Sentences with phrase «s total difficulty»

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The measure affords a combined total difficulty score as well as total strengths score.

Mean difficulties were generally higher than published normative scores and 25 percent of children were reported to have scored in the clinical range (total difficulties).

Cronbach alphas of 0.70 and above for the Total Difficulty scores have consistently been reported (Goodman, 2001; Goodman, Meltzer & Bailey, 2003; Hawes & Dadds, 2001; Mellor, 2004; Widenfelt et al., 2003; Smedje et al., 1999) and investigators consistently report Cronbach alphas of 0.70 and above for all Teacher rated subscales (Goodman, 2001; Mellor, 2004; Widenfelt et al., 2003).

The general community group scored significantly higher than the normative group on total difficulties, emotional symptoms and hyperactivity - inattention subscales.

Due to the ordinal and categorical nature of the response options, reliability was assessed using polychoric correlation - based version of the reliability coefficients.45 These analyses suggested satisfactory internal consistency for the SDQ total difficulties scale (α = 0.86) and for all subscales (α emotional problems = 0.82, conduct problems = 0.71, hyperactivity — inattention = 0.76, peer problems = 0.75 and prosocial behaviours = 0.77).

Self - esteem and self - assessment of academic performance is the key factors affecting total difficulties of left - behind children.

; and, 3) which individual and family factors could anticipate the left behind children's total difficulties?

In terms of migration time, there is a difference in the total difficulties score between groups of children having parents working away from home F (319) = 5.408, p = 0.005.

The Total Difficulties scale represents the sum of items on the four psychopathology scales (Emotional Symptoms, Peer Relationship Problems, Conduct Problems, Hyperactivity - Inattention); BFQ - C, short form of the Big Five Questionnaire for Children; CTNI / CTNS, Connection to Nature Index / Connectedness to Nature Scale.

We calculated a SDQ total difficulties score by summing individual subscale scores (excluding the prosocial subscale).

A total difficulties score ranging from 0 to 40 was derived by summing all subscales excluding prosocial behaviours.16 Total difficulties scores are considered to provide an indicator of level of risk for emotional or behavioural problems.

It means that, if left - behind children's self - esteem and success in their school performance can reduces the total difficulties of left - behind children in this study.

Table 2 shows that 17.4 % and 1.5 % of the total difficulties score of self - reported children having parents working far from home are in the borderline and abnormal band, respectively.

In terms of residential area of surveyed participants, one notable point is that there is statistical significance in the total difficulties scores in children whose parents work away from home (F (412) = 12.709, p = 0.00).

An overall score representing total difficulties was computed by summing the externalizing and internalizing behavior subscales; α coefficients for parent and teacher reports ranged from 0.70 to 0.85.

Comparison between LBC and Non-LBC groups indicated a statistically significant difference in the total difficulties score between the two groups and each aspect of the psychological well - being.

The mean SDQ score was 12.3 (SD = 7.3)(see online supplementary additional file 1 for a graph of the distribution of total difficulties scores).

The data in Table 4 shows that there is a difference in the total difficulties score between groups of children whose parents migrate for employment (F (397) = 4.743, p = 0.00).

In order to model the impact on children's total difficulties, an analysis of multiple linear regression was carried out by establishing Enter's models (at the same time putting the variables into the model).

For the parent report version of the SDQ used in the current study, the new four - band classification system for total difficulties scores is as follows: 0 — 13 «close to average», 14 — 16 «slightly raised», 17 — 19 «high» and above 19 «very high».17 For the purposes of analysis, we considered that all children with a total difficulties score below the threshold for high risk of emotional or behavioural problems (< 17) had «good» mental health.18 — 20 The SDQ has previously been found to be acceptable, 21 reliable and valid22 among the SEARCH cohort.

One of our research questions is which individual and family factors could anticipate the children's total difficulties?

Results: As reported by the surveyed children, the SDQ mean total difficulties score of those having migrant parents was 12.55 (SD = 5.96) and 18.9 % of these children had scores higher than the cut - off score.

Our study demonstrated that children of migrant parents had a higher total difficulties score than that of children with non-migrant parents (Table 4).

The compared total difficulties score reported by children having parents working away from home in our study is higher than that of children in a study of Dang Hoang Minh et al. who also used a SDQ scale for 591 adolescents (18.9 % vs. 10.73 %).

In terms of gender, there is no difference in total difficulties score between girls and boys.

The remaining four scales are negative, which are added together to score the total difficulties score.

The general trend is that the LBC reported to have higher scores of total difficulties and specific expressions including hyperactivity / inattention, emotional symptoms, peer relationship problems, conduct problems than that of non-LBC.

Overall, the total difficulties score of LBC is higher than that of non-LBC, 12.55 of mean score when compared with 10.17 of children living with parents.

