psychiatryПСИХИАТРИЯPsychiatry (Moscow) (Psikhiatriya)1683-83192618-6667FSBSI “The Mental Health Research Centre”; LLC «Publisher «MIA»10.30629/2618-6667-2025-23-1-18-27psychiatry-1312Research ArticleПСИХОПАТОЛОГИЯ, КЛИНИЧЕСКАЯ И БИОЛОГИЧЕСКАЯ ПСИХИАТРИЯPSYCHOPATHOLOGY, CLINICAL AND BIOLOGICAL PSYCHIATRYВременные изменения уровня эмоциональных и поведенческих проблем детей по данным педагогов в 1999–2021 гг.Time Changes in Teacher-Rated Emotional and Behavioural Problems in Children in 1999–2021https://orcid.org/0000-0003-2076-0691СлободскаяЕ. Р.SlobodskayaH. R.

Елена Романовна Слободская, доктор психологических наук, кандидат медицинских наук, доцент, заведующая сектором Индивидуальных особенностей развития детей

Новосибирск

Helena R. Slobodskaya, Dr. Sci. (Psychol.), Cand. Sci. (Med.), Head of Department, Department of Child Development and Individual Differences

Novosibirsk

slobodskayaer@neuronm.ruhttps://orcid.org/0000-0002-2849-2110КорниенкоО. С.KornienkoO. S.

Ольга Сергеевна Корниенко, кандидат биологических наук, старший научный сотрудник, сектор Индивидуальных особенностей развития детей

Новосибирск

Olga S. Kornienko, Cand. Sci. (Biol.), Senior Researcher, Department of Child Development and Individual Differences

Novosibirsk

kornienkoos@neuronm.ruhttps://orcid.org/0000-0003-4298-8013ПетренкоЕ. Н.PetrenkoE. N.

Евгения Николаевна Петренко, кандидат психологических наук, старший научный сотрудник, сектор Индивидуальных особенностей развития детей

Новосибирск

Evgeniya N. Petrenko, Cand. Sci. (Psychol.), Senior Researcher, Department of Child Development and Individual Differences

Novosibirsk

petrenkoen@neuronm.ruhttps://orcid.org/0000-0002-1926-5266ВаршалА. В.VarshalA. V.

Александра Владимировна Варшал, младший научный сотрудник, сектор Индивидуальных особенностей развития детей

Новосибирск

Aleksandra V. Varshal, Junior Research Scientist, Department of Child Development and Individual Differences

Novosibirsk

varshalav@neuronm.ruhttps://orcid.org/0000-0003-4843-4839КозловаЕ. А.KozlovaE. A.

Елена Александровна Козлова, кандидат психологических наук, старший научный сотрудник, сектор Индивидуальных особенностей развития детей

Новосибирск

Elena A. Kozlova, Cand. Sci. (Psychol.), Senior Researcher, Department of Child Development and Individual Differences

Novosibirsk

kozlovaea@neuronm.ruhttps://orcid.org/0000-0002-4588-2524СафроноваМ. В.SafronovaM. V.

Маргарита Викторовна Сафронова, кандидат психологических наук, ведущий специалист, деканат факультета бизнеса «Капитаны»

Москва

Margarita V. Safronova, Cand. Sci. (Psychol.), Leading Specialist, Dean’s Office, “Captains” Business Faculty

Moscow

safronova-rita@mail.ruНаучно-исследовательский институт нейронаук и медициныРоссияScientific Research Institute of Neuroscience and MedicineRussian FederationНаучно-исследовательский институт нейронаук и медицины ; Новосибирский национальный исследовательский государственный университетРоссияScientific Research Institute of Neuroscience and Medicine ; Novosibirsk State UniversityRussian FederationНаучно-исследовательский институт нейронаук и медицины ; Новосибирский государственный педагогический университетРоссияScientific Research Institute of Neuroscience and Medicine ; Novosibirsk State Pedagogical UniversityRussian FederationРоссийский экономический университет имени Г.В. ПлехановаРоссияPlekhanov Russian University of EconomicsRussian Federation2025080520252311827Copyright © Слободская Е.Р., Корниенко О.С., Петренко Е.Н., Варшал А.В., Козлова Е.А., Сафронова М.В., 20252025Слободская Е.Р., Корниенко О.С., Петренко Е.Н., Варшал А.В., Козлова Е.А., Сафронова М.В.Slobodskaya H.R., Kornienko O.S., Petrenko E.N., Varshal A.V., Kozlova E.A., Safronova M.V.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.journalpsychiatry.com/jour/article/view/1312

