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首页> 外文期刊>School Mental Health >Cross-Sectional Study of Unmet Mental Health Need in 5- to 7-Year Old Latino Children in the United States: Do Teachers and Parents Make a Difference in Service Utilization?
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Cross-Sectional Study of Unmet Mental Health Need in 5- to 7-Year Old Latino Children in the United States: Do Teachers and Parents Make a Difference in Service Utilization?

机译：美国5至7岁拉丁裔儿童未满足的心理健康需求的跨部门研究：教师和父母在服务使用方面是否有所作为？

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The aim of the study is to examine the rates of mental health service utilization in young Latino children of immigrants in relation to maternal and teacher reports of child mental health need. Specific knowledge is lacking about gaps in service utilization among young Latino children, the fastest growing and possibly the most underserved segment of the US child population. The associations of mental health service utilization (Service Assessment for Children and Adolescents) and mental health need (clinical levels of internalizing, externalizing, or total problems reported by mothers [Child Behavior Checklist] and teachers [Teacher's Report Form]) were examined in a community sample of young Latino children of immigrants (n = 228; mean age = 6) and compared across mothers' and teachers' responses. Mother-teacher agreement was also studied. Sixty-five children (28.5 %) had a mental health need; most (76.9 %) of these received no services. For all types of mental health need, service utilization was more likely when need was reported by mothers rather than teachers (p =.03). Teachers' reports were not associated with service utilization. Mother-teacher agreement was low for externalizing (r =.23; p ≤ 0.01) and total problems (r =.21; p ≤ 0.05), and nonsignificant for internalizing problems. This study is the first in the United States to document, in such a young Latino group, high rates of unmet need comparable to those among older Latino youth; low or no mother-teacher agreement on which children had a mental health need; low utilization of school-based services; and a lack of association between service utilization and teacher-reported mental health need—both for externalizing and internalizing problems. These findings suggest that schools are not effectively leveraging mental health services for young Latino children. Potential factors responsible for the findings are discussed.
机译：该研究的目的是检查与儿童心理健康需求的母亲和教师报告相关的移民拉丁裔年轻儿童的心理健康服务利用率。缺少关于拉美裔幼儿（美国儿童中增长最快，可能服务最差的人群）在服务利用方面的差距的专门知识。在一个表格中检查了精神卫生服务利用（对儿童和青少年的服务评估）与精神卫生需求（母亲[儿童行为清单]和教师[教师报告表]报告的内在化，外在化或总问题的临床水平）之间的关联。移民的拉丁裔年轻儿童的社区样本（n = 228;平均年龄= 6），并在母亲和老师的回应中进行了比较。还研究了教师与母亲的协议。 65名儿童（28.5％）有精神健康需求;其中大多数（76.9％）未获得任何服务。对于所有类型的精神健康需求，当母亲而不是老师报告需求时，服务利用的可能性就更大（p = .03）。教师的报告与服务利用无关。对于外部化（r = .23; p≤0.01）和总问题（r = .21; p≤0.05），母校协议的接受度很低，而对内部化的问题则无意义。这项研究是美国首个在如此年轻的拉丁裔群体中记录的未满足需求的高比率，可与年长拉丁裔青年相比。关于哪个孩子有精神健康需求的母老师协议很少或没有;校本服务利用率低;以及服务利用和教师报告的心理健康需求之间缺乏关联-两者都是将问题外部化和内部化的原因。这些发现表明，学校没有有效地利用拉丁裔幼儿的心理健康服务。讨论了导致发现的潜在因素。

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