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2012, vol. 13, iss. 1, pp. 19-24
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Risk factors for behavioural and emotional disorders in children with mild intellectual disability
Faktori rizika za bihejvioralne i emocionalne poremećaje kod dece sa lakom intelektualnom ometenošću
aVisoka škola strukovnih studija za obrazovanje vaspitača, Kruševac bUniversity of Kragujevac, Faculty of Medical Sciences cClinical Centre Kragujevac, Clinic for Neurology dUniversity of Belgrade, Faculty of Medicine, Clinical Hospital Center 'dr Dragiša Mišović'
email: katarinat@vaspks.edu.rs
Project: Temperament and structure of personality disorder symptoms (MESTD - 175013)
Abstract
Introduction: The current study investigated the prevalence and characteristics of behavioural and emotional disorders in children with mild intellectual disability, as well as the predictive potential of personal and socio-demographic factors. Objective: The main objective of this research was to determine the impact of socio-demographic and personal factors on the prevalence and types of emotional and behavioural disorders in children with mild intellectual disability. Methods: Non-experimental research was conducted on 311 children with mild intellectual disability, aged 9-18 years, who attended 8 special primary schools in central and south-west Serbia. For the assessment of psychopathology, we used the Child Behaviour Checklist - Teacher Report Form (CBCL-TRF), a checklist of problem behaviours in children aged 6-18 years. To collect data on socio-demographic status, we created a questionnaire about socio-economic factors and demographic indicators. The informants were classroom teachers. Results: An increased incidence of behavioural and emotional disorders was found in children with mild intellectual disability, compared to children of average intelligence. Both dimensions of psychopathology were significantly influenced by personal and socio-demographic variables, including child's age, gender, academic achievement, placement type, parental educational level and employment, as well as the structure and socio-economic status of the families. Conclusion: Children with intellectual disability are at increased risk of developing psychopathology, mostly within the dimension of adjustment and behavioural disorders. Risk factors include specific developmental and psychological characteristics and social learning difficulties, as well as a number of adverse socio-demographic factors.
Sažetak
Uvod: U radu se razmatraju rasprostranjenost i karakteristike bihejvioralnih i emocionalnih poremećaja kod dece sa lakom intelektualnom ometenošću, kao i njihova veza sa personalnim i socio-demografskim činiocima kao potencijalnim faktorima rizika. Cilj rada: Utvrditi uticaj socio-demografskih i personalnih faktora na rasprostranjenost i vrste emocionalnih smetnji i poremećaja ponašanja kod dece sa lakom intelektualnom ometenošću. Metod rada: Sistematsko neeksperimentalno istraživanje obavljeno je na uzorku od 311 dece sa lakom intelektualnom ometenošću, učenika 8 specijalnih osnovnih škola centralne i jugozapadne Srbije, starosti od 9-18 godina. Za procenu psihopatologije korišćena je Skala poremećaja u ponašanju i emocionalnih smetnji kod dece uzrasta 6-18 godina, CBCL - TRF (Child Behaviour Checklist - Teacher Report Form). Za prikupljanje podataka o socio-demografskom statusu korišćena je Skala socio-ekonomskih faktora i demografskih pokazatelja, konstruisana za potrebe ove studije. Informanti su bili nastavnici-razredne starešine. Rezultati: Utvrđena je povećana učestalost emocionalnih i bihejvioralnih poremećaja kod dece sa lakim intelektualnim smetnjama u odnosu na decu prosečne inteligencije. Oba pola psihopatologije nalaze se pod značajnim uticajem ispitivanih personalnih i socio-demografskih varijabli: uzrasta, pola, akademskog uspeha, vrste smeštaja deteta, nivoa obrazovanja i zaposlenja roditelja, kao i strukture, brojnosti i socio-ekonomskog statusa porodica. Zaključak: Deca sa smetnjama u intelektualnom razvoju su pod pojačanim rizikom od ispoljavanja psihopatoloških fenomena, najčešće iz spektra problema ponašanja i prilagođavanja, što je posledica specifičnih razvojno-psiholoških karakteristika, ali i poteškoća socijalnog učenja, kao i delovanja niza nepovoljnih socio-demografskih faktora.
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