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Assessing the value of and contextual and cultural acceptability of the Strength and Difficulties Questionnaire SDQ) in evaluating mental health problems in HIV/AIDS affected children

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dc.date.accessioned 2020-02-12T14:15:21Z
dc.date.available 2020-02-12T14:15:21Z
dc.date.issued 2019-12-06 en
dc.identifier.uri http://hdl.handle.net/20.500.11910/15047
dc.description.abstract The Strengths and Difficulties Questionnaire (SDQ) is a robust, powerful and internationally recognised diagnostic screening tool for emotional and behaviour problems among children, with the particular advantage that it can be used by non-health professionals. This makes it useful in a South African context characterized by shortages of professional mental health carers. However the cultural and contextual acceptability and potential uses of the SDQ have not yet been examined in the South African context. The aim of the current study was to evaluate the acceptability of the SDQ in a Sesotho speaking area of South Africa. As part of a larger study to standardise the SDQ for use among Sotho speakers, teachers were asked to use the tool to assess learners in their class. Ten teachers were then asked to write a report on their experience of the SDQ and how useful and applicable they found it for their school setting. These findings were discussed at two later meetings with larger groupings of teachers. Reports were analysed using a modified contextualised interpretative content analysis method. Teachers found the SDQ very useful in the classroom and easy to administer and understand. They found it contextually relevant and particularly useful in gaining an understanding of the learners and the challenges that learners were facing. It further allowed them to differentiate between scholastic and emotional problems, assisting them in developing relationships with the pupils and facilitating accurate referrals. There were very few concerns raised, with the major problem being that it was difficult to assess items concerning contexts outside of the school setting. The teachers expressed interest in obtaining further training in the interpretation of the SDQ and a greater understanding of diagnostic labels so as to assist their learners. The SDQ was found to be acceptable and useful in the context of this very disadvantaged community. The teachers felt it assisted them in their role as teachers by providing a greater understanding of emotional and behaviour problems among learners. However, lack of places for referral and their own lack of appropriate skills and time did generate frustration. en
dc.format.medium Print en
dc.subject HIV/AIDS en
dc.subject MENTAL HEALTH en
dc.subject CHILDREN en
dc.subject ASSESSMENT en
dc.title Assessing the value of and contextual and cultural acceptability of the Strength and Difficulties Questionnaire SDQ) in evaluating mental health problems in HIV/AIDS affected children en
dc.type Journal articles - non-HSRC staff en
dc.description.version N en
dc.ProjectNumber BTAAAA en
dc.Volume 43(4) en
dc.BudgetYear 2014/15 en
dc.ResearchGroup HIV/AIDS, STIs and TB en
dc.SourceTitle International Journal of Mental Health en
dc.PlaceOfPublication Cape Town en
dc.ArchiveNumber 11094 en
dc.URL http://ktree.hsrc.ac.za/doc_read_all.php?docid=21940 en
dc.PageNumber 76-89 en
dc.outputnumber 10196 en
dc.bibliographictitle Skinner, D., Sharp, C., Marais, L., Serekoane, M. & Lenka, M. (2014) Assessing the value of and contextual and cultural acceptability of the Strength and Difficulties Questionnaire SDQ) in evaluating mental health problems in HIV/AIDS affected children. <i>International Journal of Mental Health</i>. 43(4):76-89. en
dc.publicationyear 2014 en
dc.contributor.author1 Skinner, D. en
dc.contributor.author2 Sharp, C. en
dc.contributor.author3 Marais, L. en
dc.contributor.author4 Serekoane, M. en
dc.contributor.author5 Lenka, M. en


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