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This study tested societal effects on caregiver/teacher ratings of behavioral/emotional problems for 10,521 preschoolers from 15 societies. Many societies had problem scale scores within a relatively narrow range, despite differences in language, culture, and other characteristics. The small age and gender effects were quite similar across societies. The rank orders of mean item ratings were similar across diverse societies. For 7,380 children from 13 societies, ratings were also obtained from a parent. In all 13 societies, mean Total Problems scores derived from parent ratings were significantly higher than mean Total Problems scores derived from caregiver/teacher ratings, although the size of the difference varied somewhat across societies. Mean cross-informant agreement for problem scale scores varied across societies. Societies were very similar with respect to which problem items, on average, received high versus low ratings from parents and caregivers/teachers. Within every society, cross-informant agreement for item ratings varied widely across children. In most respects, results were quite similar across 15 very diverse societies. (Contains 5 tables and 1 figure.)

International comparisons were conducted of preschool children's behavioral and emotional problems as reported on the Child Behavior Checklist for Ages 1 1/2-5 by parents in 24 societies (N = 19,850). Item ratings were aggregated into scores on syndromes; "Diagnostic and Statistical Manual of Mental Disorders"-oriented scales; a Stress Problems scale; and Internalizing, Externalizing, and Total Problems scales. Effect sizes for scale score differences among the 24 societies ranged from small to medium (3-12%). Although societies differed greatly in language, culture, and other characteristics, Total Problems scores for 18 of the 24 societies were within 7.1 points of the omnicultural mean of 33.3 (on a scale of 0-198). Gender and age differences, as well as gender and age interactions with society, were all very small (effect sizes less than 1%). Across all pairs of societies, correlations between mean item ratings averaged 0.78, and correlations between internal consistency alphas for the scales averaged 0.92, indicating that the rank orders of mean item ratings and internal consistencies of scales were very similar across diverse societies. (Contains 4 tables and 1 figure.)

Objective: To test the fit of a seven-syndrome model to ratings of preschoolers' problems by parents in very diverse societies. Method: Parents of 19,106 children 18 to 71 months of age from 23 societies in Asia, Australasia, Europe, the Middle East, and South America completed the Child Behavior Checklist for Ages 1.5-5 (CBCL/1.5-5). Confirmatory factor analyses were used to test the seven-syndrome model separately for each society. Results: The primary model fit index, the root mean square error of approximation (RMSEA), indicated acceptable to good fit for each society. Although a six-syndrome model combining the Emotionally Reactive and Anxious/Depressed syndromes also fit the data for nine societies, it fit less well than the seven-syndrome model for seven of the nine societies. Other fit indices yielded less consistent results than the RMSEA. Conclusions: The seven-syndrome model provides one way to capture patterns of children's problems that are manifested in ratings by parents from many societies. Clinicians working with preschoolers from these societies can thus assess and describe parents' ratings of behavioral, emotional, and social problems in terms of the seven syndromes. The results illustrate possibilities for culture-general taxonomic constructs of preschool psychopathology. Problems not captured by the CBCL/1.5-5 may form additional syndromes, and other syndrome models may also fit the data. (Contains 2 tables and 1 figure.)

Caregivers and teachers from 14 societies rated 9,389 1.5 to 5-year-olds on the Caregiver-Teacher Report Form (C-TRF; Achenbach & Rescorla, 2000). General population samples were obtained in Asia; the Middle East; Eastern, Northern, Central, Western, and Southern Europe; and South America. The 2-level 6-syndrome C-TRF model derived on a mostly U.S. sample was tested separately for each society. This model or a slightly modified 2-level 5-syndrome version of the model fit the data for 10 of the 14 societies. The findings generally support use of the C-TRF with children of diverse backgrounds. The multicultural generalizability of C-TRF syndromes suggests that they can be used as taxonomic constructs for preschoolers' psychopathology, which can facilitate international communication and collaboration between clinicians, researchers, and educators working with young children. [ABSTRACT FROM AUTHOR]