Early Evidence of the Italian Parent-Report Strengths and Difficulties Questionnaire (SDQ-P)

The parent-report Strengths and Difficulties Questionnaire (SDQ-P) is a widely used scale that assesses children’s and adolescents’ strengths and difficulties. The present study applied this scale to Italian adolescents and compared the current results with previous Chinese findings and the United Kingdom norm. Participants were 422 Italian parents and their adolescent children. Parents and adolescents answered the parent-report and the self-report SDQ, respectively. Results showed that the five-factor first-order model was better than other competing models. Cronbach’s alpha of emotional problems, conduct problems, hyperactivity, peer problems, prosocial behavior, and total difficulties was .63, .52, .69, .51, .59, and .77 respectively for mother-report measure, and .67, .48, .67, .46, .55, and .79 respectively for father-report measure. Parent–adolescent agreements ranged from low to medium, whereas mother–father agreements were large. Parents did not rate boys and girls as well as early-adolescence and mid-adolescence differently. Italian parents rated their adolescent children to have lower levels of hyperactivity, peer problems, total difficulties, and higher levels of prosocial behavior than Chinese parents; and Italian mothers rated their adolescent children to have lower levels of hyperactivity than United Kingdom parents. In conclusion, the current findings suggest both strengths and inadequacies of the SDQ-P for Italian adolescents.     

Factors associated with behavioral problems in children with idiopathic epilepsy

The present study examined whether the perceived behavioral problems of children with idiopathic epilepsy differed from those of healthy controls according to parent proxy-reports and which factors are associated with these problems. The parents of 106 children with idiopathic epilepsy and 305 healthy controls aged 6-9 years old completed the Vanderbilt ADHD Diagnostic Parent Rating Scale and the Strengths and Difficulties Questionnaire. The 106 children with idiopathic epilepsy were also interviewed using the K-SADS-PL. The parents of children with idiopathic epilepsy reported more hyperactivity, emotional and conduct problems than the parents of healthy controls, as well as less prosocial behavior. Parents detected no differences in peer problems, inattention, oppositional/defiant disorder, and anxiety/depression. Age of onset of epilepsy (later), the number of administered antiepileptic drugs (polytherapy), and gender (male) predicted behavioral problems in children with idiopathic epilepsy. The frequency of seizures was associated with behavioral problems, while age was not. Finally, children with benign focal epilepsy were rated by their parents as having less behavioral problems than children with generalized epilepsy.     

Psychometric properties of a Swedish version of the “Strengths and Difficulties Questionnaire”

A new English instrument for screening mental health in children and adolescents, the Strengths and Difficulties Questionnaire (SDQ), was translated into Swedish and used for parental ratings of 900 children aged 6–10 years from the general population. The SDQ which comprises 25 items, divided into 5 subscales (prosocial, hyperactivity, emotional symptoms, conduct problems, and peer problems) was developed from the Rutter scales. An earlier English validation study has shown the two instruments to have equal ability to identify child psychiatric cases, but the SDQ also provides screening on empathy and prosocial behaviour which are aspects of child development emphasized in current child psychiatry. The design of the SDQ with both strengths` and difficulties` items supposedly increases acceptability of the instrument on behalf of informants and makes the questionnaire especially suitable for studies of general population where the majority of children are healthy. Our results, which are novel findings on the instrument, confirmed the postulated factor structure and showed significant gender-differences in results on the total scale, prosocial and hyperactivity subscales and on some of the single items. Moreover, our investigation showed that a Swedish translation of the parental version of the SDQ worked well. Accepted: 5 October 1998     

Adolescents with a history of specific language impairment (SLI): Strengths and difficulties in social,emotional and behavioral functioning

