Emotional And Behavioural Problems among School Going Adolescents

Background: Emotional and behavioural functioning during adolescence is an important developmental outcome which acts as a strong predictor of future adjustment of the individual. It is important to identify emotional and behavioural problem at an early stage for treatment and promotion of mental health services. Objectives are 1. To describe the emotional and behavioural problems of school going adolescents 2. To determine the association between emotional and behavioural problems with selected socio-demographic variables. 3. To establish the extent to which selected socio-demographic variables predict the variability in the emotional and behavioral problems of school-going adolescents.   Methods: The present study was a descriptive and cross-sectional study. Eighty adolescents studying in government schools in the age group 13-16 years were selected purposively for the study. Written informed consent was taken from parents and teachers and assents from the participants who fulfilled the inclusion criteria. The study was undertaken with the permission of the Research Advisory and Institute Ethics committees (IEC). Strength & Difficulties Questionnaire (SDQ) was administered to assess the emotional and behavioural problems. Collected data were analyzed using the software (Statistical Package for the Social Sciences SPSS, 25.0 versions).  Results: The prevalence rate of emotional and behavioural problems on the basis of the Total Difficulties Score (TDS) which was found to be 3.8%. The prevalence rate of emotional problems, conduct problems, hyperactivity problems, peer problems and pro-social behaviour was found to be 1.3%, 18.8%, 5.0%, 6.3% and 12.5%, respectively. Socio-demographic variables [Gender, home environment, types of family, Socio Economic Status (SES)] significantly predicts the emotional and behavioral problems [(TDS) (f (5, 79) = 7.976, p=.000]. Conclusion: Knowledge of the prevalence of emotional and behavioural problems can be used to design effective intervention strategies in the school setting.