Publication date: January 2019
Source: Children and Youth Services Review, Volume 96
Author(s): I. Bibou-Nakou, A. Markos, S. Padeliadu, P. Chatzilampou, S. Ververidou
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.