Adolescents with specific language impairment (SLI) are at a greater risk of emotional and behavioral problems compared to their typically developing (TD) peers, but little is known about their self-perceived strengths and difficulties. In this study, the self-reported social, emotional and behavioral functioning of 139 adolescents with a history of SLI and 124 TD individuals at age 16 was examined. The self-report version of the Strengths and Difficulties Questionnaire (SDQ) was used to assess their prosocial behavior and levels of peer, emotional and behavioral difficulties. Associations of these areas of functioning with gender, verbal and non-verbal skills were also investigated. Adolescents with a history of SLI were more likely than their TD peers to report higher levels of peer problems, emotional symptoms, hyperactivity and conduct problems. The majority of adolescents in both groups (87% SLI and 96% TD), however, reported prosocial behavior within the typical range. Difficulty with peer relations was the strongest differentiator between the groups, with the odds of reporting borderline or abnormally high levels of peer problems being 12 times higher for individuals with a history of SLI. Adolescents with poorer receptive language skills were also more likely to report higher levels of emotional and behavioral difficulties. The findings of this study identify likely traits that may lead to referral to services.     

Comparison of the strengths and difficulties questionnaire (SDQ) scores between children with high-functioning autism spectrum disorder (HFASD) and attention-deficit/hyperactivity disorder (AD/HD)

The aim of this research was to compare the Strengths and Difficulties Questionnaire (SDQ) scores and subscale scores in children with high-functioning autism spectrum disorder (HFASD) and attention-deficit/hyperactivity disorder (AD/HD), and also to clarify the differences between parent- and teacher-assessed SDQ scores/subscores in HFASD and AD/HD children. These patients’ total difficulties scores were significantly high compared to the community sample. In the parent rating, HFASD children had significantly higher scores in the subscales of emotional symptoms and peer problems. In the teacher rating, AD/HD children showed significantly higher scores in the subscales of hyperactivity/inattention and conduct problems, whereas peer problems were significantly higher in HFASD. The teacher rating showed significantly greater difficulties than the parent rating on the subscale of prosocial behavior in both the AD/HD and HFASD groups. These results suggest that each subscale may reflect behavioral, emotional, and social characteristics of HFASD and AD/HD.     

长处与困难问卷（父母版）在中国8个省份22,108名小学生中的调查结果

背景：我国儿童心理问题不断增多,因此能够有效评估儿童行为和情绪问题的筛选工具对于促进我国儿童身心健康和预防儿童精神疾病有重要的意义。 目的：在来源于中国不同地区城市和农村的大样本儿童中对国际公认的长处和困难问卷（SDQ）中文版的使用进行评估,包括情绪症状、品行问题、多动/注意缺陷、同伴交往问题和亲社会行为。 方法：采用分层随机抽样选取8省份22,108名小学生（年龄在5岁至13岁）的法定监护人（父母为主）进行SDQ（父母版）中文版问卷调查。本研究评估了SDQ评分与社会人口学特征之间的关联性,并比较了中国与日本和英国在“异常”,“临界”和“正常”标准的百分位划界分。 结果：SDQ（父母版）5个分量表中有4个内部一致性尚可,但是“同伴关系问题”分量表则较差（alpha=0.22）。监护人反映男孩比女孩的多动/注意力缺陷问题更多,而女孩比男孩的情感症状问题突出。男孩和女孩的多动/注意力缺陷问题都会随着年龄的增长而减少,而同伴交往问题随着年龄增长而增多。农村地区和监护人不是父母（即祖父母或其他亲属）的孩子中,情绪症状、品行问题和同伴交往问题较为普遍。中国儿童中判定为“异常”的90%百分位划界分（19-40）要高于日本和英国报道的儿童划界分。 讨论：此项研究提示,对男孩的多动/注意缺陷问题应在10岁之前开始预防,并且在青春期早期就要开始训练如何减轻与同伴交往带来的压力。进一步的研究需要注重于提高SDQ在中国文化背景下的信效度,并确定SDQ对于识别孩子是否需要心理健康服务的敏感性和特异性。     

Serious emotional and behavioral problems and mental health contacts in American and British children and adolescents

