Retrospective Analysis of Patients Applied to the Child and Adolescent Psychiatric Clinic and Subject to Psychometric Tests: One-Centered Experience

Abstract

Aim: Intelligence tests are applied for various reasons, including identifying mental improvement, learning disabilities, other cognitive disorders, and giftedness, as well as for the clinical evaluation of cognition. Our study examines the relationships between intelligence level, parenting style, and sociodemographic factors. Materials and Methods: Among 595 patients who underwent psychometric tests, 135 patients whose parents were contacted and who could complete the Parenting Attitude Research Instrument (PARI) scale were included in the study. The Wechsler Intelligence Scale for Children – Revised (WISC-R) test was conducted in 26 (19.3%) patients, The Modified Checklist for Autism in Toddlers (M-CHAT) test in 15 (11.1%), the Autism Behavior Checklist (ABC) test in 35 (25.9%), The Goodenough Drawing Test (GDT) and The Porteus Maze Test (PMT) in 42 (31.1%), and The Ankara Development and Screening Inventory (ADSI) in 64 (47.4%) patients. Of the total, 83 (61.5%) cases were male, 52 (38.5%) were female, with a female-to-male ratio of 0.62. The average age was 81.74 ± 3.92 months. Results: As the number of siblings increased, the scores of the 'pressure and discipline' dimension (Factor 5) of the PARI also increased significantly (p = 0.049, r = 0.574). As the duration of preschool education increased, the scores for the PARI dimensions of 'Excessive Motherhood' (Factor 1), 'Housewife Rejection' (Factor 3), and 'Wife-Husband Conflict' (Factor 4) decreased significantly (p = 0.032, p = 0.022, p = 0.038 and r = 0.185, r = 0.197, r = 0.179, respectively). A mild developmental delay was more common in children who did not receive foreign language education, as indicated by ADSI scores (p = 0.010). When evaluating the PARI and WISC-R results together, it was found that WISC-R test scores improved as scores in the 'Excessive Motherhood' dimension (Factor 1) decreased. Conclusion: Parenthood can be viewed as a set of behaviors aimed at supporting the child and enabling them to reach their developmental potential. Positive parenting can give the child high functionality in necessary interpersonal relationships and other areas of their life. Effective parenting, even in high-risk families, is crucial in reducing the impact of risk factors, preserving the child's functionality, and fostering the development of resilient children.

Keywords

• PARI
• WISC-R
• Intelligence
• Development

Ethical Statement

The study was approved by Uludağ University Medical Faculty Clinical Research Ethics Committee with the decision dated 04.03.2020 and numbered 2020-4/16.

Retrospective Analysis of Patients Applied to the Child and Adolescent Psychiatric Clinic and Subject to Psychometric Tests: One-Centered Experience

Abstract

Giriş ve Amaç: Zeka testleri; zihinsel gelişimin, öğrenme güçlüklerinin, diğer bilişsel bozuklukların ve üstün zekalılığın belirlenmesi ve bilişin klinik değerlendirmesi gibi çeşitli nedenlerle uygulanır. Çalışmamızın amacı zeka düzeyi, ebeveynlik tarzı ve sosyodemografik faktörler arasındaki ilişkileri incelemektir. Gereç ve Yöntemler: Psikometrik testlere tabi tutulan 595 hastadan, ebeveynleri ile iletişime geçilen ve Ebeveyn Tutum Araştırma Aracı (PARI) ölçeğini tamamlayabilen 135 hasta çalışmaya dahil edildi. Wechsler Çocuklar İçin Zeka Ölçeği – Gözden Geçirilmiş (WISC-R) testi 26 (%19,3) hastada, Otizm İçin Değiştirilmiş Kontrol Listesi (M-CHAT) testi 15 (%11,1) hastada, Otizm Davranış Kontrol Listesi (ODKL) testi 35 (%25,9) hastada, Goodenough Çizim Testi (GÇT) ve Porteus Labirent Testi (PLT) 42 (%31,1) hastada ve Ankara Gelişim ve Tarama Envanteri (AGTE) 64 (%47,4) hastada uygulandı. Toplam vakaların 83'ü (%61,5) erkek, 52'si (%38,5) kızdı ve kadın-erkek oranı 0,62 idi. Ortalama yaş 81,74 ± 3,92 aydı. Bulgular: Kardeş sayısı arttıkça PARI'nin 'Baskı ve Disiplin' boyutunun (Faktör 5) puanlarının da anlamlı şekilde arttığı gözlendi (p = 0,049, r = 0,574). Okul öncesi eğitim süresi arttıkça PARI'nin 'Aşırı Annelik' (Faktör 1), 'Ev Hanımlığı Reddi' (Faktör 3) ve 'Karı-Koca Çatışması' (Faktör 4) boyutlarının puanları anlamlı şekilde azalmaktaydı (sırasıyla p = 0,032, p = 0,022, p = 0,038 ve r = 0,185, r = 0,197, r = 0,179). Yabancı dil eğitimi almayan çocuklarda hafif gelişimsel gecikme daha yaygındı; bu durum AGTE puanlarıyla da gösterildi (p = 0,010). PARI ve WISC-R sonuçları birlikte değerlendirildiğinde, 'Aşırı Annelik' boyutundaki (Faktör 1) puanlar azaldıkça WISC-R test puanlarının iyileştiği bulundu. Sonuç: Ebeveynlik, çocuğu desteklemeyi ve gelişimsel potansiyeline ulaşmasını sağlamayı amaçlayan bir dizi davranış olarak görülebilir. Olumlu ebeveynlik, çocuğa gerekli kişilerarası ilişkilerde ve hayatının diğer alanlarında yüksek işlevsellik sağlayabilir. Yüksek riskli ailelerde bile etkili ebeveynlik, risk faktörlerinin etkisini azaltmada, çocuğun işlevselliğini korumada ve dayanıklı çocukların gelişimini teşvik etmede önemli bir unsurdur.

