Emotional availability (EA) is a method to assess early parent–child dyadic interactions for emotional awareness, perception, experience, and expression between child and parent that describe global relational quality (Z. Biringen & M. Easterbrooks, 2012). The current study aimed to examine the effects of an infant's diagnosis of autism spectrum disorders (ASDs), other psychiatric disorders (OPD), and developmental delay (DD) on the maternal EA Scale (EAS; Z. Biringen & M. Easterbrooks, 2012; Z. Biringen, J.L. Robinson, & R.N. Emde, 2000) scores and the relative contributions of infant's age, gender, diagnosis, developmental level, and maternal education on EAS scores in a clinical Turkish sample. Three hundred forty-five infant–mother dyads participated in this study. Results of the research indicated that EAS adult scores were associated with maternal education and infant's diagnosis whereas child scores were associated with infant's age, diagnosis, and developmental level. Infants' involvement and responsiveness to the mother were lower in the group with ASD. Children with OPD, particularly when their mothers have lower education, might be at increased risk of having problems in parent–child interactions. Young ASD subjects with developmental delay are in greatest need of support to increase reactions toward their mother. These findings underscore the importance of using all of the EA dimensions rather than only one measure on children in high-risk populations. La Disponibilidad Emocional (EA) es un método para evaluar las interacciones diádicas entre progenitor y niño en cuanto a consciencia emocional, percepción, experiencia y expresión entre niño y progenitor, el cual describe la calidad de la relación de manera global (Biringen & Easterbrooks, 2012). El presente estudio se propuso examinar los efectos que las diagnosis de infantes de Trastornos dentro del Espectro de Autismo (ASD), Otros Trastornos Siquiátricos (OPD) y Retardo en el Desarrollo (DD) tienen sobre los puntajes (EAS) maternos en la Escala EA y las relativas contribuciones de la edad del infante, su género sexual, la diagnosis, el nivel de desarrollo y la educación materna sobre los puntajes EAS dentro de un grupo clínico turco. Trescientas cuarenta y cinco díadas infante-madre participaron en el estudio. Los resultados de la investigación indicaron que los puntajes adultos de EAS estaban asociados con la educación materna y la diagnosis del infante, mientras que los puntajes del niño se asociaron con la edad del infante, la diagnosis y el nivel de desarrollo. El involucramiento y sensibilidad de los infantes hacia la madre fueron más bajos en el grupo con ASD. Los niños con OPD, en particular cuando sus madres tenían una baja educación, pudieran presentar un aumento en el riesgo de tener problemas en las interacciones entre niño y progenitor. Individuos pequeños con ASD y retardo en el desarrollo presentan la mayor necesidad de apoyo para aumentar las reacciones hacia sus madres. Estos resultados subrayan la importancia de usar todas las dimensiones de EA, en vez de usar sólo una medida en los niños de poblaciones de alto riesgo. La Disponibilité Emotionnelle (DE en français, EA en anglais) est une méthode qui consiste à évaluer les interactions dyadiques précoces parent-enfant pour y voir la conscience émotionnelle, la perception, l'expérience et l'expression entre un enfant et un parent qui décrivent la qualité globale relationnelle (Biringen & Easterbrooks, 2012). Cette étude s'est donné pour but d'examiner les effets du diagnostic de Troubles du Spectre Autistique (TSA), d'Autres Troubles Psychiatriques (OPD en anglais) et de Retard du Développement (RT) sur les échelles maternelles EAS et les contributions relative de l'âge du nourrisson, de son sexe, du diagnostic, du niveau de développement et de l'éducation maternelle sur les scores EAS chez un échantillon clinique turc. Trois cent quarante-cinq dyades nourrisson-mère ont participé à l'étude. Les résultats des recherches indiquent