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

• 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
• ISSN: 0190-7409; 1873-7765
• DOI: 10.1016/j.childyouth.2018.11.022

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.