Keywords

• PARI
• WISC-R
• Zeka
• Gelişim

Ethical Statement

Çalışma Uludağ Üniversitesi Tıp Fakültesi Klinik Araştırmalar Etik Kurulu’nun 04.03.2020 tarih ve 2020-4/16 sayılı kararı ile onaylandı.

References

1. Ainsworth, M.D., Blehar, M., et al. (1978). Patterns of attachment, 9, 151-190. Barnett, W.S. (1992). Benefits of compensatory preschool education. Journal of Human resources, 279-312.
2. Baykal, S., Ceylan, G., et al. (2018). Dikkat ve öğrenme bozukluklarında WISC-R alt testleri ile psikiyatrik semptom grupları arasındaki ilişki. Cukurova Medical Journal, 43(4), 785-791. https://doi.org/10.17826/cumj.345012
3. Berlin, L. J., Brady‐Smith C., et al. (2002). Links between childbearing age and observed maternal behaviors with 14‐month‐olds in the Early Head Start Research and Evaluation Project. Infant Mental Health Journal: Offical Publication of The World Association for Infant Mental Health, 23 (1-2), 104-129. https://doi.org/10.1002/imhj.10007 Blackmore, E. R., Côté-Arsenault, D., et al. (2011). Previous prenatal loss as a predictor of perinatal depression and anxiety. The British journal of psychiatry : the journal of mental science, 198(5), 373–378. https://doi.org/10.1192/bjp.bp.110.083105
4. Bradley, R. H., Corwyn, R. F., et al. (2001). The home environments of children in the United States part I: variations by age, ethnicity, and poverty status. Child development, 72(6), 1844–1867. https://doi.org/10.1111/1467-8624.t01-1-00382
5. Coşkun, S., Kılıç, H. S., & et al. (2021). Ebeveynlerin aile hayatı ve çocuk yetiştirme tutumları ile ergenlerin internet bağımlılığı. Humanistic Perspective, 3(3), 780-799. https://doi.org/10.47793/hp.1000101
6. Downey, D. B. (2001). Number of siblings and intellectual development. The resource dilution explanation. The American psychologist, 56(6-7), 497–504. https://doi.org/10.1037//0003-066x.56.6-7.497
7. Gibbons, M. B. (1992). A child dies, a child survives: the impact of sibling loss. Journal of pediatric health care : official publication of National Association of Pediatric Nurse Associates & Practitioners, 6(2), 65–72. https://doi.org/10.1016/0891-5245(92)90123-l
8. Grant, K. E., Compas, B. E., et al. (2003). Stressors and child and adolescent psychopathology: moving from markers to mechanisms of risk. Psychological bulletin, 129(3), 447–466. https://doi.org/10.1037/0033-2909.129.3.447

