Teacher-Rated Mental Health of Siblings of Children with Chronic Disorders
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| Title: | Teacher-Rated Mental Health of Siblings of Children with Chronic Disorders |
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| Language: | English |
| Authors: | Caitlin M. Prentice (ORCID |
| Source: | School Mental Health. 2024 16(4):1183-1196. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Foreign Countries, Students with Disabilities, Sibling Relationship, Siblings, Family Environment, Elementary School Students, Elementary School Teachers, Secondary School Students, Secondary School Teachers, Well Being, Teacher Attitudes, Peer Relationship, Hyperactivity, Student Problems, Emotional Problems, Prosocial Behavior, Mental Health |
| Geographic Terms: | Norway |
| DOI: | 10.1007/s12310-024-09685-3 |
| ISSN: | 1866-2625 1866-2633 |
| Abstract: | Siblings of children with chronic disorders are at a heightened risk for internalizing and externalizing problems. Studies on sibling mental health typically use parent report, and sometimes sibling self-report, but do not include the perspectives of teachers. We investigated how teachers and parents in Norway rated sibling mental health to gain a more coherent picture of siblings' well-being and functioning across the home and school contexts. We compared how siblings aged 8-16 years (45% boys, 54% girls) were scored on the strengths and difficulties questionnaire by teachers (n = 125), mothers (n = 115), and fathers (n = 81) with population norms and clinical cutoffs. For boys, the mean teacher scores did not indicate problems for total difficulties or any subscale except hyperactivity-inattention, but mean parent scores were higher for total difficulties and most subscales (d = 0.44 to 0.96). For girls, teachers indicated higher than norm scores for total difficulties, emotional problems, hyperactivity-inattention and peer problems (d = 0.26 to 0.46), while parents indicated higher total difficulties and problems across most subscales (d = 0.31 to 0.54). Prosocial behavior was as a relative strength of siblings across all raters. Siblings may not display the same level of mental health problems in school as at home, and teachers can offer an important perspective on siblings' mental health and functioning. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1449862 |
| Database: | ERIC |
| Abstract: | Siblings of children with chronic disorders are at a heightened risk for internalizing and externalizing problems. Studies on sibling mental health typically use parent report, and sometimes sibling self-report, but do not include the perspectives of teachers. We investigated how teachers and parents in Norway rated sibling mental health to gain a more coherent picture of siblings' well-being and functioning across the home and school contexts. We compared how siblings aged 8-16 years (45% boys, 54% girls) were scored on the strengths and difficulties questionnaire by teachers (n = 125), mothers (n = 115), and fathers (n = 81) with population norms and clinical cutoffs. For boys, the mean teacher scores did not indicate problems for total difficulties or any subscale except hyperactivity-inattention, but mean parent scores were higher for total difficulties and most subscales (d = 0.44 to 0.96). For girls, teachers indicated higher than norm scores for total difficulties, emotional problems, hyperactivity-inattention and peer problems (d = 0.26 to 0.46), while parents indicated higher total difficulties and problems across most subscales (d = 0.31 to 0.54). Prosocial behavior was as a relative strength of siblings across all raters. Siblings may not display the same level of mental health problems in school as at home, and teachers can offer an important perspective on siblings' mental health and functioning. |
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| ISSN: | 1866-2625 1866-2633 |
| DOI: | 10.1007/s12310-024-09685-3 |
