Race/ethnicity and inter-informant agreement in assessing adolescent psychopathology
Race/ethnicity and inter-informant agreement in assessing adolescent psychopathology
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DOI：
10.1177/10634266040120030201
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发表时间：
2004-09-01
影响因子：
1.9
通讯作者：
Hough, RL
中科院分区：
文献类型：
--
作者：
Lau, AS;Garland, AF;Hough, RL
作者在600名青少年的样本中研究了种族/民族对青少年心理病理评分模式的影响，这些模式由青少年、父母和老师完成。在父母和老师的报告中，行为问题出现了明显的种族/民族差异，但在青少年的自我报告中却没有。差异分数显示，少数族裔父母报告的行为问题比青少年少。这些发现对寻求治疗具有重要意义，因为父母通常是青少年使用服务的发起者。与其他被调查者相比，教师报告的少数族裔青少年的内化问题较少，亚裔/太平洋岛民的外化问题较少，非裔美国人的外化问题较多。这些发现与许多解释一致，包括成人痛苦阈值的文化差异、教师的种族/民族偏见以及症状表达的文化差异。
The authors examined the influence of race/ethnicity on patterns of ratings of adolescent psychopathology completed by adolescents, parents, and teachers in a sample of 600 adolescents. Robust racial/ethnic differences in behavior problems emerged with parent and teacher reports, but not with adolescent self-reports. Discrepancy scores revealed that minority parents reported fewer behavior problems than did youth. Such findings have important implications for treatment seeking,as parents are often the initiators of service use for youth. Compared to other informants, teachers reported fewer internalizing problems among minority adolescents in general, fewer externalizing problems in Asian/Pacific Islanders, and more externalizing problems for African Americans. These findings are consistent with a number of explanations, including cultural differences in adult distress thresholds, racial/ethnic bias among teachers, and cultural differences in symptom expression.