OBJECTIVE: To compare prevalence of serious emotional and behavioral problems and mental health contacts for these problems among American and British children and adolescents. METHOD: Data on children and adolescents ages 5 to 16 years were drawn from the 2004 U.S. National Health Interview Survey (response rate = 79.4%) and the 2004 survey of Mental Health of Children and Young People in Great Britain (response rate = 76.0%). Emotional problems, hyperactivity/inattention, and conduct problems were assessed using the parent version of the Strengths and Difficulties Questionnaire (SDQ). Psychometric properties of SDQ scales were compared across countries. RESULTS: The SDQ has similar psychometric properties across countries. More British than American children met the criteria for emotional and conduct problems, but not hyperactivity/inattention. Prevalence was higher for all problems in 5- to 8-year-old British boys and for emotional problems in 13- to 16-year-old British girls. American children with serious emotional and behavioral problems had a higher prevalence of mental health contacts overall and with mental health providers but not with general medical providers. CONCLUSIONS: British children have a higher prevalence of parent-reported serious emotional and behavioral problems than American children. However, British children with these problems are less likely than American children to receive mental health care.     

Associations between behavioral/emotional difficulties in kindergarten children and the quality of their peer relationships

OBJECTIVE: The aim of this study was to investigate the associations between children's difficulties (conduct problems, hyperactivity/impulsivity, and emotional symptoms) and peer victimization and rejection in kindergarten. For the assessment of children's difficulties, the authors used a multi-informant approach. METHOD: A total of 153 five-year-old children were interviewed (Berkeley Puppet Interview). Teachers and parents completed the Strengths and Difficulties Questionnaire. Teachers reported on peer victimization. Peer nominations (rejection and acceptance) were conducted in a subgroup of 92 children. Combining teacher, parent, and self-reports of children's difficulties, three components were established: trait (degree of problems), informant differences resulting from perspective (self versus others), and context (kindergarten versus home). RESULTS: Children's difficulties were significantly associated with teacher- and self-reported victimization and peer rejection (r = 0.20-0.35), but not with peer acceptance. Conduct problems and emotional symptoms, but not hyperactivity/impulsivity, contributed independently to the variance of peer victimization and rejection. Perspective differences between children and adults according to hyperactivity/impulsivity also predicted peer rejection. CONCLUSION: Behavioral and emotional difficulties as well as a lack of self-awareness regarding hyperactive/impulsive behavior may place children at risk of peer victimization and rejection. Child psychiatric assessments and therapeutic strategies should thus take children's self-perception of symptoms and their peer relationships into account.     

Serum cytokines associated with behavior: A cross-sectional study in 5-year-old children

Nearly 10% of 5-year-old children experience social, emotional or behavioral problems and are at increased risk of developing mental disorders later in life. While animal and human studies have demonstrated that cytokines can regulate brain functions, it is unclear whether individual cytokines are associated with specific behavioral dimensions in population-based pediatric samples. Here, we used data and biological samples from 786 mother-child pairs participating to the French national mother-child cohort EDEN. At the age of 5, children were assessed for behavioral difficulties using the Strengths and Difficulties Questionnaire (SDQ) and had their serum collected. Serum samples were analyzed for levels of well-characterized effector or regulatory cytokines. We then used a penalized logistic regression method (Elastic Net), to investigate associations between serum levels of cytokines and each of the five SDQ-assessed behavioral dimensions after adjustment for relevant covariates and confounders, including psychosocial variables. We found that interleukin (IL)-6, IL-7, and IL-15 were associated with increased odds of problems in prosocial behavior, emotions, and peer relationships, respectively. In contrast, eight cytokines were associated with decreased odds of problems in one dimension: IL-8, IL-10, and IL-17A with emotional problems, Tumor Necrosis Factor (TNF)-α with conduct problems, C-C motif chemokine Ligand (CCL)2 with hyperactivity/inattention, C-X-C motif chemokine Ligand (CXCL)10 with peer problems, and CCL3 and IL-16 with abnormal prosocial behavior. Without implying causation, these associations support the notion that cytokines regulate brain functions and behavior and provide a rationale for launching longitudinal studies.     

