Adolescent Internalizing Symptoms: The Importance of Multi-Informant Assessments in Childhood

Adolescent Internalizing Symptoms: The Importance of Multi-Informant Assessments in Childhood

Adolescent Internalizing Symptoms: The Importance of Multi-Informant Assessments in Childhood

Adolescent Internalizing Symptoms: The Importance of Multi-Informant Assessments in Childhoods

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Référence bibliographique [20911]

Navarro, Marie C., Orri, Massimiliano, Nagin, Daniel S., Tremblay, Richard E., Oncioiu, Sînziana I., Ahun, Marilyn N., Melchior, Maria, van der Waerden, Judith, Galéra, Cédric et Côté, Sylvana M. 2020. «Adolescent Internalizing Symptoms: The Importance of Multi-Informant Assessments in Childhood ». Journal of Affective Disorders, vol. 266, p. 702-709.

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1. Objectifs


Intentions :
The aims of this study were to: «identify typical and atypical developmental trajectories of internalizing symptoms from 1.5 to 12 years using both maternal and teacher assessments; […] model the association between risk factors, assessed when the child was 5 months, and membership on the identified trajectories; and […] test the associations between these trajectories and adolescent self-reported generalized anxiety, depression, and social phobia symptoms.» (p. 703)

2. Méthode


Échantillon/Matériau :
«Data came from the Québec Longitudinal Study of Child-Development (QLSCD), a longitudinal population-based cohort. Participants were selected from the Québec Birth Registry and the initial representative sample comprised 2120 singletons born in Québec, Canada in 1997/1998. […] This study is based on 1431 children [749 girls and 682 boys] with at least 4 mother-reported and 2 teacher-reported assessments of internalizing symptoms.» (p. 703)

Instruments :
Questionnaires

Type de traitement des données :
Analyse statistique

3. Résumé


L’analyse des données révèle plusieurs incohérences entre les propos des mères et ceux des enseignants. Selon les auteurs, plusieurs facteurs peuvent expliquer ces résultats. «First, [they] assess symptoms according to the behaviors exhibited in different settings. […] Second, differences between mother and teacher assessments may depend on the informants’ characteristics. For example, studies showed that maternal characteristics such as depressive symptoms may influence mothers’ report of child behavior […]. Third, although there is rank stability in mothers’ and teachers’ evaluations, they did not assess children at the same time points but across different developmental periods. [Moreover, low] socioeconomic status, low maternal age at birth, maternal depressive symptoms and maternal overprotection were associated with membership in the Mother & teacher high group. Focusing on the Mother moderate/teacher high group, low maternal age at birth, maternal depression, maternal coercion and low maternal awareness of child qualities tended to be associated with increased risk of membership in this group. […] Exposure to maternal depressive symptoms is a robust risk factor for child and adolescent internalizing symptoms […]. Evidence also suggests that parenting practices, including overprotection, are associated with an increased risk of anxiety and depression symptoms in children […]. These findings underscore the importance of considering the family context.» (p. 707)