Prosocial behaviors during school activities among child survivors after the 2011 earthquake and Tsunami in Japan: a retrospective observational study
| Autor: | Kazuhiko Saito, Hirokage Ushijima, Hiromi Tanaka, Masaki Kodaira, Kyota Watanabe, Tetsuya Tanaka, Masahide Usami, Keisuke Sekine, Yoshitaka Iwadare, Yoshinori Sasaki, Maiko Harada, Seiko Okamoto |
|---|---|
| Rok vydání: | 2014 |
| Předmět: |
Male
medicine.medical_specialty Activities of daily living Adolescent lcsh:Medicine Poison control Psychological Stress Suicide prevention Occupational safety and health Japan Adolescent Psychiatry Surveys and Questionnaires Injury prevention Mental Health and Psychiatry Medicine and Health Sciences Medicine Humans Psychology Affective Symptoms lcsh:Science Psychiatry Child Child Psychiatry Multidisciplinary business.industry lcsh:R Biology and Life Sciences Strengths and Difficulties Questionnaire Prosocial behavior Tsunamis Child Preschool lcsh:Q Observational study Female business Stress Psychological Clinical psychology Research Article |
| Zdroj: | PLoS ONE PLoS ONE, Vol 9, Iss 11, p e113709 (2014) |
| ISSN: | 1932-6203 |
| Popis: | BACKGROUND:The 2011 Japan massive tsunami traumatized many children. The aim of this study was to assess changes in strengths and difficulties experienced in home and school by among surviving children after the 2011 tsunami, in comparison with published normal Japanese data. METHODS:In November 2012 (20 months after the disaster) and September 2013 (30 months after the disaster), the Strengths and Difficulties Questionnaire (SDQ), a questionnaire on children's strengths and difficulties in home and school activities, were distributed to 12,193 and 11,819 children, respectively. An effective response of children 20 months and 30 month after the disaster was obtained in 10,597 children (86.9%), and 10,812 children (91.4%), respectively. The SDQ scores evaluated by parents and teachers were compared with published normal Japanese SDQ scores. RESULTS:The SDQ scores (emotional problems, conduct problems, hyperactivity/inattention, peer relationship problems, and total difficulty score) evaluated by parents of children in the 4th to 9th grade who were evaluated after 30 and 20 months were significantly high compared with the published normal data of children without traumatic experiences (all P |
| Databáze: | OpenAIRE |
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