9. Greenspan, S., Love, P. F. (2012). Social intelligence and developmental disorder: Mental retardation, learning disabilities, and autism. In Ellis' handbook of mental deficiency, psychological theory and research (pp. 311-342). Routledge.
10. Hatton, C. (2012). Intellectual disabilities–classification, epidemiology and causes. Clinical psychology and people with intellectual disabilities, 3-22.
11. Heer, D.M. Effects of sibling number on child outcome. Annual review of sociology. 1985;11(1):27-47. Hemmati, E., Taaki, F., et al. (2023). The Relationship between Motor Skills and Language Performance in Mentally Retarded Children. Journal of Pediatric Perspectives, 11(8), 18112-18122. https://doi.org/10.22038/ijp.2023.70906.5211
12. Krug, D. A., Arick, J., et al. (1980). Behavior checklist for identifying severely handicapped individuals with high levels of autistic behavior. Journal of child psychology and psychiatry, and allied disciplines, 21(3), 221–229. https://doi.org/10.1111/j.1469-7610.1980.tb01797.x
13. Moreno, S., Bialystok, E., et al. (2011). Short-term music training enhances verbal intelligence and executive function. Psychological science, 22(11), 1425–1433. https://doi.org/10.1177/0956797611416999
14. Osmanlı, C. Ç., Şahin, B., & et al. (2023). Cerebral lateralization in adolescent girls with premenstrual syndrome. Cukurova Medical Journal, 48(1), 84-91. https://doi.org/10.17826/cumj.1180572
15. Özgür, B. G., Aksu, H., et al. (2017). Otizmde yaşam kalitesi anketi anne-baba sürümünün Türkçe geçerliliği ve güvenilirliği. Anatolian J Psychiatry, 18, 344-352.
16. Perez, C. M., & Widom, C. S. (1994). Childhood victimization and long-term intellectual and academic outcomes. Child abuse & neglect, 18(8), 617–633. https://doi.org/10.1016/0145-2134(94)90012-4
17. Ramey, C. T., Bryant, D. M., et al. (1992). Infant Health and Development Program for low birth weight, premature infants: program elements, family participation, and child intelligence. Pediatrics, 89(3), 454–465. Rubin, S.S. The wounded family: Bereaved parents and the impact of adult child loss. Continuing bonds. 1996:217-32.
18. Saadat, M. (2008). Consanguinity and national IQ scores. Journal of epidemiology and community health, 62(6), 566–567. https://doi.org/10.1136/jech.2007.069021
19. Saegert, S.C., Adler, N.E., et al. (2007). American Psychological Association. The report of the APA task force on socioeconomic status.
20. Schaefer, E. S., & Bell, R. Q. (1958). Development of a parental attitude research instrument. Child development, 29(3), 339–361. https://doi.org/10.1111/j.1467-8624.1958.tb04891.x Schaie, K.W. Developmental influences on adult intelligence: The Seattle longitudinal study. Oxford University Press. 2005.
21. Shahraki, M., Agheli, L., et al. (2016). The effect of mothers’ education and employment on children’s health. Jentashapir Journal of Health Research, 7(4). https://doi.org/:10.17795/jjhr-30977
22. Tong, S., Baghurst, P., et al. (2007). Socioeconomic position, maternal IQ, home environment, and cognitive development. The Journal of pediatrics, 151(3), 284–288.e1. https://doi.org/10.1016/j.jpeds.2007.03.020
23. Topçu, S., Ulukol, B., et al. (2018). Comparison of tidos with m-chat for screening autism spectrum disorder. Psychiatry and Clinical Psychopharmacology, 28(4), 416-422. https://doi.org/10.1080/24750573.2017.1422682
24. Tucker-Drob, E. M., & Harden, K. P. (2012). Early childhood cognitive development and parental cognitive stimulation: evidence for reciprocal gene-environment transactions. Developmental science, 15(2), 250–259. https://doi.org/10.1111/j.1467-7687.2011.01121.x
25. Uskun, E. (2001). Akraba evlilikleri. Sürekli Tıp Eğitimi Dergisi, 10(2), 54- 56. Vasudevan, P., & Suri, M. (2017). A clinical approach to developmental delay and intellectual disability. Clinical medicine (London, England), 17(6), 558–561. https://doi.org/10.7861/clinmedicine.17-6-558
26. Wagner, M. E., Schubert, H. J., et al. (1985). Family size effects: a review. The Journal of genetic psychology, 146(1), 65–78. https://doi.org/10.1080/00221325.1985.9923449
27. Yaşgüçlükal, M. A., Savaş, M., et al. (2023). Developmental and Behavioral Consequences of Intrauterine Anti-Seizure Medication Exposure. Noro psikiyatri arsivi, 60(1), 37–42. https://doi.org/10.29399/npa.28055
28. Yıkgeç, A. Değiştirilmiş erken çocukluk dönemi otizm tarama ölçeğinin Türk örneklemi üzerine geçerlik çalışması. Yayınlanmamış Yüksek Lisans Tezi. Boğaziçi Üniversitesi, Sosyal Bilimler Enstitüsü, 2015, İstanbul. Zajonc, R. B., & Markus, G. B. (1975). Birth order and intellectual development. Psychological Review, 82(1), 74–88. https://doi.org/10.1037/h0076229
29. Zhang, H., Lee, Z. X., et al. (2020). Parental and social factors in relation to child psychopathology, behavior, and cognitive function. Translational psychiatry, 10(1), 80. https://doi.org/10.1038/s41398-020-0761-6