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Comparing the utility of different reporters in understanding child psychopathology

Department of Psychology

About the Project

Clinicians often receive information from multiple informants (e.g., parents, teachers, and children) when assessing psychopathology in children and adolescents. These reporters often disagree on the presence of symptoms. This may reflect a combination of measurement error and situation-specific symptom presentation (e.g., a symptom may present at school but not at home).

This project will investigate the relative usefulness of different reporters across the full range of psychopathology (emotional problems, conduct problems, hyperactivity). Data will initially be drawn from the British Child and Adolescent Mental Health Surveys (BCAMHS). There are two currently available cohorts of participants (10,000 in the 1999 cohort and 7,000 in the 2004 cohort) each with 3-year follow-up data. The studies contain reports from multiple informants (parents, teachers, and self-report).

The project will be particularly well suited to students interested in advanced confirmatory factor analysis and structural equation modelling and would be appropriate for funding applications in the ESRC White Rose Doctoral Training Centre Advanced Quantitative Methods scheme.

Funding Notes

Self funded or sponsored students only

NB The University has some scholarships under competition - application deadline is 29 January 2020 at 5pm. More details can be found - View Website

Start dates are October and March yearly


McNeilis , J., Maughan, B., Goodman, R., & Rowe, R. (2018). Comparing the characteristics and outcomes of parent‐ and teacher‐reported oppositional defiant disorder: findings from a national sample. Journal of Child Psychology and Psychiatry, 59(6), 659-666. doi:doi:10.1111/jcpp.12845

De Los Reyes, A., Augenstein, T. M., Wang, M., Thomas, S. A., Drabick, D. A. G., Burgers, D. E., & Rabinowitz, J. (2015). The Validity of the Multi-Informant Approach to Assessing Child and Adolescent Mental Health. Psychological Bulletin, 141(4), 858-900. doi:10.1037/a0038498

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