Assessment of Adolescent Psychopathology: Comparison of Mother and Daughter Perspectives

Thurber, Steven; Snow, Mark

doi:10.1207/s15374424jccp1903_7

Cited by 21 publications

(14 citation statements)

References 22 publications

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“…The direction of discrepancies between the adolescents at 16-17 years and their parents was the same for both groups. Parents of adolescents with PD and NPD reported higher levels of problems on the CBCL than their children did on the YSR, which is similar to other clinical samples (Handwerk et al, 1999;Huberty et al, 2000;Kolko & Kazdin, 1993;Thurber & Snow, 1990). It is interesting that at 13-14 years, the only significant differences found were for Attention Problems and Delinquent Behavior.…”

Section: Discussionsupporting

confidence: 75%

Emotional and Behavioral Characteristics Over a Six-Year Period in Youths With Persistent and Nonpersistent Dyscalculia

et al. 2008

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The authors examined behavior problems in a matched sample of 58 youths with persistent dyscalculia (PD) and nonpersistent dyscalculia (NPD). Participants were classified as having dyscalculia at age 10-11 years. Parents completed the Child Behavior Checklist for their children at ages 10-11, 13-14, and 16-17 years, while the youths did so at the last two age periods. Only at age 16-17 years were there significantly more problems, particularly attention problems and externalizing problems, reported by parents for PD youths compared to NPD youths. A higher percentage in the PD group than in the NPD group received scores in the clinical range for externalizing problems. However, the mean levels of behavior problems at this age and the earlier ages were within the normal range for both groups. For youth-reported problems, the only significant difference was for attention problems at 16-17 years. Therapeutic interventions should focus on the academic domain and improving and altering behavioral patterns.

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Section: Discussionsupporting

confidence: 75%

Emotional and Behavioral Characteristics Over a Six-Year Period in Youths With Persistent and Nonpersistent Dyscalculia

et al. 2008

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“…In non-clinical samples (e.g., Stanger & Lewis, 1993;Thomas, Forehand, Armistead, Weirson, & Frauber, 1990;Verhulst & van der Ende, 1992) and clinical samples of various presenting problems (e.g., Kazdin, French, & Unis, 1983;Mokros, Poznanski, Grossman, & Freeman, 1987;Thurber & Osborn, 1992;Thurber & Snow, 1990) parent and child reports are consistently found to deviate one from another. In fact, meta-analytic research has found that on the average parent and child reports correlate at approximately .30 (Achenbach, McConaughty, & Howell, 1987).…”

mentioning

confidence: 99%

The Impact of Items and Anchors on Parent–Child Reports of Problem Behavior

Carlston

Ogles

2006

Child Adolesc Soc Work J

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Research has repeatedly demonstrated that parent and child reports of child behavior and emotional functioning often do not agree in terms of symptom severity or even symptom presence. Given the potential clinical impact that discrepant reports may have on the therapeutic process, a significant amount of research has addressed the factors influencing this observed discrepancy. Traditionally, this research has evaluated the impact of demographic factors on mean differences and obtained correlation coefficients between parent and child reports. The current research improves upon previous research in this area in two ways. First, the current research uses parent and child measures with identical rather than similar items as is commonly found in previous research. Second, the current research moves beyond identifying demographic influences on discrepant reports by explaining observed discrepancies in terms of differences in parent and child perceptions of typical child behavior.

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“…There is a general consensus that externalizing problems have high correspondence and are more often reported by a signi cant other (parent or teacher) whereas internalizing problems have low correspondence and are more often reported by the child Kolko & Kazdin, 1993;Verhulst & van der Ende, 1991). In the study of depression, very low correspondence between child and parent ratings have been found (Crowley, Worchel & Ash, 1992;Ivens & Rehm, 1988;Kazdin, Esveldt-Dawson, Unis & Rancurello, 1983;Kazdin, French & Unis, 1983;Sayer et al, 1993;Thurber & Snow, 1990). Yet in a study of a group of adolescent boys referred for school-based assessments due to academic and behavioural problems, Lee et al (1994) found a marked lack of correspondence between adolescent reports of externalizing problems and parent and teacher reports-adolescents consistently 'under-reported' behavioural problems perhaps because of fears about the adverse outcome as a result of a negative evaluation.…”

mentioning

confidence: 99%

“…Findings about the effect of the severity of child psychological dysfunction on cross-informant correspondence are contradictory. Some studies show adult report scores signi cantly higher than self report scores (Friedlander, Weiss & Traylor, 1986;Kolko & Kazdin, 1993) whereas other studies indicate that correspondence between informants is greater for children who present with greater psychological dysfunction Crowley et al, 1992;Thurber & Snow, 1990) because, it has been suggested, very deviant children would be recognized as ill by anyone. The attributes of the informant, particularly the traits of the parent, are also a determining factor of cross-informant correspondence.…”

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confidence: 99%

Emotional and behavioural problems in adolescents/young adults receiving treatment at a community‐based psychotherapy centre for young people: A preliminary study of the correspondence among adolescent/young adult and significant other reports

Baruch

Fearon

Gerber

1999

British Journal of Medical Psychology

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The present study examined the correspondence among adolescent/young adult and parental figure, professional, peer and partner reports, in their rating of emotional and behavioural problems of 195 young people aged between 12 and 25 years who attended a community-based psychotherapy centre. Data from young people were obtained at intake by participants completing the Youth Self Report Form and from significant others by them completing the Significant Other version of the Teacher's Report Form. Professionals rated internalizing (emotional) problems lower than peers, partners or parental figures. Externalizing (disruptive) problems were rated lowest by professionals, highest by partners with parental figures and peers in between. Agreement for internalizing problems was highest between self and professionals and lowest for partners and peers; parental figures were in between these two extremes. For externalizing problems, agreement was highest between self and friends but very low for partners. Professionals' ratings of internalizing problems showed a strong association with clinicians' assessment of global functioning and there was a strong association between partner ratings of total problems and clinicians' ratings of global functioning. The study showed the value of using a wider range of informants for assessing emotional and behavioural problems presented by young people seeking treatment than used in the assessment of pre-adolescents.

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Assessment of Adolescent Psychopathology: Comparison of Mother and Daughter Perspectives

Cited by 21 publications

References 22 publications

Emotional and Behavioral Characteristics Over a Six-Year Period in Youths With Persistent and Nonpersistent Dyscalculia

Emotional and Behavioral Characteristics Over a Six-Year Period in Youths With Persistent and Nonpersistent Dyscalculia

The Impact of Items and Anchors on Parent–Child Reports of Problem Behavior

Emotional and behavioural problems in adolescents/young adults receiving treatment at a community‐based psychotherapy centre for young people: A preliminary study of the correspondence among adolescent/young adult and significant other reports

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