Socioemotional characteristics of minors in foster care: A comparison between the estimation of parents, teachers and children

Gil‐Llario, María Dolores; Ceccato, Roberta; Mañes, Rosa Molero; Ballester‐Arnal, Rafael

doi:10.1016/j.childyouth.2013.01.013

Cited by 4 publications

(2 citation statements)

References 11 publications

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“…In contrast, many other research findings have suggested that parents and teachers differ in their evaluations. For example, Llario et al, (2013) found that foster parents tended to view the externalizing behavior problems of minority children, aged between six and 12, to be more serious than did teachers. Rosas, Chaiken, and Case (2007) found that parents gave more negative evaluations than teachers when evaluating children's protective factors and problem behaviors.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Problem Behaviors of Children from Multicultural and Mono-cultural Families in Korea: Differences in Behavior Evaluations between Parents and Teachers

Lim

Kang

2021

FWU Journal

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In recent years, multicultural families are increasing in Korea. In such multicultural families, there may be language and interpersonal difficulties that affect the children. Given the possibility of real problems affecting academics and the potential for bias, the perceptions of parents and teachers is of vital importance. In this study, parents' and teachers’evaluations of problem behaviors of 405 elementary school students were collected on the Korean Child Behavior Checklist and the Korean Teacher's Report Form. Studies have shown that parents in multicultural families tend to rate their children's problems more seriously than in mono cultural families in the areas of Withdrawal/Depressed, Attention Problems, and Rule-Breaking Behaviors.Teachers rated boys from multicultural families as more problematic with Withdrawal/Depressed, Attention Problems, Rule-Breaking Behaviors, and overall scores than boys from monocultural families. Parents tended to take their child's problematic behaviors more seriously than teachers.In general, younger students were found to be more vulnerable to behavioral problems. This may indicate that an intervention is needed to help the children acculturate.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Problem Behaviors of Children from Multicultural and Mono-cultural Families in Korea: Differences in Behavior Evaluations between Parents and Teachers

Lim

Kang

2021

FWU Journal

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“…Although it is clear that many children in home-based foster care have scores in the clinical range, only a few studies have examined the psychological problems of children in home-based foster care in Spain. A study by Gil-Lario et al (2013), for example, evaluated 32 children in foster care with BASC ratings by foster parents and teachers. Foster parents rated the children as significantly higher on internalizing, attention, and externalizing symptom dimensions as well as significantly lower on social and adaptive skills than teachers.…”

mentioning

confidence: 99%

Association of Foster Care and its Duration with Clinical Symptoms and Impairment: Foster Care versus Non-Foster Care Comparisons with Spanish Children

2019

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Objective The objective was to determine if Spanish foster care children and Spanish non-foster children differ on sluggish cognitive tempo (SCT), ADHD-inattention (IN), ADHD-hyperactivity/impulsivity (HI), oppositional defiant disorder (ODD), limited prosocial emotions (LPE), anxiety, depression, social and academic impairment measures and if the duration of foster care predicts a reduction in symptom and impairment differences between foster and non-foster care children. Method Foster care parents of 49 children (8 to 13 years, 57% girls) and non-foster care mothers and fathers of 1776 children (8 to 13 years, 49% girls) completed the Child and Adolescent Behavior Inventory (CABI). Results Foster care children had significantly higher scores on all symptom and impairment measures than non-foster care mother and father groups (d values from 0.37 to 1.53). A longer duration in foster care (range 8 to 86 months) was also associated with significant lower scores on SCT, ADHD-IN, anxiety, depression, and academic impairment. In addition, while foster care children with a shorter duration in foster care (less than medium months) had significantly higher scores than the non-foster care groups on all measures (d values from 0.66 to 2.25), children with a longer duration in foster care did not differ from the non-foster care groups on anxiety, depression, ADHD-IN, ADHD-HI, LPE, social and academic impairment. Conclusions Although foster care children had elevated psychopathology and impairment scores relative to non-foster care children, a longer stay in foster care was associated with the elimination of the difference on most symptom and impairment measures.

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Foster children's behavior problems and impulsivity in the family and school context

Bernedo

Salas

Fuentes

et al. 2014

Children and Youth Services Review

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Socioemotional characteristics of minors in foster care: A comparison between the estimation of parents, teachers and children

Cited by 4 publications

References 11 publications

Problem Behaviors of Children from Multicultural and Mono-cultural Families in Korea: Differences in Behavior Evaluations between Parents and Teachers

Problem Behaviors of Children from Multicultural and Mono-cultural Families in Korea: Differences in Behavior Evaluations between Parents and Teachers

Association of Foster Care and its Duration with Clinical Symptoms and Impairment: Foster Care versus Non-Foster Care Comparisons with Spanish Children

Foster children's behavior problems and impulsivity in the family and school context

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