Predictive Value of Callous-Unemotional Traits in a Large Community Sample

ObjectiveCallous-unemotional (CU) traits in children and adolescents are increasingly recognized as a distinctive dimension of prognostic importance in clinical samples. Nevertheless, comparatively little is known about the longitudinal effects of these personality traits on the mental health of young people from the general population. Using a large representative sample of children and adolescents living in Great Britain, we set out to examine the effects of CU traits on a range of mental health outcomes measured 3 years after the initial assessment.MethodParents were interviewed to determine the presence of CU traits in a representative sample of 7,636 children and adolescents. The parents also completed the Strengths and Difficulties Questionnaire, a broad measure of childhood psychopathology. Three years later, parents repeated the Strengths and Difficulties Questionnaire.ResultsAt 3-year follow-up, CU traits were associated with conduct, hyperactivity, emotional, and total symptom scores. After adjusting for the effects of all covariates, including baseline symptom score, CU traits remained robustly associated with the overall levels of conduct problems and emotional problems and with total psychiatric difficulties at 3-year follow-up.ConclusionsCallous-unemotional traits are independently associated with future psychiatric difficulties in children and adolescents. An assessment of CU traits adds small but significant improvements to the prediction of future psychopathology. J. Am. Acad. Child Adolesc. Psychiatry, 2009;48(11):1079–1084.     

Changes in adolescents mental health and use of alcohol and tobacco: a 10-year time-trend study of Finnish adolescents

The present study examines the 10-year time-trend changes of adolescent psychiatric symptoms, smoking and alcohol use. Representative population-based samples with same methods at two time-points, same age range and with 10-year period between the time points were gathered in Finland to investigate secular changes in adolescents?? emotional and behavioral problems. Seventh and ninth grade students filled in the Strengths and Difficulties Questionnaire (SDQ) and questions regarding alcohol use and smoking anonymously during a school lesson in 1998 (n?=?1458) and 2008 (n?=?1569). The self-reports of SDQ showed substantial stability in emotional and behavioral problems from 1998 to 2008. There was no increase between the two timepoints in self-reports of SDQ total, conduct, hyperactivity, emotional or peer problems when using the 90th percentile clinical cut-off points. However, there was a trend showing decreasing prosocial behavior among girls indicating that proportions of adolescent boys and girls having problems in prosocial behavior have converged, The self-reported alcohol use, drunkenness and cigarette smoking decreased within the 10-year time period. Of alcohol use, the number of non-users increased from 44 to 63?% between the years 1998 and 2008. Similarly, the proportion of non-smokers increased from 56 to 68?%. Although rates of substance use declined within the 10-year study period, drunkenness-oriented alcohol use and regular smoking are still prevalent among Finnish adolescents.     

Validity of the Swedish version of the Strengths and Difficulties Questionnaire (SDQ-Swe)

The Strengths and Difficulties Questionnaire (SDQ) is an internationally widely used, brief screening instrument for mental health problems in children and teenagers. The SDQ probes behaviours and psychological attributes reflecting the child's difficulties as well as strengths, and targets hyperactivity/inattention, emotional symptoms, conduct problems, peer problems and prosocial behaviour. Also, the instrument taps the impact aspect, i.e. whether the child is judged to suffer from emotional or behavioural problems severe enough to cause distress or social impairment. Studies of the original English SDQ, as well as of translations into several other languages, attest to a compelling usefulness and validity of the instrument. In this investigation, the adequacy of the Swedish adaptation of the SDQ (SDQ-Swe) was tested in comparisons between parent reports on 5-15-year-old children drawn from a community sample (n=263) and from a child psychiatric sample (n=230). Results showed that the instrument differentiated well between the community and the psychiatric samples, the latter displaying more symptoms, fewer strengths and more social impairment. Moreover, ROC analyses showed satisfactory sensitivity and specificity of the principal scales of the SDQ-Swe at proposed cut-offs. Hence, results showed adequate validity of the SDQ-Swe, suggesting that this new instrument, an instrument in tune with the ideas of contemporary child psychiatry and psychology, is a useful tool for mental health screening in children and adolescents.     

