Abstract
In a community-based birth cohort from Arctic Norway, correlations between parents and teachers on child competence and behavioral problems were determined for Sami and Norwegian 11–12 year-olds, using as instruments the child behavior checklist (CBCL), teacher report form (TRF), and the impact supplement of the extended strength and difficulties questionnaire (SDQ). Parent–teacher correlations on child behavioral problems were generally high in the Norwegian group, but low in the Sami group. Cross-cultural differences in cross-informant correlations were highest regarding externalizing and attention problems. Parent–teacher correlations on total impact of child difficulties also differed between the ethnic groups. Once again, a lower correlation was found for the Sami children. The discrepancy between parents’ and teachers’ perception of problems that needed attention was highest for the Sami, and lowest for the Norwegians. The Sami parents reported fewer perceived difficulties and less impact of problems than did the Norwegian parents. In contrast, no ethnic differences emerged for teachers’ ratings. The paper discusses how cultural norms might influence the reports of child problems. It demonstrates the importance of combining parent and teacher reports of child behavior problems in minority and indigenous children, who often live under different cultural norms in home and school contexts.
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Acknowledgments
We wish to thank Ante Javo for his diligent work in collecting data, and the participating parents and teachers for their contribution to this study. Funding was provided by Helse-Nord (NNPF) and Helse-Finnmark.
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Javo, C., Rønning, J.A., Handegård, B.H. et al. Cross-informant correlations on social competence and behavioral problems in Sami and Norwegian preadolescents. Eur Child Adolesc Psychiatry 18, 154–163 (2009). https://doi.org/10.1007/s00787-008-0714-8
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DOI: https://doi.org/10.1007/s00787-008-0714-8