Behavioral and Emotional Problems among Referred and Non-Referred Children of the African Diaspora: Parent and Teacher Reports for Jamaican and African American Children Ages 6 to 11
Michael Canute Lambert
University of Missouri-Columbia
Maureen E. Samms-Vaughan
The University of the West Indies, Mona
University of Vermont
Informants’ thresholds of tolerance for, and reports on, children’s behavioral and emotional problems differ according to ethnic and societal influences, but few studies have examined such phenomenon in children of African Diaspora cross-nationally. Beginning to address this concern, analyses of covariance conducted on parent (N = 681) and teacher (N = 566) reports on children of African Diaspora ages 6 to 11 from Jamaica and the United States, revealed similar cross-national problem rates for teacher- and for parent-reports. These findings differ from those of an earlier clinic record study across U.S. and Jamaican children of the African Diaspora and suggest that differential thresholds of concern for children’s problems and the availability of psychological services may influence informants’ reports on presenting problems in children of the African Diaspora.