How do parents, teachers and clinicians assess young children's externalizing behaviour? Variation in their assessment and its impact on children's development

被引：6

作者：

Roskam, I. ^{[1
]}

Stievenart, M. ^{[1
]}

Meunier, J. -C. ^{[1
]}

Van de Moortele, G. ^{[1
]}

Kinoo, P. ^{[2
]}

Nassogne, M. -C. ^{[2
]}

机构：

[1] Catholic Univ Louvain, Fac Psychol, Inst Sci Psychol, B-1348 Louvain, Belgium

[2] Clin Univ St Luc, B-1200 Brussels, Belgium

来源：

PRATIQUES PSYCHOLOGIQUES | 2010年 / 16卷 / 04期

关键词：

Disruptive behavior; Assessment; Disagreement; Informants; Methods; EMOTIONAL-PROBLEMS; RISK-FACTOR; DISCREPANCIES; DEPRESSION; MOTHER; PSYCHOPATHOLOGY; DISAGREEMENT; CHILDHOOD; SYMPTOMS;

D O I：

10.1016/j.prps.2009.06.001

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

Present study aims at refining assessment of preschoolers' behavior. Data was provided with questionnaires and observation on 118 preschoolers when recruited and 12 months later by their parents, their teachers and clinicians. The results confirmed high variations in informants' ratings as well as negative effects of such variations regarding later child's development. The results imply the need for a multi-informant and multi-method assessment of preschoolers' disruptive behavior. The implications of our findings for clinical purpose are discussed. (C) 2009 Societe francaise de psychologie. Published by Elsevier Masson SAS. All rights reserved.

引用

页码：389 / 401

页数：13

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