Validity of the Swedish version of the Strengths and Difficulties Questionnaire (SDQ-Swe)

The Strengths and Difficulties Questionnaire (SDQ) is an internationally widely used, brief screening instrument for mental health problems in children and teenagers. The SDQ probes behaviours and psychological attributes reflecting the child's difficulties as well as strengths, and targets hyperactivity/inattention, emotional symptoms, conduct problems, peer problems and prosocial behaviour. Also, the instrument taps the impact aspect, i.e. whether the child is judged to suffer from emotional or behavioural problems severe enough to cause distress or social impairment. Studies of the original English SDQ, as well as of translations into several other languages, attest to a compelling usefulness and validity of the instrument. In this investigation, the adequacy of the Swedish adaptation of the SDQ (SDQ-Swe) was tested in comparisons between parent reports on 5-15-year-old children drawn from a community sample (n=263) and from a child psychiatric sample (n=230). Results showed that the instrument differentiated well between the community and the psychiatric samples, the latter displaying more symptoms, fewer strengths and more social impairment. Moreover, ROC analyses showed satisfactory sensitivity and specificity of the principal scales of the SDQ-Swe at proposed cut-offs. Hence, results showed adequate validity of the SDQ-Swe, suggesting that this new instrument, an instrument in tune with the ideas of contemporary child psychiatry and psychology, is a useful tool for mental health screening in children and adolescents.     

The Strengths and Difficulties Questionnaire (SDQ)

This study was a first attempt to examine the psychometric properties of the Strengths and Difficulties Questionnaire (SDQ) in Dutch youths. A large sample of normal children and adolescents (N = 562) and their parents completed the SDQ along with a number of other psychopathology measures. Factor analysis of the SDQ yielded five factors that were in keeping with the hypothesised subscales of hyperactivity-inattention, emotional symptoms, peer problems, conduct problems, and prosocial behaviour. Furthermore, internal consistency, test-retest stability, and parent-youth agreement of the various SDQ scales were acceptable. Finally, the concurrent validity of the SDQ was good: that is, its scores correlated in a theoretically meaningful way with other measures of psychopathology. It can be concluded that the psychometric properties of the parent- and self-report version of the SDQ were satisfactory in this Dutch community sample. Moreover, the current data provide further support for the utility of the SDQ as an index of psychopathological symptoms in youths. Accepted: 30 September 2002 Correspondence to Peter Muris, Ph. D.     

Psychometric properties of the strengths and difficulties questionnaire.

OBJECTIVE: To describe the psychometric properties of the Strengths and Difficulties Questionnaire (SDQ), a brief measure of the prosocial behavior and psychopathology of 3-16-year-olds that can be completed by parents, teachers, or youths. METHOD: A nationwide epidemiological sample of 10,438 British 5-15-year-olds obtained SDQs from 96% of parents, 70% of teachers, and 91% of 11-15-year-olds. Blind to the SDQ findings, all subjects were also assigned DSM-IVdiagnoses based on a clinical review of detailed interview measures. RESULTS: The predicted five-factor structure (emotional, conduct, hyperactivity-inattention, peer, prosocial) was confirmed. Internalizing and externalizing scales were relatively "uncontaminated" by one another. Reliability was generally satisfactory, whether judged by internal consistency (mean Cronbach a: .73), cross-informant correlation (mean: 0.34), or retest stability after 4 to 6 months (mean: 0.62). SDQ scores above the 90th percentile predicted a substantially raised probability of independently diagnosed psychiatric disorders (mean odds ratio: 15.7 for parent scales, 15.2 for teacher scales, 6.2 for youth scales). CONCLUSION: The reliability and validity of the SDQ make it a useful brief measure of the adjustment and psychopathology of children and adolescents.     

