Mental Health Problems of Deaf Dutch Children As Indicated by Parents’ Responses to the Child Behavior Checklist

EMOTIONAL/BEHAVIORAL PROBLEMS of 238 deaf Dutch children ages 4–18 years were studied. Parental reports indicated that 41% had emotional/behavioral problems, a rate nearly 2.6 times higher than the 16% reported by parents of a Dutch normative sample. Mental health problems seemed most prevalent in f...

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Bibliographic Details
Published in:American annals of the deaf (Washington, D.C. 1886) D.C. 1886), 2004, Vol.148 (5), p.390-395
Main Authors: van Eldik, Theo, Treffers, Philip D. A., Veerman, Jan W., Verhulst, Frank C.
Format: Article
Language:English
Subjects:
Adolescent
Adolescents
Anxiety
Behavior
Child
Child Behavior Disorders - epidemiology
Child Behavior Disorders - etiology
Child health services
Child psychiatry
Child, Preschool
Children
Children & youth
Cognition
Control Groups
Data Analysis
Deafness
Deafness - complications
Deafness - psychology
Dutch language
Education, Special
Educational Environment
Emotional problems
Emotions
Female
Hearing loss
Humans
Intelligence
Male
Mental depression
Mental health
Mental Health Services
Netherlands
Normativity
Parent-child relations
Parents
Parents & parenting
Prevalence
Psychometrics - methods
Respondents
Stress
Teachers
Total Communication
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Summary:EMOTIONAL/BEHAVIORAL PROBLEMS of 238 deaf Dutch children ages 4–18 years were studied. Parental reports indicated that 41% had emotional/behavioral problems, a rate nearly 2.6 times higher than the 16% reported by parents of a Dutch normative sample. Mental health problems seemed most prevalent in families with poor parent-child communication. Deaf children ages 12–18 showed more problems with anxiety and depression and more social problems than those ages 4–11. Deaf children with relatively low intelligence showed more social problems, thought problems, and attention problems than those with relatively high intelligence. The authors stress the need to get information on deaf children’s mental health functioning not just from parents but from other informants such as teachers and the children themselves. An expansion assessment of deaf children, and of special services and treatments for deaf children and adolescents with emotional/behavioral problems, is recommended.
ISSN:0002-726X
1543-0375
1543-0375
DOI:10.1353/aad.2004.0002