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Titolo:
Teacher-reported problem behaviour in Turkish immigrant and Dutch children: a cross-cultural comparison
Autore:
Crijnen, AAM; Bengi-Arslan, L; Verhulst, FC;
Indirizzi:
Erasmus Univ, Sophia Childrens Hosp, Dept Child & Adolescent Psychiat, NL-3000 CB Rotterdam, Netherlands Erasmus Univ Rotterdam Netherlands NL-3000CB CB Rotterdam, Netherlands
Titolo Testata:
ACTA PSYCHIATRICA SCANDINAVICA
fascicolo: 6, volume: 102, anno: 2000,
pagine: 439 - 444
SICI:
0001-690X(200012)102:6<439:TPBITI>2.0.ZU;2-A
Fonte:
ISI
Lingua:
ENG
Soggetto:
EMOTIONAL-PROBLEMS; AGES 6; AMERICAN; ADOLESCENTS; PARENTS;
Keywords:
cross-cultural comparison; immigration; child behaviour; adolescent behaviour; anxiety; Teacher's Report Form (TRF);
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Clinical Medicine
Life Sciences
Citazioni:
15
Recensione:
Indirizzi per estratti:
Indirizzo: Crijnen, AAM Erasmus Univ, Sophia Childrens Hosp, Dept Child & Adolescent Psychiat, POB2060, NL-3000 CB Rotterdam, Netherlands Erasmus Univ POB 2060 Rotterdam Netherlands NL-3000 CB lands
Citazione:
A.A.M. Crijnen et al., "Teacher-reported problem behaviour in Turkish immigrant and Dutch children: a cross-cultural comparison", ACT PSYC SC, 102(6), 2000, pp. 439-444

Abstract

Objective: To compare problem behaviour in Turkish immigrant children living in the Netherlands versus problem behaviour in Dutch children from the general population as reported by teachers. Method: Teacher's Report Forms (TRF) were filled out by Dutch teachers, and for a subsample also by Turkish immigrant teachers, concerning 524 Turkish immigrant children selected randomly from the immigrant population in twolarge cities in the Netherlands. TRFs completed for Turkish immigrant children were compared with TRFs filled out for 1625 children selected randomlyfrom the Dutch general population. Results: No significant differences were revealed between children from both cultures on the TRF total problems, internalizing, externalizing and specific syndrome scales. Turkish immigrant teachers, however, reported highertotal problems, internalizing and anxious/depressed scores for immigrant children than did Dutch teachers for the same immigrant children. Conclusion: No significant differences were found in the levels of behavioural and emotional problems reported by Dutch teachers for Turkish immigrant versus Dutch children. However, Turkish immigrant teachers reported high levels of anxiety and depression in immigrant children which go largely undetected by their Dutch teachers.

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Documento generato il 06/04/20 alle ore 01:52:27