Allt fler barn i Sverige lider av psykisk ohälsa. Det finns ett behov av bättre kunskapsunderlag för att hitta de barn som visar tidiga tecken på psykisk ohälsa. Syftet med studien var att undersöka vad personal inom förskolan har för inställning till att utföra skattning av barns sociala och känslomässiga utveckling med formulär. Tretton intervjuer genomfördes och materialet analyserades med kvalitativ innehållsanalys. Resultatet visade att det fanns en olust bland förskollärare att möta föräldrars reaktion och oro inför en eventuell bedömning. Att redovisa formulärets svar för föräldrarna kändes inte heller helt lätt. Förskollärarna ansåg att förskolan är ett bra forum för att bedöma socialt beteende och att formuläret kan resultera i en tydlig och rättvis bild av barnen. Men lärarna var också rädda för att stämpla barn. En del ansåg att bedömningar av enskilda barns utveckling är ett förlegat arbetssätt. Personalen hade delade meningar i frågan om tidsbrist skulle utgöra ett hinder för skattningsarbetet. I alla intervjuer fanns en vilja från lärarnas sida att se till barnets bästa. Slutsats: Skattning av barns beteende med hjälp av formulär i förskolan är komplext. Ett eventuellt införande av metoden ställer krav på tydlig information om metoden och syftet till såväl förskollärare som föräldrar. / An increasing number of Swedish children suffer from psychiatric disorders. There is a need for better knowledge to detect children that show early signs of psychiatric disorders. The purpose of this study was to investigate what attitude preschool staffs have to perform evaluations of children’s social and mental development using a questionnaire. A total number of thirteen interviews have been performed and the material have been analysed according to a qualitative content analysis. The results showed a discomfort amongst preschool teachers to meet the parents’ reaction and concern in relation to a possible evaluation. The preschool is considered to be a good forum when to assess children´s behaviour and the actual questionnaire is considered to be a useful tool. But the teachers were worried that they would put a label on the children. Some of the teachers believed that assessing children is an outdated way to work. There were different opinions whether lack of time is an obstacle to use the questionnaire. There was generally an intention to ensure the children´s best. Conclusion: Evaluations of the children´s behaviour using the questionnaire in preschool is a complex issue. An implementation of the method requires extensive information to preschool teachers and parents.

Research conducted on the prevalence of behavioural adjustment in Deaf children and adolescents, in erstwhile countries, points towards an appreciably elevated percentage of emotional and behavioural problems amongst this population group when compared to hearing normative groups. Studies specify that the prevalence of behaviour and emotional problems in Deaf children and adolescents varies from 4.8% to 50.3%. From existing research conducted, it is ambiguous as to why the reported prevalence rates of maladjustment are higher amongst Deaf children and adolescents. This pioneering study is the first of its kind to research dissimilar modalities of language used as the language of learning and teaching (LoLT) in schools for Deaf learners and how this could possibly correlate to learner behaviour in the classroom. Taking into consideration the reported pervasiveness of maladjustment in Deaf children and adolescents; this study uses the Teacher Report Form (TRF) to investigate the types of behaviour problems displayed by Deaf learners in the classroom. It further investigates whether Deaf learners display certain types of behaviour problems when dissimilar modalities of language are used as the language of learning and teaching. The overall findings of this study suggest that teachers who use manually coded spoken language report an elevated prevalence of behaviour problems on the TRF compared to teachers who use South African Sign Language (SASL). Results further suggest that the group of teachers who use SASL report somatic complaints and attention problems as the most frequently encountered behaviour problems in their classrooms. In comparison the group of teachers who use manually coded spoken English (MCE) report social problems and attention problems as the most frequently encountered behaviour problems in their classrooms. Limitations of this study and suggestions for future research are discussed.

Made available in DSpace on 2014-07-29T15:28:59Z (GMT). No. of bitstreams: 1 Tese Paulo V B e Azevedo.pdf: 3414417 bytes, checksum: 54ac1ec125fcb10c62ef1c5059b81be8 (MD5) Previous issue date: 2012-03-14 / Objective: To determine the prevalence of mental disorders in children and adolescents from an indigenous population living in isolated tribes in the Brazilian Amazon. Methods: This is an analytical prevalence study in a sample of 192 indigenous children and adolescents from Karajá ethnicity, aged between 7 and 14 years old. The prevalence were determined using the syndrome scales of mental health problems according to the ASEBA questionnaires. The Child Behavior Checklist 6-18 (CBCL) and the Teacher Report Form 6-18 (TRF) were used for the screening of these problems. The difference among the prevalence found in the two questionnaires as well as the risk association between gender and schooling and mental health problems were evaluated. Results: A total prevalence of problems of 34.38% with the CBCL and of 23.44% with the TRF was found (p < 0.00). There was an association between the occurrence of these problems in the subjects attending the second phase of fundamental school (6th to 9th year of formal education). Conclusion: The prevalence of mental health problems found was high when compared to studies with other cultures around the world. It was observed that even in human populations who preserve the primordial cultural aspects of their ancestors who lived 10.000 years ago, psychiatric problems exist and have clinical presentations that are similar to those found in modern civilized societies, in which the cultural context may influence the manifestations of such problems. / Objetivo: Determinar a prevalência de problemas mentais em crianças e adolescentes de uma população indígena vivendo isolada em tribos na Amazônia Brasileira. Métodos: Estudo de prevalência analítico em amostra de 192 crianças e adolescentes indígenas da etnia Karajá, entre os 07 e 14 anos de idade. As prevalências foram determinadas pelas escalas síndromes de problemas de saúde mental de acordo com os questionários do ASEBA. Foram utilizados para detecção desses problemas os Inventários de Comportamentos para Crianças e Adolescentes de 6 a 18 anos (CBCL) e de Comportamentos Referidos pelo Professor para Alunos de 6 a 18 anos (TRF). Foi avaliada a diferença entre as prevalências encontradas nos dois questionários e a associação de risco entre o sexo e a escolaridade e os problemas de saúde mental. Resultados: Foi encontrada uma prevalência de problemas totais de 34,38% com o CBCL e de 23,44% com o TRF (p < 0,00). Houve associação entre a ocorrência de problemas mentais e o sexo e a escolaridade, com maior ocorrência desses problemas nos sujeitos cursando a segunda fase do ensino fundamental. Conclusão: A prevalência de problemas de saúde mental encontrada foi alta comparada aos estudos com outras culturas ao redor do mundo. Observou-se que mesmo em populações humanas que preservam os aspectos culturais primordiais dos seus ancestrais que viveram há 10.000 anos, existem problemas psiquiátricos com apresentações clínicas similares às encontradas em sociedades modernas civilizadas, podendo o contexto cultural influenciar nas manifestações desses.