Déry Michèle, Temcheff Caroline E, Poirier Martine, Boutin Stéphanie, Lapalme Mélanie, Lemieux Annie
Université de Sherbrooke, QC, Canada.
McGill University, Montreal, QC, Canada.
Can J Sch Psychol. 2023 Dec;38(4):287-301. doi: 10.1177/08295735231198747. Epub 2023 Sep 27.
Elementary public schools remain the most common venues for addressing children's severe conduct problems. Nevertheless, very few longitudinal studies have examined association between receiving psychoeducational services for conduct problems in school and subsequent conduct problem severity. This study explored if psychoeducational service reception contributed to reduce conduct problems in a sample of 434 elementary school-aged boys and girls presenting a high level of conduct problems. The study used a repeated measures design at 12-month intervals, for 4 years. Information regarding the severity of children's conduct problems and services was provided by parents and teachers. Latent Growth Modeling was used to identify a mean trajectory of conduct problems. Results revealed that psychoeducational services were associated with a decrease in conduct problems over time, but this association was only observed in boys. There was no association between service reception at study inception and the trajectory of conduct problems among girls. These results suggests that psychoeducational services are well suited to the difficulties of boys with conduct problems; however, they may call for a review of the services offered to girls in schools, both in terms of the detection of conduct problems in young girls, and in terms of their treatment options.
小学仍然是解决儿童严重行为问题最常见的场所。然而，很少有纵向研究探讨在学校接受针对行为问题的心理教育服务与随后行为问题严重程度之间的关联。本研究探讨了在434名存在高度行为问题的小学适龄男孩和女孩样本中，接受心理教育服务是否有助于减少行为问题。该研究采用了为期4年、每隔12个月进行一次重复测量的设计。有关儿童行为问题严重程度和服务的信息由家长和教师提供。潜在增长模型用于确定行为问题的平均轨迹。结果显示，随着时间的推移，心理教育服务与行为问题的减少有关，但这种关联仅在男孩中观察到。在研究开始时接受服务与女孩行为问题轨迹之间没有关联。这些结果表明，心理教育服务非常适合有行为问题的男孩的困难情况；然而，它们可能需要对学校向女孩提供的服务进行审查，无论是在发现年轻女孩的行为问题方面，还是在她们的治疗选择方面。