que les scores EAS adultes étaient liés à l'éducation maternelle et au diagnostic du nourrisson, alors que les scores de l'enfant étaient liés à l'âge du nourrisson, au diagnostic et au niveau de développement. L'implication des enfants et leur réaction à leur mère étaient moins élevés chez le groupe avec TSA. Les enfants ayant des OPD, particulièrement lorsque leurs mères étaient moins éduquées, pourraient être à risque plus élevé d'avoir des problèmes dans les interactions parent enfant. Les jeunes sujets TSA avec des retards de développement ont beaucoup plus besoin de soutien afin d'augmenter les réactions envers leurs mères. Ces résultats soulignent l'importance qu'il existe d'utiliser toutes les dimensions de la DE, plutôt qu'une seule mesure chez les enfants de populations à risque élevé. Die Emotionale Verfügbarkeit (EA) ist eine Methode zur Erfassung von frühen dyadischen Eltern-Kind-Interaktionen hinsichtlich emotionalem Bewusstsein, emotionaler Wahrnehmung, Erfahrung und Ausdruck zwischen Kind und Eltern, die zusammen die globale Beziehungsqualität abbilden (Biringen & Easter, 2012). Die aktuelle Studie zielte darauf ab, die Auswirkungen der Diagnosen Autismus-Spektrum-Störungen (ASD), anderen psychiatrischen Störungen (OPD) und Entwicklungsverzögerungen (DD) bei Säuglingen auf die mütterlichen EA-Skalenwerte (EAS) und die jeweiligen Beiträge des Alters, Geschlechts, der Diagnose und des Entwicklungsstandes des Kindes sowie der Bildung der Mutter auf die EAS anhand einer klinischen Stichprobe aus der Türkei zu untersuchen. 345 Mutter-Säugling-Dyaden nahmen an dieser Studie teil. Die Ergebnisse der Forschung zeigten, dass die EAS Werte der Mütter mit der mütterlichen Bildung und der kindlichen Diagnose assoziiert waren, während die Werte der Kinder mit dem kindlichen Alter, der Diagnose und dem Entwicklungsstand assoziiert waren. Die Beteiligung und Responsivität der Säuglinge auf ihre Mutter war in der Gruppe mit ASD niedriger. Bei Kindern mit OPD, vor allem bei denjenigen, deren Mütter eine geringere Bildung haben, könnte ein erhöhtes Risiko für Probleme in der Eltern-Kind-Interaktion bestehen. Bei Kindern mit ASD und Entwicklungsverzögerungen besteht ein besonders großer Unterstützungsbedarf, im Hinblick darauf, ihre Responsivität auf ihre Mütter zu erhöhen. Diese Ergebnisse unterstreichen die Bedeutung der Verwendung aller EA-Dimensionen bei Kindern aus Hochrisikogruppen. 情緒応答性Emotional Availability (EA)は、子どもと親の間の情緒の気づき、知覚、体験および表現について、早期の親子間の相互交流を評価する方法で、全体的な関係性の質を記述する(Biringen & Easterbrooks, 2012)。この研究は、トルコの臨床サンプルにおいて、自閉スペクトラム症(ASDs)、その他の精神障害(OPD)および発達遅延(DD)という乳児の診断が、母親の情緒応答性尺度得点EA Scale scores (EAS)に与える影響と、乳児の月齢、性別、診断、発達水準、および母親の教育の、EAS得点への相対的な寄与を調査することを目的とした。345組の乳児と母親がこの研究に参加した。研究結果から、EAS成人得点は、母親の教育および乳児の診断と関連したが、子どもの得点は、乳児の月齢、診断および発達水準と関連したことが示された。乳児の母親への関与と応答性は、ASD群で低かった。OPDの子どもは、特にその母親の教育が低い場合は、親子の相互交流に問題のある危険性が増加するだろう。発達遅延のある幼いASD児は、母親への反応を増加させるために支援を最も必要としている。これらの所見から、ハイリスク集団の子どもに対して、一つの測定項目だけで無く、すべてのEA次元を用いる重要性が、強調される。 情感可用性 (EA) 是一種方法用來評估早期親子二元互動中的感性認知丶知覺丶經驗和孩子和家長之間的描述全面關係質量的表達 (Biringen & Easterbrooks, 2012)。目前的研究旨在探討嬰兒自閉症譜系障礙 (自閉症) 丶其他精神疾病 (OPD) 和發展遲緩 (DD) 的診斷, 對母親EA量表評分 (EAS) 的影響, 與及嬰兒的年齡丶性別丶診斷丶發展水平和母親教育程度在臨床一個土耳其樣本EAS分數相對的影響。345個母嬰二人組合參加了這項研究。研究結果表明, 成年EAS評分與其母受教育程度和嬰兒的診斷有關, 而孩子評分與嬰兒的年齡丶診斷和發展水平有關。在ASD組裏, 嬰兒的參與和對母親之響應較低。OPD兒童, 尤其是母親具有較低教育的, 他們的親子互動問題風險可能增加。患有發育遲緩的ASD年輕研究參與者最需要提高對母親反應的支持。這些研究結果強調了在高危孩子群體中, 使用所有丶而不是只用一個EA維數的措施之重要性。
