Parent communication about sexual issues with adolescents in Vietnam: content, contexts, and barriers

Trinh, Thang; Steckler, Allan; Ngô, Anh Dung; Ratliff, Eric A.

doi:10.1080/14681810903264819

Cited by 34 publications

(41 citation statements)

References 15 publications

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“…Sex education is relatively limited in Vietnam, and frank discussions in the media are limited. Trinh et al (2009) found out that Vietnamese parents were apprehensive and embarrassed when attempting to discuss sexual issues with their children due to their lack of knowledge and communication skills. This discomfort may be one reason why issues related to child sexuality are so closely linked to mental health referral.…”

Section: Discussionmentioning

confidence: 99%

Incremental validity of the Child Behavior Checklist (CBCL) and the Strengths and Difficulties Questionnaire (SDQ) in Vietnam

Dang

Nguyen

Weiss

2017

Asian Journal of Psychiatry

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Objective Valid but efficient psychiatric assessment is essential for mental health development in Asian low and middle-income countries. This study’s objective was to assess the validity of Vietnamese versions of the Child Behavior Checklist (CBCL), and the Strengths and Difficulties Questionnaire (SDQ) in Vietnam. Methods Measures were completed by a community sample of 1314 parents of children 6–16 years old from 10 Vietnamese provinces, and by parents of 208 children recruited from 3 psychiatric facilities in Hanoi. Results Internal consistency was in the fair to excellent range for all CBCL scales (.76–.96) and for the SDQ Total Problems scale (.81); SDQ subscale internal consistency was in the poor to fair range (.31–.73). All CBCL and SDQ scales and most individual items significantly discriminated between referred and non-referred children, with referred children scoring in the more pathological direction; the CBCL had significantly larger referral effect sizes than the SDQ for all four pairs of comparable scales. At the item level, the largest referral status effect for the CBCL were #73 (Sexual Problems), #84 (Strange Behavior), and #91 (Talks about suicide), and for the SDQ they were #10 (Constantly fidgeting), #15 (Easily Distracted) and # 25 (Good Attention Span-reverse scored). Five CBCL (#2 Drinks alcohol; #99 Uses tobacco, #32 Has to be perfect; #53 Overeats; #56A Aches and pains) and one SDQ items (#23 Gets along better with adults than children) did not discriminate referral status, suggesting the influence of cultural values on clinical referrability (e.g., that Vietnamese parents may not see use of tobacco as an issue of concern, or related to health). Conclusions There is good support for the reliability and validity of the Vietnamese version of the CBCL, and for the SDQ Total Problems scale. Overall, the CBCL appears to be the stronger measure psychometrically, particularly if in-depth assessment is needed.

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Section: Discussionmentioning

confidence: 99%

Incremental validity of the Child Behavior Checklist (CBCL) and the Strengths and Difficulties Questionnaire (SDQ) in Vietnam

Dang

Nguyen

Weiss

2017

Asian Journal of Psychiatry

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“…Recent studies conducted by Sridawruang et al (2010) and Trinh et al (2009) about sex education attitudes in Thailand and Vietnam, respectively, indicated that parents think their children are too young to deal with sexual issues. Furthermore, they mentioned that the parents were afraid that if they gave information to their teens, they would engage in sexual intercourse.…”

Section: Discussionmentioning

confidence: 99%

Do Thai parents discuss sex and AIDS with young adolescents? A qualitative study

Meechamnan

Fongkaew

Chotibang

et al. 2013

Nursing & Health Sciences

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This qualitative study explored parents' and young adolescents' perceptions of communication related to sex and HIV/AIDS. Focus group discussions and group discussion were conducted among 67 adolescents and 30 parents. For the adolescents, group discussion using participatory activities was conducted, followed by five focus group discussions. Group discussions using participatory activities were conducted among parents. Thematic analysis indicated that the adolescents received inadequate information about sex and AIDS from their parents, whom they feared as providing negative judgment, and this represented a key barrier to such discussions. Their parents, on the other hand, reported that they believed their children were still too young to learn about and engage in sexual activities. The parents perceived barriers to communication included a lack of confidence and feelings of embarrassment. Nevertheless, they also recognized their important role in their child's sexual education. Collectively, these results draw attention to the need for a culturally appropriate program to strengthen parent-child communication skills for the topics of sex and HIV/AIDS.

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“…It is possible that students think parents are unable to help them to solve the problem or it is not discussed if there are wide gaps in communication between children and their parents (Trinh, Steckler, Ngo, & Ratliff, 2009). The situation is further complicated because children's experience at violence at home influence their bullying experiences outside.…”

Section: Discussionmentioning

confidence: 99%

Temporal patterns and predictors of bullying roles among adolescents in Vietnam: a school-based cohort study

Dunne

Campbell

et al. 2017

Psychology, Health & Medicine

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Although many cross-sectional studies have examined bullying experiences and correlated factors among adolescents in schools, relatively little is known about the extent to which bullying roles are stable or fluid over time. This short-term quantitative longitudinal study in Vietnam examined temporal patterns and predictors of bullying roles over an academic year. A total of 1424 middle and high school students aged 12-17 years completed two anonymous, self-administered questionnaires six months apart in 2014 and 2015. Young people were classified into different bullying roles as follow: not-involved (38.9%), victims only (24%), bullies only (6.6%), and bully-victims (40.4%) across the two times. About 60% of all surveyed students experienced bullying either as victim, bully, or bully-victim during the year. Of these students, nearly three in four indicated unstable bullying roles over time. Multivariate multinomial logistic regressions indicated factors ranging from individual (age, gender, and mental health) to family (social support, parental supervision and monitoring, witnessing parental violence, and conflict with siblings), school (perceived social support, teachers' attempt to stop bullying at school), and peers (social support, students' attempt to stop bullying at school) have significant associations with levels of bullying involvement. Implications for bullying prevention programs nationally and internationally are discussed.

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Parent communication about sexual issues with adolescents in Vietnam: content, contexts, and barriers

Cited by 34 publications

References 15 publications

Incremental validity of the Child Behavior Checklist (CBCL) and the Strengths and Difficulties Questionnaire (SDQ) in Vietnam

Incremental validity of the Child Behavior Checklist (CBCL) and the Strengths and Difficulties Questionnaire (SDQ) in Vietnam

Do Thai parents discuss sex and AIDS with young adolescents? A qualitative study

Temporal patterns and predictors of bullying roles among adolescents in Vietnam: a school-based cohort study

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