The role of sleep and the hypothalamic-pituitary-adrenal axis for behavioral and emotional problems in very preterm children during middle childhood

Very preterm children are at higher risk to develop behavioral and emotional problems, poor sleep, and altered hypothalamic-pituitary-adrenocortical activity (HPAA). However, knowledge on objective sleep and HPAA as well as their role for the development of behavioral and emotional problems in very preterm children is limited. Fifty-eight very preterm children (<32nd gestational week) and 55 full-term children aged 6–10 years underwent one night of in-home polysomnographic sleep assessment. HPAA was assessed with four saliva samples in the morning (morning cortisol secretion) and four saliva samples in the evening (evening cortisol secretion). Parents completed the Strengths and Difficulties Questionnaire (SDQ) to assess children's behavioral and emotional problems and a subscale of the Children's Sleep Habits Questionnaire to assess sleep disordered breathing. Very preterm children showed more behavioral and emotional problems (SDQ total behavioral/emotional difficulties, emotional symptoms), poorer sleep (more nocturnal awakenings, more stage 2 sleep, less slow wave sleep), and faster decreasing evening cortisol secretion compared to full-term children. Across the whole sample, more stage 2 sleep and/or less slow wave sleep were associated with more SDQ total behavioral/emotional difficulties, hyperactivity-inattention, and peer problems. Lower morning cortisol secretion and lower evening cortisol secretion were associated with more conduct problems. In very preterm children, increased SDQ total behavioral/emotional difficulties was partially explained by less restorative sleep including more stage 2 sleep and less slow wave sleep. This result points to the importance of restorative sleep for the behavioral and emotional development of very preterm children during middle childhood.     

The Strengths and Difficulties Questionnaire: U.S. normative data and psychometric properties

OBJECTIVE: To evaluate the Strengths and Difficulties Questionnaire in a U.S. national population sample of children and adolescents, develop normative scoring bands, and test the association of high-scoring groups with service contacts or use for mental health reasons. METHOD: An Americanized version of the Strengths and Difficulties Questionnaire parent report was administered to parents of 10,367 4- to 17 -year-olds in the 2001 National Health Interview Survey. Scoring bands were developed to differentiate low, medium, and high levels of emotional or behavioral difficulties. Children at high risk of serious difficulties were identified by three different scoring methods: (1) high symptom scores, (2) parental perception of definite or severe difficulties, and (3) high symptoms plus impairment. These ratings were validated against service contact or use and other well-established demographic and broader risk factors for child emotional and behavioral problems. RESULTS: Results indicated good acceptability and internal consistency. Normative scoring bands were similar, though not identical, to the original British bands. Results of each scoring method had a strong association with service contact/use. CONCLUSIONS: This study supports the usefulness of the Strengths and Difficulties Questionnaire as an effective and efficient screener for child and adolescent mental health problems in the United States.     

Etiologies of associations between childhood sleep and behavioral problems in a large twin sample

OBJECTIVE: To examine the etiologies of covariation of childhood sleep problems and other behavioral/emotional problems in young children. METHOD: The parents of more than 6,000 twin pairs provided information on their twins' anxiety, conduct, and hyperactivity at ages 3, 4, and 7 by completing the Strengths and Difficulties Questionnaire. Information on sleep problems was obtained at age 3/4. RESULTS: Phenotypic correlations in preschool years between sleep problems and anxiety, conduct, and hyperactivity ranged from 0.17 to 0.22. These correlations were largely due to shared environmental factors (0.72-0.96) and less to heredity (0.05-0.26) and nonshared environment (0.00-0.06). Sleep problems at age 3/4 years predicted at age 7 years anxiety (beta =.12, p <.001), conduct problems (beta =.09, p <.001), and hyperactivity (beta =.07, p <.001), after accounting for stability of these problems. These predictive associations were also mainly mediated by shared environment (0.16-0.91), although genetic (0.02-0.84) and nonshared environmental (-0.03-0.09) factors were also influential. CONCLUSIONS: The modest associations between early sleep problems and later behavioral/emotional problems are largely accounted for by common psychosocial risk factors. Further research on which specific risks may mediate these connections is needed.     