Background Clinicians increasingly serve youths from societal/cultural backgrounds different from their own. This raises questions about how to interpret what such youths report. Rescorla et al. (2019, European Child & Adolescent Psychiatry , 28 , 1107) found that much more variance in 72,493 parents’ ratings of their offspring’s mental health problems was accounted for by individual differences than by societal or cultural differences. Although parents’ reports are essential for clinical assessment of their offspring, they reflect parents’ perceptions of the offspring. Consequently, clinical assessment also requires self‐reports from the offspring themselves. To test effects of individual differences, society, and culture on youths’ self‐ratings of their problems and strengths, we analyzed Youth Self‐Report (YSR) scores for 39,849 11–17 year olds in 38 societies. Methods Indigenous researchers obtained YSR self‐ratings from population samples of youths in 38 societies representing 10 culture cluster identified in the Global Leadership and Organizational Behavioral Effectiveness study. Hierarchical linear modeling of scores on 17 problem scales and one strengths scale estimated the percent of variance accounted for by individual differences (including measurement error), society, and culture cluster. ANOVAs tested age and gender effects. Results Averaged across the 17 problem scales, individual differences accounted for 92.5% of variance, societal differences 6.0%, and cultural differences 1.5%. For strengths, individual differences accounted for 83.4% of variance, societal differences 10.1%, and cultural differences 6.5%. Age and gender had very small effects. Conclusions Like parents’ ratings, youths’ self‐ratings of problems were affected much more by individual differences than societal/cultural differences. Most variance in self‐rated strengths also reflected individual differences, but societal/cultural effects were larger than for problems, suggesting greater influence of social desirability. The clinical significance of individual differences in youths’ self‐reports should thus not be minimized by societal/cultural differences, which—while important—can be taken into account with appropriate norms, as can gender and age differences.
To determine whether Child Behavior Checklist/4-18 (CBCL) and Teacher Report Form (TRF) scores of children and adolescents with a first-time diagnosis of attention-deficit hyperactivity disorder (ADHD) are different and whether there is a similar difference in normal control subjects.We analyzed the CBCL and TRF scores of 146 patients (124 boys and 22 girls, aged 6 to 18 years; mean age 11.0 years, SD 3.6). We analyzed the same scores for 274 age and sex-matched control subjects recruited from a nationally representative sample.Subjects with ADHD had significantly higher CBCL and TRF scores than control subjects. Age was significantly correlated with scores on the CBCL and TRF subscales Social Withdrawal, Somatic Complaints, and Internalization Problems; with scores on the CBCL subscale Attention Problems; and with scores on the TRF subscale Anxiety-Depression. In the group with ADHD, age was negatively correlated with scores on the CBCL and TRF subscale Externalizing Problems and with scores on the TRF subscale Aggressive Behavior. In the control group, the only significant correlation was between age and the CBCL subscale Somatic Complaints score.These results indicate that underdiagnosis of ADHD in childhood may cause the emergence of greater internalization problems in adolescence.
In this study, the authors compared ratings of behavioral and emotional problems and positive qualities on the Youth Self-Report (T. M. Achenbach & L. A. Rescorla, 2001) by adolescents in general population samples from 24 countries (N = 27,206). For problem scales, country effect sizes (ESs) ranged from 3% to 9%, whereas those for gender and age ranged from less than 1% to 2%. Scores were significantly higher for girls than for boys on Internalizing Problems and significantly higher for boys than for girls on Externalizing Problems. Bicountry correlations for mean problem item scores averaged .69. For Total Problems, 17 of 24 countries scored within one standard deviation of the overall mean of 35.3. In the 19 countries for which parent ratings were also available, the mean of 20.5 for parent ratings was far lower than the self-report mean of 34.0 in the same 19 countries (d = 2.5). Results indicate considerable consistency across 24 countries in adolescents' self-reported problems but less consistency for positive qualities.
