Title:- On Problem Behaviour Checklist.
Aims/objectives:- To find out problem behaviour is present in a child as observed by
parents.
Introduction: Problem behaviour is troublesome, risk taking or disruptive behaviour that is
more extreme than occasional errors in Judgement and requires professional intervention to
avoid difficulties.
Problem Behaviour is often associated with adolescence but manifest in the very young or in
adults delinquency, drug use, academic failure, violence, property damage, vandalism and
disregard of the rights of others are all problem behaviours. Because of changes within the
brain and social issues that contribute to lack of control, problem behaviour rises
dramatically in early adolescence. The rate of problem behaviour tends to fall after the age
of 23 years.
Behavioural problems range from mild, short-lived periods of unacceptable behaviour which
are common in most children, to severe problems such as Conduct disorders and refusal to
go to school.
A study of normal development across infancy, childhood through other stages is crucial to
the understanding of problem behaviour in childhood. Abnormality is not independent of
normal development. The interruption of normal processes by internal or external forces,
psychological or otherwise can lead to manifestation of behaviour problems in children.
The child behaviour checklist is an assessment of behaviour problems and social
competence of children ages 2 through 16. The child behaviour checklist relies on parents or
teachers who are familiar with the child to rate his / her behaviour using a series of questions
about specific behaviours. The child's scores are compared to same age peers to allow
assessment compared the severity of behaviour and emotional problem.
According to Vimala Veeraraghavan, since the child depends a great deal on the family,
specially on the mother for a stable, secure family environment which facilitates emotional
bond, acceptance and consistent discipline, a lack in any of these aspects may predispose
the child to emotional and Conduct disorders.
In this present test it is to find out problem behaviour is present in a child as observed by
parents.
Description of the test :-
The problem behaviour checklist was devised to identify the emotional and conduct
problems of children. A total of 100 items were prepared in the form of symptoms which had
to be rated on a three paint scale, with 1, 2, and 3 indicative of 'no', average and "high"
problem behaviour. As per ICD-10, specific diagnostic criteria were included separately for
emotional, conduct and mixed disorders of conduct and emotional. These 100 items were
given to 25 psychologists and 25 psychiatrists. Using the internal consistency method, only
those items were chosen on which the rating was some amongst all the 50 experts. Using
these principles, 58 items were selected from a total of 100 items. Thus, there are 58 items
in the scale to be responded by the parents with 'most often', 'Occasionally " and"never ".
These were then administered to a group of 300 married couples from the normal
population, (N= 600) and 100 couples from psychiatric (Pathological) population (N= 200)
and the reliability and validity were worked out.
Material Required :-
1. Problem Behaviour Checklist - Answer sheet
2. Problem Behaviour checklist - Manual
3. Pen 4. Pencile
Subject’s Profile :
Name of the child : A.K
Age of the child : 8 years
Education of the child : class 3
Sex of the child : Male
Condition of the child - fresh and Cooperative
Date of the test- 17.10.2014
Time of the test- 6.00pm - 6.35 pm
Procedure and Administration:-
The administrative procedure was followed as given in the manual of PBCL- VD. In general
the first those who fulfilled the criteria were included in this study. At first for collecting data
the one copy of PBCL- VD form was xeroxed to collect the data from one family. Both
mother and father were requested to answer the statements. Then the explanation regarding
the test was given to them so that they can understand what they were asked to and why. If
they had any question related to data collection, then it was made clear. Then PBCL- VD
was handed over to mother and father. Confidentiality regarding the result of their responses
were provided. After data was collected each page of PBCL- VD was scored according to
the scoring norm. Total scores of all the pages were finally added to get the total raw scores
of both mother and father, which were entered on the first page of the answer sheet. Finally
a comparative table was drawn to find out if any problem behaviour is present in a child as
observed by parents. Interpretation was done on the basis of comparative table
regarding problem behaviour in child within the family.
Preparation:-
At first the collection of PBCL- VD forms were Xeroxed in 2 Copies and the mother and
father in one family were approached and considered to fill up the forms.
