Preschoolers’ Psychosocial Problems: In the Eyes of the Beholder? Adding Teacher Characteristics as Determinants of Discrepant Parent–Teacher Reports

In this study, we explored informant characteristics as determinants of parent–teacher disagreement on preschoolers’ psychosocial problems. Teacher characteristics were included in the analyses, in addition to child and parent factors. Psychosocial problems of 732 4-year olds from a Norwegian community sample were assessed by parents and teachers (CBCL-TRF). Furthermore, teachers reported on their education, experience and relationship to the child. Parental stress and psychopathology were also measured. Teachers rated children considerably lower than their parents did, especially on internalizing problems. When teachers rated more child problems, this was strongly associated with conflict in the teacher–child relationship, which predicted disagreement more than other factors. The highest agreement was on boys’ externalizing problems. Girls’ behavior was rated much lower by teachers than boys’ behavior compared to parents’ ratings. Possible teacher perception biases are discussed, such as teacher–child conflict, non-identification of internalizing problems, and same-gender child preference

Samspillskvalitet mellom ansatte og små barn (1–3 år) i norske barnehager (dagtilbud)

Det er stor enighet om at samspillskvalitet er svært viktig for små barn, men det foreligger få studier fra norske barnehager (vuggestuer og dagpleie) der dette er undersøkt på en systematisk måte. Denne artikkelen er basert på observasjon av samspillskvalitet i vanlige hverdagssituasjoner i 106 avdelinger/grupper i 92 ulike barnehager. Barna på disse avdelingene/gruppene er i alderen 1–3 år. Våre funn indikerer at barna opplever middels god støtte når det gjelder emosjonell og atferdsmessig utvikling (best når det er tre barn eller mindre per voksen på avdelingen), mens de opplever relativt lite støtte når det gjelder læring og språk (bedre i avdelingsbarnehager der barna er i faste grupper tilhørende en avdeling, enn i familiebarnehager (dagpleie)). Funnene tyder på at det er et potensial for å utvikle samspillskvaliteten mellom små barn og ansatte i barnehagen

Can mothers’ representations of their infants be improved in primary care? A randomized controlled trial of a parenting intervention using video feedback in a predominantly low- to moderate-risk sample

IntroductionMothers’ representations of their infants are important intervention targets because they predict the observed quality of infant–mother interactions. The current study investigated the influence of a video-feedback infant-parent intervention on mothers’ representations of their infants beyond the effect of standard treatment.MethodsData from a naturalistic, randomized controlled trial of 152 predominantly low- to moderate-risk mothers (mean age = 29.7 years) with infants (mean age = 7.3 months) were used. At Well Baby Centers, all families followed the universal program, which was treatment as usual (TAU), whereas half of the families also received the intervention. The Working Model of the Child Interview categories and scales as well as three latent factors generated from a factor analysis were used to assess maternal representations at baseline and follow-up (9–13 months after baseline). A linear mixed model analysis was used to analyze the data.ResultsThere were no differences in representation changes from baseline to follow-up between the control group (TAU) and intervention group. When both groups were combined, there were minor improvements in the mothers’ representations at the follow-up.DiscussionAspects of the intervention, the quality of TAU, and the homogeneity scores of the predominantly low-risk sample may explain the intervention’s lack of effect on mothers’ representations beyond TAU. The supportive services at Norwegian Well Baby Centers as well as the infants’ increasing age putatively contributed to the improved features of the mothers’ representations in the total sample. That standard community care may affect maternal representations has not been shown before. Future research should identify the core components in interventions targeting maternal representations and examine whether those components can be incorporated in primary care. Including measures of mothers’ reflective functioning could broaden our knowledge of representations and their changeability.Clinical trial registrationThis study is registered in the International Standard Randomized Controlled Trial Number registry under the reference number ISRCTN 99793905

PENGARUH PENERAPAN MODEL COOPERATIVE LEARNING TIPE GROUP INVESTIGATION (GI) TERHADAP KEMAMPUAN PEMECAHAN MASALAH DENGAN VARIABEL MODERATOR MINAT BELAJAR SISWA

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan pemecahan masalah pada siswa kelas XI IIS di SMAN 19 Bandung, masih terdapat siswa yang memiliki kemampuan pemecahan masalah rendah dengan ditandai dengan perolehan nilai dibawah Kriteria Ketuntasan Minimum (KKM). Tujuan dari penelitian ini adalah untuk mengetahui apakah penggunaan model Cooperative Learning tipe Group Investigation (GI) dan metode ceramah mempengaruhi tingkat kemampuan pemecahan masalah pada siswa, apakah minat belajar mempengaruhi tingkat kemampuan pemecahan masalah pada siswa, apakah terdapat pengaruh interaksi antara model Cooperative Learning tipe Group Investigation (GI) dengan minat belajar siswa terhadap tingkat kemampuan pemecahan masalah. Penelitian ini menggunakan model eksperimen desain faktorial 2x2. Hasil penelitian menunjukan bahwa penggunaan metode mempengaruhi kemampuan pemecahan masalah pada siswa, minat belajar mempengaruhi tingkat kemampuan pemecahan masalah pada siswa, terdapat pengaruh interaksi antara model Cooperative Learning tipe Group Investigation (GI) dengan minat belajar siswa terhadap tingkat kemampuan pemecahan masalah. Penerapan metode group investigation akan lebih efektif untuk meningkatkan kemampuan pemecahan masalah jika diterapkan pada siswa yang memiliki minat belajar tinggi dibandingkan dengan siswa yang memiliki minat belajar rendah.; The research motivated by the lack of students’ problem solving ability at 19 Senior High School in Bandung states that there are the students who have poor problem solving skill identified by the acquisition of mark under Completeness Minimum Criteria. The purpose of this research is to find out whether the use of models Cooperative Learning type Group Investigation (GI) and the lecture method affects to problem solving abilities, whether the learning interest affects problem solving abilities,whether there is interaction between GI method and students learning interest to the students’ problem-solving ability. This research uses the experiment model of 2x2 factorial design. The research findings shows that there is the use of methods of influence on students' problem-solving abilities, learning interest affects to problem-solving abilities, there is the influence of interaction between GI method and the students’ learning interest to the problem solving ability. The implementation of GI method will be more effective to improve problem solving ability if it is implemented to the students with high learning interest than the students with poor learning interest