There is a growing need for multicultural collaboration in child mental health services, training, and research. To facilitate such collaboration, this study tested the 8-syndrome structure of the Child Behavior Checklist (CBCL) in 30 societies. Parents' CBCL ratings of 58,051 6- to 18-year-olds were subjected to confirmatory factor analyses, which were conducted separately for each society. Societies represented Asia; Africa; Australia; the Caribbean; Eastern, Western, Southern, and Northern Europe; the Middle East; and North America. Fit indices strongly supported the correlated 8-syndrome structure in each of 30 societies. The results support use of the syndromes in diverse societies.
As societies become increasingly diverse, mental health professionals need instruments for assessing emotional, behavioral, and social problems in terms of constructs that are supported within and across societies. Building on decades of research findings, multisample alignment confirmatory factor analyses tested an empirically based 8-syndrome model on parent ratings across 30 societies and youth self-ratings across 19 societies. The Child Behavior Checklist for Ages 6–18 and Youth Self-Report for Ages 11–18 were used to measure syndromes descriptively designated as Anxious/Depressed, Withdrawn/Depressed, Somatic Complaints, Social Problems, Thought Problems, Attention Problems, Rule-Breaking Behavior, and Aggressive Behavior. For both parent ratings (N = 61,703) and self-ratings (N = 29,486), results supported aggregation of problem items into 8 first-order syndromes for all societies (configural invariance), plus the invariance of item loadings (metric invariance) across the majority of societies. Supported across many societies in both parent and self-ratings, the 8 syndromes offer a parsimonious phenotypic taxonomy with clearly operationalized assessment criteria. Mental health professionals in many societies can use the 8 syndromes to assess children and youths for clinical, training, and scientific purposes.
We used population sample data from 25 societies to answer the following questions: (a) How consistently across societies do adolescents report more problems than their parents report about them? (b) Do levels of parent-adolescent agreement vary among societies for different kinds of problems? (c) How well do parents and adolescents in different societies agree on problem item ratings? (d) How much do parent-adolescent dyads within each society vary in agreement on item ratings? (e) How well do parent-adolescent dyads within each society agree on the adolescent's deviance status? We used five methods to test cross-informant agreement for ratings obtained from 27,861 adolescents ages 11 to 18 and their parents. Youth Self-Report (YSR) mean scores were significantly higher than Child Behavior Checklist (CBCL) mean scores for all problem scales in almost all societies, but the magnitude of the YSR-CBCL discrepancy varied across societies. Cross-informant correlations for problem scale scores varied more across societies than across types of problems. Across societies, parents and adolescents tended to rate the same items as low, medium, or high, but within-dyad parent-adolescent item agreement varied widely in every society. In all societies, both parental noncorroboration of self-reported deviance and adolescent noncorroboration of parent-reported deviance were common. Results indicated many multicultural consistencies but also some important differences in parent-adolescent cross-informant agreement. Our findings provide valuable normative baselines against which to compare multicultural findings for clinical samples.
This study aimed to investigate and compare emotional and behavioral problems in Turkish adoptees and non-adopted peers raised by their biological parents.The study included 61 adopted children (34 female and 27 male) aged 6-18 years and 62 age- and gender-matched non-adopted children (35 female and 27 male). Parents rated their children's problem behaviors using the Child Behavior Checklist/6-18, temperament characteristics using the School Age Temperament Inventory, their own personality traits using the Basic Personality Traits Inventory, and their parenting styles using the Measure of Child Rearing Styles. Children rated their parents' availability and reliability as attachment figures using the Kerns Security Scale and parenting styles using the Measure of Child Rearing Styles. Adolescents aged 11-18 years self-rated their problem behaviors using the Youth Self Report. Group differences and correlations were analyzed.There were non-significant differences in all scale scores between the adopted and non-adopted groups. In contrast to the literature, age of the children at the time of adoption was not associated with problem behaviors or attachment relationships. On the other hand, the findings indicate that as the age at which the children learned that they had been adopted increased emotional and behavioral problems increased.Adoption alone could not explain the problem behaviors observed in the adopted children; the observed problem behaviors should be considered within the context of the developmental process.
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