This partially explains a higher total difficulties score in children of mothers migrating for employment than those of fathers in the same situation.

It means that, if left - behind children's self - esteem and success in their school performance increases, the total difficulties of these children can be reduced.

#For the Strengths and Difficulties Questionnaire subscales, scores corresponding to the 80th percentile (ie, equating to the cut - off describing a «Borderline» rating) were: Emotional Symptoms = 5, Peer Relationship Problems = 3, Conduct Problems = 3, Hyperactivity - Inattention = 6, Prosocial Behaviour (20th percentile) = 7 and Total Difficulties = 16.

* SDQ total difficulties scores of 17 or more indicate high risk of emotional or behavioural problems.

When teachers scored the children's behavior as problematic (SDQ - total difficulties score), the mother's YSQ of these children showed higher EMS scores in all domains, in domain 1 (disconnection and rejection), domain 4 (otherdirectedness), and domain 5 (see above) even significantly.

In comparison to the TAU group, significant reductions in children's total difficulties and conduct problems, as measured by the Strengths and Difficulties Questionnaire, decreased parental stress and increased parental confidence were observed in the PPCP group.

Decrease in conduct problems and total difficulties and an increase in prosocial behaviour as measured by Strengths and Difficulties Questionnaire.

Results showed that the parents in the PPAP group (n = 38) rated their adolescents as having significantly improved in terms of total difficulties, peer difficulties, and conduct difficulties on the Strengths and Difficulties Questionnaire, when compared to the routine clinical care control group (n = 17).

Compared to the waiting list group post-programme, the PPAP group displayed significant reductions in total difficulties and conduct problems as measured by the Strengths and Difficulties Questionnaire, decreased parental stress as measured by the Parenting Stress Index, increased parental satisfaction as measured by the Kansas Parenting Scale, as well as significant improvements in parent - defined problems and goals.

This pattern of change in means over the decade between the 2005 study and ours appears consistent with the small, but significant, increases observed between 2007 and 2012 in the self - report subscale means for Total Difficulties, Emotional Symptoms, Peer Relationship Problems and Hyperactivity - Inattention (but a decrease in Conduct Problems) in nationally representative New Zealand samples of children aged 12 — 15 years, 28 and with a similar increase in Emotional Symptoms and decrease in Conduct Problems between 2009 and 2014 in English community samples of children aged 11 — 13 years.29 The mean PLE score in the MCS sample aligned closely with that reported previously for a relatively deprived inner - city London, UK, community sample aged 9 — 12 years19 using these same nine items, although the overall prevalence of a «Certainly True» to at least one of the nine items in the MCS (52.2 %) was lower than that obtained in the London sample (66.0 %).8

The remaining 108 items assessed a range of child mental health and well - being constructs, including: Social Integration, Prosocial Behaviour, Peer Relationship Problems, Supportive Relationships (at home, school and in the community), Empathy, Emotional Symptoms, Conduct Problems, Aggression, Attention, Inhibitory Control, Hyperactivity - Inattention, Total Difficulties (internalising and externalising psychopathology), Perceptual Sensitivity, Psychotic - Like Experiences, Personality, Self - esteem, Daytime Sleepiness and Connection to Nature (engagement with natural environment).

Items and response options were unmodified from the original scale, and the standard scoring metric applied: five items assessed each of the subscales, and Total Difficulties was computed by summing the 20 items from the four psychopathology subscales.

The vast majority of those children whose scores were in the normal range at pre-school also scored in the normal range at entry to primary school, particularly in relation to the pro-social and total difficulties scores; 94 % of children whose total difficulty score at age 3 was classified as normal also had a score in the normal range at school entry.

The highest associations between early and later scores were observed in relation to the total difficulties scale where those with borderline scores and those with abnormal scores at age 3 had odds 8 and 17 times higher than those with normal scores of having a score in the higher ranges at age 5.

The difference between children in the least and most deprived areas was the most extreme in relation to conduct problems (23 % versus 41 % had borderline or abnormal scores for this), hyperactivity (13 % versus 27 %), and total difficulties (7 % versus 20 %).

There is a strong correlation between a child's total difficulties scores at pre-school and primary school suggesting that the particular social, emotional and behavioural characteristics which children exhibit at pre-school remain, for the most part, at the point they start primary school.

Among these, just under a third had a high total difficulties score.

Table 3.1 Socio - demographic and socio - economic characteristics of children who score in the borderline or abnormal ranges for each SDQ sub-scale and the total difficulties scale at school entry

The total difficulties score ranges from 0 to 40: according to recommended practice, a cut - off score of 15 or more was used to indicate a «high» value corresponding to abnormal or borderline abnormal levels of problems.

Thirteen per cent of children had a total difficulties score that was indicative of, or bordered on, severe social, behavioural and / or emotional problems (sometimes referred to as «poor mental health» in this report).