https://www.um.edu.mt/library/oar/handle/123456789/146910 Fri, 14 Aug 2026 12:08:02 GMT 2026-08-14T12:08:02Z https://www.um.edu.mt/library/oar/handle/123456789/148379 Title: The validity and reliability of the parent-report Strengths and Difficulties Questionnaire with kindergarten children in Indonesia Authors: Mukmini, Amirul; Sumanto, Reni Pawestuti Ambari; Pranoto, Yuli Kurniawati Sugiyo Abstract: Early detection of mental health issues is critical for students’ academic success, particularly in rural areas in the post–COVID-19 period. This study aims to validate the five-factor structure of the Indonesian parent-rated version of the Strengths and Difficulties Questionnaire (SDQ) for kindergarten students in a rural context. Using a purposive sampling technique, data were collected from 300 parents of children enrolled in kindergartens from rural areas in each subdistrict capital. Data were analysed using Confirmatory Factor Analysis (CFA) in JASP software. The five-factor model demonstrated acceptable fit indices: CFI (0.916), TLI (0.905), and RMSEA (0.070). The SRMR value (0.113) indicated residual variance that warrants attention. The highest reliability values were observed on the Prosocial Behavior and Hyperactivity subscales, as estimated using McDonald's Omega. The data suggests that the Indonesian parent-rated SDQ is a reliable screening instrument for use in rural settings; however, caution is required in view of the low reliability of some of the subscales and high residual variance as indicated by the SRMR. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/148379 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/148101 Title: The Social Skills Rating System (SSRS) and the Social Skills Improvement System (SSIS) : Adaptations and applications beyond the United States Authors: Freitas, Lucas C. Abstract: The Social Skills Rating System (SSRS) and the Social Skills Improvement System (SSIS), including the SEL Edition and Brief Scales, are widely used instruments for assessing children’s social skills, problem behaviours, and academic competence. This narrative overview synthesizes 195 international studies (1995–2025) applying these instruments with children and adolescents outside the United States. Studies were examined for publication trends, geographic distribution, instrument versions, informants, age ranges, participant characteristics, settings, languages, and study purposes, based on a comprehensive search of six databases, with supplementary searches identifying additional studies. Europe, the Americas, and Asia were the most represented regions, with Brazil, Canada, Australia, Iran, and Portugal contributing over half of all research. The SSRS and SSIS parent and teacher reports were most common, and school age children (6–12 years) in mainstream settings were most frequently studied. Studies primarily focused on screening and assessment, including correlational analyses, followed by intervention evaluations, and, finally, adaptation and psychometric investigations. Findings highlight the global reach, versatility, and cross-cultural relevance of SSRS–SSIS instruments while identifying gaps for future research. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/148101 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/146016 Title: Development and pilot evaluation of a social and emotional learning programme using a multifaceted participatory approach Authors: Pfeiffer, Simone; Pitters, Annette; Gutzweiler, Raphael Abstract: Promoting emotional and social learning in schools is a promising strategy for the universal prevention of mental health issues in children and adolescents. Participatory approaches may enhance the ecological validity and acceptability of such interventions, but evidence on their effectiveness remains limited. This study adopted a participatory action research framework to co-develop a school-based intervention. Using Intervention Mapping, teachers, students, parents/caregivers, and university researchers conceptualized eleven classroom tools targeting emotional and social learning. Emotional competence, social competence, and acceptability were assessed at pre-intervention, post-intervention, and four-week follow-up. Linear mixed-effects models were used to analyze changes over time compared with a control group. A total of 137 students (M = 13.4 years, SD = 2.2) participated. The participatory process was rated positively; however some challenges were reported. An increase of negative beliefs about emotions and decline in social orientation were observed in the intervention group. Acceptability ratings indicated moderate satisfaction. While participatory co-development proved feasible and was valued by stakeholders, the intervention showed no positive effects on student outcomes or any potential unintended side effects. Findings underscore the sensitivity of addressing emotional awareness in schools and the need for stronger student leadership and long-term evaluation in future prevention efforts. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/146016 2026-01-01T00:00:00Z