Child-reported depression and anxiety in preadolescence: I. Associations with parent- and teacher-reported problems

Objective: To examine a wide range of parent- and teacher-reported behavior s in relation to child-reported depression and anxiety in preadolescence. M ethod: Subjects were participants in a longitudinal study of 420 preschool children from the general population that started in 1989. At second follow -up 8 years later (ages 10-11 years), usable parent information was obtaine d for 358 children. For this study, 274 children for whom complete child, p arent, and teacher reports were obtained at age 10 to II years were include d. Measures included the Dimensions of Depression Profile for Children, the State-Trait Anxiety inventory for Children, the Child Behavior Checklist/4 -18, and the Teacher's Report Form. Results: Of 120 parent-reported problem items, only 11 and 9 were associated with child-reported depression and an xiety, respectively. For teachers, 33 and 20 items (of 120) were significan tly associated with child-reported depression and anxiety, respectively inc luding items referring to withdrawal, anxiety, depression, social problems, and academic problems. Conclusions: Teachers are more likely than parents to notice internalizing problems and related problems such as social and ac ademic problems in children reporting depression or anxiety.