Child Psychopathology

The aim of the present study was to examine to what degree different mechanisms of moral disengagement were related to age, gender, bullying, and defending among school children. Three hundred and seventy-two Swedish children ranging in age from 10 to 14 years completed a questionnaire. Findings revealed that boys expressed significantly higher levels of moral justification, euphemistic labeling, diffusion of responsibility, distorting consequences, and victim attribution, as compared with girls. Whereas boys bullied others significantly more often than girls, age was unrelated to bullying. Moral justification and victim attribution were the only dimensions of moral disengagement that significantly related to bullying. Furthermore, younger children and girls were more likely to defend victims. Diffusion of responsibility and victim attribution were significantly and negatively related to defending, while the other dimensions of moral disengagement were unrelated to defending.

گسترش سازهي هوش هيجاني در متون روانشناختي منجر به راه اندازي
پژوهشهاي نوين در اين حيطه شده است. يافتـههـاي پژوهشـي نشـان
ميدهند كه هوش هيجاني با عوامل متعدد رواني اجتماعي همبسته بـوده
و نقش اساسي در مشكلات بين فردي ايفا ميكند. هدف پژوهش حاضـر
بررسي رابطهي هوش هيجاني و مشكلات بين فردي بود. بـدين منظـور
140 نفر از دانشجويان دانشگاه سمنان به شيوهي نمونـهگيـري تصـادفي
خوشهاي انتخـاب و توسـط پرسشـنامههـاي هـوش هيجـاني بـار/ اُن و
مشكلات بين فردي (باركهام، هاردي و استارتوپ، 1994) مـورد ارزيـابي
قرار گرفتند. نتايج بيانگر اين بود كه بين اكثر مؤلفههاي هوش هيجاني و
مشـكلات بــين فــردي رابطــهي منفــي و معنــادار وجــود دارد. همچنــين
مؤلفههاي مختلف هوش هيجاني برخي از جنبههاي مشكلات بين فردي
را مورد پيشبيني قرار دادند. در مجموع، بر اسـاس يافتـههـاي پـژوهش
حاضر ميتوان گفت كه هوش هيجاني با تأمين سلامت رواني، مشكلات
بين فردي را كاهش داده و باعث بهبود كيفيـت روابـط اجتمـاعي و بـين
فردي ميشود.

The aim of this study was to observe whether the independent presence of Sluggish Cognitive Tempo (SCT) directly impacts on the Executive Function (EF), and to determine whether there are deficits in EF that are unique to ADHD predominantly inattentive (ADHD-I) or SCT. Method: Seventy-six participants aged 6 to 17 years and their parents were assessed using a diagnostic interview, an instrument that assesses the EF, and another instrument that assesses the SCT. Two hierarchical linear regression models were performed. The first one analyzed the independent relationship between SCT and EF, and the second model added the symptomatology of ADHD-I. Results: The SCT has a statistically significant direct relation on the EF deficits and remains in the second model even with the inclusion of the ADHD-I. Conclusion: The SCT and ADHD-I symptoms independently promote executive deficits. Children with ADHD-I symptoms showed deficits in most areas of the EF. Deficits in inhibition and initiative are unique to inattention.

The Strengths and Difficulties Questionnaire (SDQ) is a widely used psychopathology screening tool that measures
children’s emotional symptoms, peer problems, conduct problems, hyperactivity/inattention, and prosocial behavior.
Previous psychometric studies of the SDQ focused primarily on older children in Western cultures and suffered from
several methodological limitations. This study examined the reliability, factor structure, convergent, and discriminant
validity of the SDQ by focusing on young Asian American children and using more rigorous methods. The five-factor
structure of the SDQ was confirmed by confirmatory factor analysis. The ω coefficients indicated adequate reliability for
all subscales except parent-rated peer problems and conduct problems. The correlated trait–correlated method minus
one multitrait–multimethod model provided evidence for convergent validity and discriminant validity of all subscales
except for conduct problems relative to hyperactivity/inattention. This study provided new evidence for the psychometric properties of the SDQ in young children and cultural suitability of the SDQ for Asian Americans.