Crijnen A A, Bengi-Arslan L, Verhulst F C
Sophia Children's Hospital, Department of Child and Adolescent Psychiatry, Erasmus University, Rotterdam, The Netherlands.
Acta Psychiatr Scand. 2000 Dec;102(6):439-44. doi: 10.1034/j.1600-0447.2000.102006439.x.
To compare problem behaviour in Turkish immigrant children living in the Netherlands versus problem behaviour in Dutch children from the general population as reported by teachers.
Teacher's Report Forms (TRF) were filled out by Dutch teachers, and for a subsample also by Turkish immigrant teachers, concerning 524 Turkish immigrant children selected randomly from the immigrant population in two large cities in the Netherlands. TRFs completed for Turkish immigrant children were compared with TRFs filled out for 1625 children selected randomly from the Dutch general population.
No significant differences were revealed between children from both cultures on the TRF total problems, internalizing, externalizing and specific syndrome scales. Turkish immigrant teachers, however, reported higher total problems, internalizing and anxious/depressed scores for immigrant children than did Dutch teachers for the same immigrant children.
No significant differences were found in the levels of behavioural and emotional problems reported by Dutch teachers for Turkish immigrant versus Dutch children. However, Turkish immigrant teachers reported high levels of anxiety and depression in immigrant children which go largely undetected by their Dutch teachers.
比较居住在荷兰的土耳其移民儿童与荷兰普通儿童中教师所报告的问题行为。
荷兰教师填写教师报告表（TRF），对于一个子样本，来自荷兰两个大城市移民群体中随机选取的524名土耳其移民儿童的情况，也由土耳其移民教师填写。将为土耳其移民儿童填写的TRF与为从荷兰普通人群中随机选取的1625名儿童填写的TRF进行比较。
在TRF的总问题、内化、外化和特定综合征量表上，两种文化背景的儿童之间未发现显著差异。然而，土耳其移民教师报告的移民儿童总问题、内化以及焦虑/抑郁得分高于荷兰教师对相同移民儿童的报告。
荷兰教师报告的土耳其移民儿童与荷兰儿童的行为和情绪问题水平未发现显著差异。然而，土耳其移民教师报告移民儿童存在高水平的焦虑和抑郁，而荷兰教师很大程度上未察觉到这些问题。
