The strength and difficulties questionnaire: Predictive validity of parent and teacher ratings for help-seeking behaviour over one year

Carla Sharp, Tim J. Croudace, Ian M. Goodyer, Dagmar Amtmann

    Research output: Contribution to journalArticlepeer-review

    20 Citations (Scopus)

    Abstract

    Latent growth modelling was applied to investigate the predictive validity of the subscale and total difficulties scores from the Strengths and Difficulties Questionnaire (SDQ). Prospective data were collected on a community sample of n = 659 children (aged 7 to 11 years) over a one-year period. Outcomes at one year after baseline were defined in terms of parental help-seeking behaviour and worry. Teacher-reported SDQ summary scores were more predictive of help-seeking behaviour from both the general practitioner and the school than parent-reported SDQ scores. Changes (increases) in SDQ scores proved more useful in predicting help-seeking than initial scores. Gender, age and socioeconomic status were not related to help-seeking behaviour, but the parents of children with higher IQ scores were more likely to seek help. The usefulness of the SDQ to predict help-seeking behaviour for emotional-behaviour difficulties in community settings and its implications for service-use issues in the UK context are discussed.

    Original languageEnglish
    Pages (from-to)28-44
    Number of pages17
    JournalEducational and Child Psychology
    Volume22
    Issue number2
    Publication statusPublished - 1 Jul 2005

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