Advantageously, the assessment method is suitable for children with comorbid conditions (e.g., anxiety, depression, conduct problems) and various informants. Having valid and reliable instruments to identify these children is, therefore, of utmost importance.īoth in research and clinical care, assessments of intervention progress and outcome that are quick, easily administered, valid, and reliable are needed so that response to the intervention and possible adjustments to the intervention processes can be applied. Thus, it is important to prevent the development of anxiety and depression in children and adolescents. Such negative outcomes can cause serious health consequences and costs, for the youth, his or her family, and the society at large. Previous research also indicates that children with symptoms of anxiety and/or depression clearly experience a reduction in their daily functioning, even though they do not qualify for a full diagnosis. Depressive problems affect youth negatively in different life domains (e.g., lower academic achievement, more peer and family problems), and anxious youth are at greater risk for absenteeism, academic underachievement, low social acceptance, and impaired psychosocial functioning. Anxiety and depression often co-occur, and anxiety often precedes depression. Similarly, international studies have found a prevalence rate of mental health disorders from 7 to 23%. Approximately seven percent of children from population-based samples in Norway present symptoms that are compatible with a mental disorder. Symptoms of anxiety and depression are among the most common psychological difficulties diagnosed in children and adolescents. Trial registration in Clinical Trials: NCT02340637 June 12, 2014. These promising results indicate that the BPM may be a valid short assessment tool for measuring attentional, behavioral, and internalizing problems in children. Internal consistency was good, and the original three-factor solution of the BPM-P and BPM-T was confirmed based on our sample of school children at-risk for emotional problems. The model fit for the three-factor structure of the BPM was excellent for the BPM-P and good for the BPM-T. Multi-informant agreement between the parents and the teacher was moderate on the externalizing, attention, and total scales and low on the internalizing scale. Internal consistency was good throughout all domains for both the BPM-P and BPM-T, with a Cronbach’s alpha ranging from. Construct validity was assessed via confirmatory factor analysis. Internal consistency was measured using Cronbach’s alpha, and multi-informant agreement between the BPM-P and BPM-T was measured using Spearman’s correlations. Teachers (n = 750) and parents (n = 596) rated children using the BPM-T and BPM-P, respectively. Children aged 8–12 years with self-reported symptoms of anxiety and/or depression with one standard deviation above a chosen population’s mean were included in this study. Methodsīaseline data were collected from a national randomized controlled intervention study. This study examined the psychometric properties of the Norwegian version of the BPM parent (BPM-P) and teacher (BPM-T) versions, including internal reliability and construct validity at assessing children with internalizing problems. The Brief Problem Monitor (BPM) is an instrument designed for this purpose. Therefore, easily administered screening and early assessment methods with good reliability and validity are necessary to effectively identify children’s functioning and how these develop. Prevention is essential to reduce the development of symptomology among children and adolescents into disorders, thereby improving public health and reducing costs.
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