Miraç Barış USTA, Koray KARABEKİROĞLU, Muazzez AYDIN, Berkan ŞAHİN, Abdullah BOZKURT, Tolga KARAOSMAN, Armağan ARAL, Ayşegül DUMAN KURT, Neriman KESİM, İrem ŞAHİN

The predictive social and emotional measures in toddlerhood for psychiatric morbidity in adolescence

Objective: We aimed to determine the predictive factors for psychiatric problem severity and/or clinical approval 10 years after first assessment between ages 1-4 years. Method: The children that were assessed with the CBCL and the BITSEA in their 1-4 years of age were included. The follow-up assessments were made by telephone interviews 10 years later by child psychiatry residents. The primary caregivers responded the follow-up questionnaire items, such as social/academic/behavioral functioning and self-esteem and the items regarding the psychiatric approval, diagnosis, and treatment history. Results: The CBCL-Internalizing scores in toddlerhood were found to be significantly inversely correlated with social and behavioral functioning level and self-esteem scores. The paternal and maternal BITSEA-Competence scores were found to be positively correlated with social and academic functioning. The CBCL Withdrawn/Depressed points at first evaulation were determined to be statistically significantly predictive for psychiatric diagnosis. Conclusion: The study revealed that some measures including CBCL and BITSEA completed in toddlerhood significantly indicate the children under risk of psychiatric morbidity in adolescence. Therefore, we conclude that the widespread use of this assessment measures in toddlers and the referral of the group under risk to the psychiatry units for further investigations could be useful preventive interventions.

Keywords:

Early childhood, assessment, follow-up,

PDF

___

1) Lamb ME, Teti DM, Bornstein MH, Nash A. Infancy. In: Child and Adolescent Psychiatry. A Comprehensive Textbook. 3.Ed: Lewis M. Lippincott Williams & Wilkins; 2002
2) Minde K. The relevance of infant psychiatry to the understanding of adult psychopathology. Can J Psychiatry 1987;32:513-517.
3) Briggs-Gowan MJ, Carter AS, Bosson-Heenan J, Guyer AE, Horwitz SM. Are Infant-Toddler Social-Emotional and Behavioral Problems Transient? J Am Acad Child Adolesc Psychiatry 2006;45:849-858.
4) Mathiesen KS, Sanson A. Dimensions of early childhood behavior problems: stability and predictors of change from 18 to 30 months. J Abnorm Child Psychol 2000;28:15-31.
5) Mesman J, Bongers IL, Koot HM. Preschool developmental pathways to preadolescent internalizing and externalizing problems. J Child Psychol Psychiatry 2001;42:679-689.
6) Shaw DS, Winslow EB, Owens EB, Vondra JI, Cohn JF, Bell RQ. The development of early externalizing problems among children from low-income families: a transformational perspective. J Abnorm Psychol 1998;26: 95-107.
7) Smith L, Calkins SD, Keane SP, Anastopoulos A., Shelton TL. Predicting stability and change in toddler behavior problems: contributions of maternal behavior and child gender. Dev Psychol 2004;40: 29-42.
8) Sitnick SL, Brennan LM, Forbes E, Shaw DS. Developmental pathways to sexual risk behavior in high-risk adolescent boys. Pediatrics 2014;133:1038-1045.9) Malti T, Averdijk M. Severe youth violence: developmental perspectives introduction to the special section. Child Dev. 2017;88:5-15
10) Lewis GJ, Asbury K, Plomin R. Externalizing problems in childhood and adolescence predict subsequent educational achievement but for different genetic and environmental reasons. J Child Psychol Psychiatry 2017;58: 292-304.
11) Öztop DB, Özel-Özcan Ö, Uslu R, Erol N. Mental and Developmental Assessment of Infants and Toddlers: Work of Infant Mental Health Unit. Turk J child Adolesc Ment Health 2007;14:167-176.
12) Briggs-Gowan MJ, Carter AS. Brief Infant-Toddler Social and Emotional Assessment (BITSEA) manual, version 2.0. New Haven, CT: Yale University, 2002.
13) Karabekiroglu K, Rodopman-Arman A, Ay P, Ozkesen M, Akbas S, Tasdemir GN, Boke O, Peksen Y. The Reliability and Validity of the Turkish Version of the Brief Infant and Toddler Social and Emotional Assessment (BITSEA). Infant Behav Dev. 2009;32:291-297.
14) Achenbach T, Rescorla L. Manual for the ASEBA preschool forms and profiles. Burlington: University of Vermont, 2000.
15) Erol N, Şimşek Z, Öner Ö, Münir K. Behavioral and emotional problems among Turkish children at ages 2 to 3 years. J Am Acad Child Adolesc Psychiatry. 2005;44:80-87.
16) Briggs-Gowan MJ, Carter AS, Bosson-Heenan J, Guyer AE, Horwitz SM. Are Infant-Toddler Social-Emotional and Behavioral Problems Transient? J Am Acad Child Adolesc Psychiatry. 2006;45:849-858.
17) Pitzer M, Esser G, Schmidt MH., Laucht M. Temperamental predictors of externalizing problems among boys and girls: a longitudinal study in a high-risk sample from ages 3 months to 15 years. Eur Arch Psychiatry Clin Neurosc 2009;259: 445.
18) Briggs-Gowan MJ, Carter AS, Skuban EM, Horwitz SM. Prevalence of social-emotional and behavioral problems in a community sample of 1- and 2-year-old children. J Am Acad Child Adolesc Psychiatry. 2001;40:811-819.
19) Briggs-Gowan MJ, Carter AS. Social-emotional screening status in early childhood predicts elementary school outcomes. Pediatrics 2008;121:957-962.
20) Mesman J, Koot HM. Early preschool predictors of preadolescent internalizing and externalizing DSM-IV diagnoses. J Am Acad Child Adolesc Psychiatry. 2001;40:1029-1036.
21) Lavigne JV, Arend R, Rosenbaum D, Binns HJ, Christoffel KK, Gibbons RD. Psychiatric disorders with onset in the preschool years: I.Stability of diagnoses. J Am Acad Child Adolesc Psychiatry. 1998;37:1246-1254.
22) Rose SA, Feldman JF, Jankowski JJ. Pathways from toddler information processing to adolescent lexical proficiency. Child Dev. 2015;86:1935-1947.
23) Reid JB. Prevention of conduct disorder before and after school entry: Relating interventions to developmental findings. Dev Psychopathol. 1993;5:243–262.

ISSN: 1309-3878
Yayın Aralığı: Yılda 3 Sayı
Başlangıç: 2009
Yayıncı: Düzce Üniversitesi Tıp Fakültesi Aile Hekimliği AD adına Yrd.Doç.Dr.Cemil Işık Sönmez