Rapport:
I introduced myself as a student of psychology M.A from IGNOU. Then both mother and
father were explained about PBCL- VD and probable consequences and when they found
interest in PBCL- VD both mother and father were provided the PBCL- VD answer sheet to
fill up the statements.
Instructions:
“In this booklet, 58 behavioural problems are listed for three response categories. As parents
have to assess the degree of problems which are related to their child. You have to read
each problem one by one and assess whether that problem occurs most often / occasionally
/ Never in the case of the child. You have to give your response by marking a tick against the
cell below that response mode.”
Precautions:
● When they completed the forms it was checked that they responded for all the
statements.
● It was checked that they have not given two responses to one question.
● Next, both mother and father must not discuss while filling the form.
● If only one of the parents was willing and the other was not willing to give data then
the person's family was not included in the study.
Scoring and Interpretation:-
For Scoring there are some rules - if the response is given to "never" then it will score 1,
"Occasionally "-2, "most often" -3, After that then all three pages scores will be added
together. Then the ranges from (58-96) indicates low /No problem behaviour, (97-135)
indicates moderate, (136-174) indicates high problem behaviour indicates forms. So after
getting the total score of 3 pages of the booklet then the score was seen where it fits in
which category.
Comparative table:
Response Raw Score Interpretation of score
Mother response for child 72 Low problem behaviour
Father response for child 77 Low problem behaviour
Interpretation
From the above comparative table it can be seen that the mother's raw score for her child
behaviour is 72. Her score falls in the low problem behaviour category as the range of low
problem behaviour is from 58-96. Mother has responded in most often options for the item
number 6, 29, 31, 33. This indicates that the child has disturbed sleep and separation
anxiety problems.
On the other hand, the father's raw score for his child's behaviour is 77. His score falls in the
low problem behaviour category as the range of low problem behaviour is from 58-96. From
his data it is clear that father have responded most often to item number 1 & 21 only. This
indicates that the child has nail biting behaviour and strong reluctance to share with siblings,
but both of them have marked more positive behaviour in the child as father says that the
child has no thumb sucking tendency, no social withdrawal tendency, child has lots of close
friends, he doesn't show hostile behaviour or defiant conduct behaviour, he is never running
away from school and home (trauncy) etc.
Mother has marked her child's behaviour as child does not eat fussy food, child does not
show speech articulation problem, he has no attention and concentration problem, he has no
aggressive behaviour etc. The child does not show behavioural, emotional or conduct
related problems.
Discussion
Development occurs across age and gender in the biological and social realms which
interact in a dynamic manner. Family, society and culture influence child rearing practices,
maturation and learning and contribute at critical stages to the complex process of
development . Thus a need to view all factors in a holistic manner to offer a better
understanding of normal as well as problem behaviour in child behaviour in children.
Studies so clearly show that problem behaviour in children starts at an early age within the
home environment. Positive effects also depend on a child's practice and healthy
relationship with their parents.
The above two studies show that for good and healthy relationships with parents and
children spent quality time, loving and caring behaviour of each other is very important to a
good and healthy family.
The above two data collected from both parents show that for healthy development of the
child parents must have emotional bond, consistent discipline and spend the time with their
children which is sure to result in healthy development of the child with no emotional and
behavioral problem.
Conclusion:
From the above result it can be concluded that both the parents have marked their child as a
low problem behaviour child who has a happy and healthy relation with them.
Reference:
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Revised Behaviour Profile Department of Psychiatry, University of Vermont, Burlington.
2. Burgess, P.M. (1990) towards resolution of conceptual issues in the assessment of beliefs
system in Rational Emotive Therapy. Journal of Cognitive Psychotherapy: An International
Quarterly, 4,171-84
3. Holland, S.D. and Kendall,P.C. (1990). Cognitive self statement in depression:
Development of an automatic thoughts questionnaires. Cognitive Therapy and Research, 4,
383-95
4. Linscott, J. and DiGiuseppe. R. (1988). Cognitive Assessment in A.S. Bellack and
[Link] (Eds.), Behavioural Assessment, A practical handbooks, Allyn and Bacon,
London.