner, dårligere generell fungering, og mer bruk av hjelp for psykiske problem enn annen ungdom. Studie III viste at elever med lesevansker har større emosjonelle og adferdsmessige vansker enn jevnaldrende på begge måletidspunkt. Det å ha lesevansker viste seg å predikere sosiale problemer et år senere. Imidlertid fant vi at spesialundervisning modererte denne effekten slik at forskjellen mellom gruppene ble mindre hos de som mottok spesialundervisning enn hos de som ikke fikk slik undervisning. Den siste studien undersøker to ulike utvalg unge voksne (23 år) med dysleksi i barndommen. Disse 34 unge voksne ble språktestet, intervjuet og svarte på et spørreskjema om utdanning og yrkesforhold. Testing viste at dysleksi vedvarte inn i voksen alder. De rapporterte om lavere utdanningsnivå så vel som lavere tilfredshet med helse og venner sammenlignet med jevnaldrende. Alle rapporterte større emosjonelle problemer enn normgruppen. Arbeidsledigheten i denne gruppen var betraktelig høyere enn for gjennomsnittet i Norge for tilsvarende aldersgruppe.This thesis aims to examine school-related correlates and risk factors in the development of depressive symptoms among 2464 school adolescents in middle Norway. Correlates and possible risk factors for depressive symptoms and other aspects of emotional/behavioural problems among adolescents with self-reported reading difficulties (RD) in the same sample of school adolescents and among young adults who received a diagnosis of dyslexia/RD in childhood were studied. Possible confounding factors were assessed, and a gender perspective was taken. All school variables (i.e. high levels of school stress, low class wellbeing and teacher support and school grades) were related to depressive symptom levels on the Mood and Feelings Questionnaire (MFQ) for all adolescents. Cross-sectionnally, low teacher support showed the strongest association with depressive symptoms. MFQ scores at T1 predicted depressive symptom levels one year later among both genders. Among girls, in addition, three of the school variables, including teacher support, predicted depressive symptom levels in the same period. Adolescents with RD reported more school stress, lower school grades and parental SES, feeling less accepted by peers, lower functioning level and more use of help for mental health problems during the last 12 months. They also reported higher emotional and behavioural problem levels on all Youth Self Report (YSR) scales at both time-points. Although the level of problems in the RD group tended to decrease, among non-RD adolescents level of problems overall increased, especially externalizing scores. More adolescents with RD than those with non-RD, 41.8% vs. 4.2%, respectively, had started special education during the last 12 months. Having RD predicted levels of future social problems. Receiving special education moderated the effects of RD on later social problems. Former psychiatric patients with dyslexia assessed in childhood reported lower levels of educational attainment as well as lower satisfaction with health, friends and education in young adulthood as compared to a “school group” of dyslexic students and a normative sample. Both dyslexic groups showed more general distress than those in the normative group. It is concluded that subjects with RD/dyslexia tend to face life-long problems displayed in many-faced aspects. Further studies on the full complex of reading as a life-long problem disclosing different problems at different stages are needed. Teacher support is crucial and the contents and the quality of support offered to RD/dyslexic children should be further examined and longitudinal studies are needed

Do school teachers and primary contacts in residential youth care institutions recognize mental health problems in adolescents?

Background Studies show that adolescents living in residential youth care (RYC) institutions experience more mental health problems than others. This paper studies how well teachers and primary contacts in RYC institutions recognize adolescents’ mental health problems as classified by The Child and Adolescent Psychiatric Assessment diagnostic interviews (CAPA). Methods All residents between 12 and 23 years of age living in RYC institutions in Norway and enrolled in school at the time of data collection were invited to participate in the study. Of the 601 available children, 400 participated in the study, namely 230 girls, mean age = 16.9 years, SD = 1.2 and 170 boys, mean age = 16.5 years, SD = 1.5. The Child Behavior Checklist (CBCL) and Teacher’s Report Form (TRF) were used. The sensitivity and specificity of these instruments were studied. Results We observed a significant gap between the mental health problems diagnosed by the CAPA interviews and the problems reported by primary contacts on the CBCL and by teachers on the TRF. The CBCL showed a higher sensitivity than the TRF, whereas the TRF showed a higher specificity than the CBCL. Both primary contacts and teachers classified externalizing problems fairly well such as ADHD in both genders and conduct disorder in girls. Both teachers and primary contacts, however, had more problems detecting internalizing problems. Teachers may have a tendency to view most students as healthy and to underestimate the severity of their problems, whereas primary contacts may tend to overestimate the number of problems and view adolescents as sicker than they really are. Conclusion The Child Welfare System should revise their intake procedures to detect possible problems early on and to introduce the necessary treatment. It is important to identify factors that increase healthy school adaption in order for these adolescents to accomplish school in a proper way since education is important for a successful adult life

Learning Problems among Adolescents in Residential Youth Care

Limited education and educational achievement are among the many negative outcomes for adolescents in residential youth care (RYC). Because of former abuse and neglect this high-risk group is expected to have many educational problems, including learning disorders (LDs) and psychiatric disorders (PDs), which may go unrecognized, resulting in insufficient educational adaptations and increased strain for the adolescents. This study was conceived to investigate unrecognized LDs and their associations with an expected excess of PDs, social problems and weak academic performance using LD indicators based on DSM-IV criteria for LDs. The initial results led us to question the validity of these indicators blocking the possibility to detect unrecognized LDs and to reinterpret the indicators of unrecognized LDs as indicators of ‘specific underachievement not related to LD’. The second analytic stage showed an excess of PDs, social problems and weak academic performance, but no excess of LDs except for dyscalculia. The prevalence of underachievement unrelated to LDs was 14.0% across four subtypes. This specific underachievement was associated with social problems, ADHD and substance disorders. Weak academic achievement was predicted by low IQ, specific underachievement (not related to LDs), known LDs, social problems and substance disorders among adolescents in RYC must be evaluated from a wider perspective than LDs, by including their social problems, psychiatric problems and other developmental consequences of their history of abuse and neglect

Experiences with full-time child care attendance on young children in Norway: parents' and early childhood teachers' views

The aim of this study was to explore the experiences of parents and early childhood teachers in Norway regarding the benefits of child care to young children. Both positive and negative benefits were explored. In the autumn of 2009, 41 parents and 35 early childhood teachers of children aged 1.5 years or less, living in the city of Trondheim and nearby communities, were assessed by means of a semi-structured qualitative interview. There was agreement among parents and early childhood teachers that children benefited from child care. Parents, however, tended to overestimate the benefit of socialization and learning for this young age-group. However, early childhood teachers focused more on socialization, in terms of waiting for turns, observing certain rules. One third of parents did not report any negative experiences of child care. The others reported negative experiences on occasion or under certain circumstances such as long hours, poor-quality care or too many children per adult early childhood teacher. All but four of the early childhood teachers suggested that high standards had to be satisfied to make child care good enough for the youngest children.<div><br></div><div><div>International Research in Early Childhood Education, vol. 3, no. 1, p. 1-16</div></div