Psychopathology and prosocial behavior in adolescents from socio-economically disadvantaged families: the role of proximal and distal adverse life events

The study investigated if proximal contextual risk (number of adverse life events experienced in the last year) or distal contextual risk (number of adverse life events experienced before the last year) is a better predictor of adolescent psychopathology and prosocial behavior. It also tested for the specificity, accumulation and gradient of contextual risk in psychopathology and prosocial behavior, and for the interaction between proximal and distal contextual risk in psychopathology and prosocial behavior. The sample was 199 11–18 year old children from a socio-economically disadvantaged area in North-East London. The Strengths and Difficulties Questionnaire (SDQ), which measures four difficulties (hyperactivity, emotional symptoms, conduct problems, and peer problems) and prosocial behavior, was used. Confounders were age, gender, and maternal educational qualifications. To model the relationship between the five SDQ scales and contextual risk multivariate response regression models and multivariate response logistic regression models that allow the error terms of the scale specific models to be correlated were fitted. This study highlighted the importance of proximal contextual risk in predicting both broad and externalizing psychopathology, and the importance of considering risk accumulation rather than specificity in predicting psychopathology. By showing that the number of proximal adverse life events experienced had a steady, additive effect on broad and externalizing psychopathology, it also highlighted the need to protect adolescents experiencing current risk from further risk exposure. By showing that the number of distal adverse life events experienced did not affect the proximal risk’s impact on either broad or externalizing psychopathology, it highlighted the need to protect all adolescents, irrespective of experience of early life adversities, from risk.     

Psychopathology in children and adolescents with epilepsy: an investigation of predictive variables

This epidemiological study was aimed at determining the prevalence of behavioral and emotional problems in a UK community-based population of children and adolescents with epilepsy aged 4-17 using a postal questionnaire survey. The intent was to identify, through this survey, those epilepsy-related and demographic factors predictive of the presence of psychopathology and diminished health-related quality of life, and to distinguish whether such factors differ for differing types of psychopathology. Outcomes were measured using the Strengths and Difficulties Questionnaire (SDQ), Moods and Feelings Questionnaire (MFQ), Impact of Paediatric Epilepsy Scale (IPES), and Quality of Life in Epilepsy Inventory for Adolescents (QOLIE-AD-48). Information was obtained from main carers for 56 children (25 males and 31 females, mean age=12 years, SD=3 years 9 months, range=5-17). Parent report identified that 23 (47.9%, 95% confidence interval [CI] 34.5-61.7%) children met psychiatric caseness criteria and 32 (61.5%, 95% CI 48-73.5%) had chronic distress and social impairment. Regression analyses identified seizure severity as a risk factor for emotional problems and depression (odds ratio [OR]=1.09, P<0.05), whereas cognitive impairment was associated with behavioral problems, specifically conduct problems (OR=14.0, P<0.05), hyperactivity/inattention (OR=9.4, P<0.01), and peer problems (OR=28.5, P<0.01). Cognitive impairment and high seizure frequency were significantly related to increased IPES scores (R(2)=0.33, P<0.001) and diminished QOLIE-AD-48 scores (R(2)=0.39, P<0.01). In conclusion, children with epilepsy experience considerable psychopathology and reduced quality of life. Epilepsy-related factors appear more closely associated with emotional well-being, and cognitive factors with behavior problems.