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School functioning and internalizing problems in young schoolchildren.
Pedersen, Marit Løtveit; Holen, Solveig; Lydersen, Stian; Martinsen, Kristin; Neumer, Simon-Peter; Adolfsen, Frode; Sund, Anne Mari.
Afiliação
  • Pedersen ML; Regional Center for Child and Youth Mental Health and Child Welfare, Department of Mental Health, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology (NTNU), Trondheim, Norway. marit.l.pedersen@ntnu.no.
  • Holen S; Regional Centre for Child and Adolescent Mental Health, Eastern and Southern Norway (RBUP), Oslo, Norway.
  • Lydersen S; Regional Center for Child and Youth Mental Health and Child Welfare, Department of Mental Health, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology (NTNU), Trondheim, Norway.
  • Martinsen K; Regional Centre for Child and Adolescent Mental Health, Eastern and Southern Norway (RBUP), Oslo, Norway.
  • Neumer SP; Regional Centre for Child and Adolescent Mental Health, Eastern and Southern Norway (RBUP), Oslo, Norway.
  • Adolfsen F; Regional Centre for Child and Youth Mental Health and Child Welfare, UiT Arctic University of Norway, Tromsø, Norway.
  • Sund AM; Regional Center for Child and Youth Mental Health and Child Welfare, Department of Mental Health, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology (NTNU), Trondheim, Norway.
BMC Psychol ; 7(1): 88, 2019 Dec 23.
Article em En | MEDLINE | ID: mdl-31870462
BACKGROUND: Symptoms of anxiety and depression are common mental health problems in children and are often referred to as internalizing symptoms. Youth with such symptoms are at greater risk for poor academic achievement, school non-completion, and future mental health problems, all of which, lead to public health consequences and costs to society. The aim of the current study was to investigate associations between young school children's internalizing symptoms and school functioning, as assessed separately by the teachers and the children. METHODS: This study is a cross-sectional study including children (N = 750. 58% girls) from the ages of 8-12 years with elevated levels of self-reported symptoms of anxiety (MASC-C) and/or depression (SMFQ). Teachers reported the academic achievement, school adaptation (TRF) and internalizing symptoms (BPM-T) of the children. Associations were analyzed using linear regression analyses. RESULTS: Both teacher-reported internalizing symptoms and children's self-reported depressive symptoms were associated with poor academic achievement and school adaptation, while self-reported symptoms of anxiety were not. Symptoms of depression as assessed by the children were associated with teacher-rated internalizing symptoms, while self-reported symptoms of anxiety were not. CONCLUSION: We found negative associations between school functioning and internalizing symptoms, as assessed by both the teachers and the children. The dual findings strengthen the validity of these relationships. Thus, prevention of depressive and anxiety symptoms in children may lead to positive changes in school domains such as academic achievement and school adaptation. We also identified a negative association between teacher-rated internalizing symptoms and children's self-report of depressive symptoms, indicating that teachers may have difficulties recognizing children with these symptoms. TRIAL REGISTRATION: Clinical Trials NCT02340637, Registered on June 12, 2014, Retrospectively registered.
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Texto completo: 1 Base de dados: MEDLINE Assunto principal: Ansiedade / Instituições Acadêmicas / Estudantes / Mecanismos de Defesa / Depressão Idioma: En Ano de publicação: 2019 Tipo de documento: Article

Texto completo: 1 Base de dados: MEDLINE Assunto principal: Ansiedade / Instituições Acadêmicas / Estudantes / Mecanismos de Defesa / Depressão Idioma: En Ano de publicação: 2019 Tipo de documento: Article