Multi-informant evaluation of students' psychosocial status through SDQ in a national Greek sample

This paper presents evidence from a European funded program with national contribution regarding the screening of students using the Strengths and Difficulties Questionnaire (SDQ). The aim of the present study is two-fold: a) to provide a thorough investigation of the factor structure of the Greek p...

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Bibliographic Details
Published in:Children and youth services review 2019-01, Vol.96, p.47-54
Main Authors: Bibou-Nakou, I., Markos, A., Padeliadu, S., Chatzilampou, P., Ververidou, S.
Format: Article
Language:English
Subjects:
Attention deficits
Behavior problems
Clinical assessment
Educational evaluation
Emotional disturbances
Emotions
Ethnicity
Factror sturcture
Health problems
Hyperactivity
Immigrants
Immigration
Medical personnel
Medical screening
Mental health
Mental health professionals
Prosocial behavior
Psychosocial factors
Psychosocial functioning
Psychosocial well being
Questionnaires
Strengths and difficulties questionnaire
Students
students' mental health
Teachers
Tests
Well being
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Summary:This paper presents evidence from a European funded program with national contribution regarding the screening of students using the Strengths and Difficulties Questionnaire (SDQ). The aim of the present study is two-fold: a) to provide a thorough investigation of the factor structure of the Greek parent, teacher, and student versions of the SDQ, and b) to examine psychosocial functioning of a non-clinical student sample, as well as potential differences as a function of student gender, age, grade or year of schooling, and immigration background The study instruments (SDQ, The Short Mood and Feelings Questionnaire, and The Classmate Support Scale) were administered to a national sample of 6290 students, aged 11 to 15 years. Results provided support for the hypothesised five-factor structure of the SDQ. Agreement was higher between parent and student reports. Immigrants had higher scores in total difficulties, hyperactivity-inattention, and emotional problems than natives, whereas natives were given higher scores on peer problems and prosocial behaviour. Assessing the psychosocial well being of students' based on a multi-informant approach has implications for schools and mental health professionals.
ISSN:0190-7409
1873-7765
DOI:10.1016/j.childyouth.2018.11.022