Sleep Disorders in Preschoolers: Prevalence and Comorbidity with Psychiatric Symptoms

acceptedVersio

Måleegenskaper ved den norske versjonen av Child and Adolescent Psychiatric Assessment (CAPA) og Preschool Age Psychiatric Assessment (PAPA)

«Child and Adolescent Psychiatric Assessment (CAPA)» ble utgitt av Angold og kolleger i 2008. CAPA ble oversatt til norsk av Jozefiak i 2010. «Preschool Age Psychiatric Assessment (PAPA)» ble utgitt i 2004 og ble oversatt til norsk av Wichstrøm i 2006. Oversettelser ble gjennomført i samarbeid med originalforfatterne. Alle rettigheter, inkludert de norske oversettelsene, innehas av Adrian Angold ved Duke University i USA. CAPA og PAPA er «intervjuerbaserte», strukturerte psykiatriske intervjuer beregnet for både forskning og klinisk bruk. Begge er bygget opp på samme måte og kartlegger debuttidspunkt, varighet, frekvens og grad av symptomer på en rekke psykiatriske diagnoser i henhold til DSM-IV, samt funksjonsnedsettelser. CAPA er et direkte intervju av 9-18 år gamle barn og ungdom. PAPA er beregnet på foreldre til 2-5 år gamle barn. Det er utarbeidet omfattende «glossarier» som angir detaljerte definisjoner av symptomer samt regler for koding. CAPA-intervjuet tar ca. 1-3 timer PAPA-intervjuet noe lenger (1,5-4 timer). Lengden på intervjuene avhenger av omfanget av psykiske problemer hos barnet. Det kreves 3 års relevant helse- eller sosialfaglig høyskoleutdanning og ca. 2 ukers opplæringskurs, trening og sertifisering av intervjueren i regi av Duke University. Intervjuene foreligger i elektronisk versjon, kodes elektronisk under intervjuet og diagnoser settes ved Duke University ved hjelp av algoritmer. Ni norske artikler med CAPA og/eller PAPA ble inkludert, men ingen svenske/danske. De ni artiklene rapporterte fra to norske undersøkelser. PAPA ble brukt i en representativ epidemiologisk undersøkelse av en kohort av 4 år gamle barn (N = 995) i Trondheim, og CAPA i en risikobefolkning (N = 400) av 12-20 år gamle ungdommer i norske barnevernsinstitusjoner. Studiene viste god interrater reliabilitet for både CAPA og PAPA. Begrepsvaliditeten var dokumentert ved intervjuenes evne til å skille mellom relevante kliniske grupper, assosiasjoner med kjente risikofaktorer, prediksjonsevner for utfall, samt konfirmatoriske faktoranalyser. Det ble identifisert et begrenset dokumentasjonsgrunnlag for de psykometriske egenskapene ved de norske versjonene av CAPA og PAPA. Reliabilitet og validitet vurderes som tilfredsstillende. Intervjuene er lovende i framtidig forskningssammenheng, men på grunn av manglende studier fra barne- og ungdomspsykiatriske utvalg i Skandinavia kan en ennå ikke gi anbefalinger til vanlig klinisk bruk

Psychiatric disorders in preschoolers: the structure of DSM-IV symptoms and profiles of comorbidity

Psychiatric disorders have been increasingly recognized in preschool children; at present, however, we know comparatively less about how well current diagnostic manuals capture the symptoms described in this age group and how comorbidity is patterned. Therefore, this study aimed to investigate whether the symptoms defined by the Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM-IV) load on their respective disorders, examine whether individual symptoms exist that load particularly high or low on the disorder they allegedly define, and analyze how comorbidity clusters in individual children. Parents of a community sample of Norwegian 4-year-olds (N = 995) were interviewed using the Preschool Age Psychiatric Assessment. A confirmatory factor analysis (CFA) and a latent profile analysis (LPA) were performed on the symptoms of seven DSM disorders: attention-deficit/hyperactivity disorder (ADHD), oppositional defiant disorder, conduct disorder, major depressive disorder (MDD), generalized anxiety disorder (GAD), social phobia, and separation anxiety disorder. The results showed that the CFA solution that closely resembled the disorders delineated in the DSM-IV fitted the data best. However, vegetative symptoms did not define preschool depression. The LPA identified nine symptom profiles among preschoolers, of which four showed evidence of psychopathology: comorbid MDD/GAD + ADHD combined type, comorbid MDD/GAD + ADHD hyperactive/impulsive type, separation anxiety only, and social phobia only. In conclusion, the symptoms observed in preschoolers fit the DSM-IV well, and comorbidity followed specific patterns