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As can be seen in Table 2, parents consistently reported more child problems than teachers.
The parents, compared to the teachers, then reported more child problems than usual.
When teachers did rate more child problems, this was strongly linked to teachers' perceptions of a teacher child relationship characterized by conflict.
When teachers rated more child problems, this was strongly associated with conflict in the teacher child relationship, which predicted disagreement more than other factors.
Teachers also reported more child problems when parents were more stressed, but not enough to diminish the gap to the high problem scores of the parents.
Overall, parents usually report more child problems than teachers do, but if there is high teacher child conflict, then teachers surpass even the parents in perceiving child problems, as evident in Table 5.
Similar(54)
For example, the "Child Behaviour" construct was categorized in its simplest form into "more child behaviour problems" and "fewer child behaviour problems".
Fitting our findings within this framework, we found that poorer psychosocial health in parents was associated with background/context variables (i.e., female gender, younger age, less education); child characteristics (i.e., poorer quality of life, more child behavior problems); caregiver strain; and coping/supportive factors (i.e., family function).
"If we have more children, our problems will also multiply," he said.
In this respect the aim of the project to recognize and treat more child mental health problems within general practice is fulfilled.
To determine the direction of the discrepancies, i.e., whether parents or teachers reported more or less child problems than the other, CBCL-TRF means were calculated across four levels of scores (cut points along the 25th, 50th, and 75th percentiles) of the two significant independent variables in the model.
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