Author(s):
Ivanova, Masha Y. ; Rescorla, Leslie A. ; Bjarnadottir, Gudrun ; Dias, Pedro ; Doepfner, Manfred ; Frigerio, Alessandra ; Jusiene, Roma ; Lecannelier, Felipe ; Lima, Vânia Sousa ; Lobel, Sofia P. ; Achenbach, Thomas M. ; Bilenberg, Niels ; Denner, Silvia ; Dobrean, Anca ; Esmaeili, Elaheh Mohammad ; Gudmundsson, Halldor S. ; Kristensen, Solvejg ; Leung, Patrick W.L. ; Liu, Jianghong ; Machado, Bárbara César ; Markovic, Jasminka ; Montirosso, Rosario ; Pronaj, Adelina A. ; Rojas, Pamela O. ; Shahini, Mimoza ; van der Ende, Jan ; Mas, Paola A. ; Plueck, Julia ; Rodriguez, Jorge T. ; Schmeck, Klaus ; Silva, Jaime R. ; Verhulst, Frank C.
Date: 2011
Persistent ID: http://hdl.handle.net/10400.14/13148
Origin: Veritati - Repositório Institucional da Universidade Católica Portuguesa
Description
Caregivers and teachers from 14 societies rated 9,389 1.5 to 5-year-olds on the Caregiver-Teacher Report Form (C-TRF; Achenbach & Rescorla, 2000). General population samples were obtained in Asia; the Middle East; Eastern, Northern, Central, Western, and Southern Europe; and South America. The 2-level 6-syndrome C-TRF model derived on a mostly U.S. sample was tested separately for each society. This model or a slightly modified 2-level 5-syndrome version of the model fit the data for 10 of the 14 societies. The findings generally support use of the C-TRF with children of diverse backgrounds. The multicultural generalizability of C-TRF syndromes suggests that they can be used as taxonomic constructs for preschoolers’ psychopathology, which can facilitate international communication and collaboration between clinicians, researchers, and educators working with young children.