Обоснование: исследование секулярных трендов дает важную информацию для понимания и прогнозирования развития психического здоровья детей. Глобальные стрессы, такие как пандемия, накладываются на тренды, определяя уровень психического здоровья в каждой половозрастной группе. Наблюдения педагогов могут существенно дополнить представление о временных изменениях эмоциональных и поведенческих проблем у детей. Цель исследования: изучить временные изменения уровня эмоциональных и поведенческих проблем детей в XXI-м столетии по оценкам педагогов. Методы: в 1999–2021 г. педагоги образовательных учреждений сибирских регионов заполняли опросник «Сильные стороны и трудности» (Strengths and Difficulties Questionnaire, SDQ), позволяющий оценить уровень эмоциональных и поведенческих проблем и просоциального поведения детей. Исследование охватило 5987 детей (48% мальчиков) 2–18 лет (средний возраст 9,9 года, SD = 3,9). Временные изменения изучали с помощью генерализованных оценочных уравнений (generalized estimating equations, GEE) с учетом кластеризации, пола и возраста. Результаты: по данным педагогов выраженность эмоциональных и поведенческих проблем за изученный период прогрессивно снижалась. У мальчиков с 1999 до 2004 г. уровень гиперактивности-невнимательности, экстернализации и общего числа проблем нарастал, но дальнейшее уменьшение поведенческих проблем было более выраженным, чем у девочек. Во время пандемии уровень всех проблем психического здоровья был существенно выше ожидаемого. Педагоги отмечали значительно больше эмоциональных и поведенческих проблем и более низкий уровень просоциального поведения у мальчиков, чем у девочек. С увеличением возраста выраженность эмоциональных проблем у девочек нарастала, а у мальчиков не изменялась. Заключение: по данным педагогов в течение 23-летнего периода выявлены в целом позитивные изменения эмоциональных и поведенческих проблем детей в сторону их уменьшения. Однако во время глобального стресса, связанного с пандемией, педагоги отмечали более высокий уровень всех проблем психического здоровья детей. Для выяснения возможных причин секулярных трендов и прогноза путей развития психического здоровья детей необходимы дальнейшие исследования.

Background: research on secular trends provides important information for understanding and prediction of developmental processes in child mental health. Global stresses, such as the COVID-19 pandemic, superimpose on time trends, resulting in specific levels of child mental health in each gender and age group. Teacher reports are clinically significant and may substantially add to the existing evidence on time changes in common emotional and behavioural problems. The aim of study was to examine time changes in teacher-rated child emotional and behavioural problems using identical measures over a 23-year period, taking age, gender and the COVID-19 pandemic into account. Methods: in 1999-2021, teachers completed the Strengths and Difficulties Questionnaire (SDQ) designed for a quantitative assessment of common emotional and behavioural problems in children and adolescents. The study included 5987 children (48% male) from 2 to 18 years of age (mean age M = 9.9 years, SD = 3.9). Time changes were examined using Generalized Estimating Equations (GEE) to account for clustering, child gender and age, urbanization and the COVID-19 pandemic. Results: teachers reported progressively lower levels of child emotional and behavioural problems. Among boys, levels of hyperactivity-inattention, externalising and total mental health problems increased from 1999 to 2004, the subsequent decline was significantly larger among boys than girls. In 2020-2021, during the pandemic crisis, levels of all mental health problems were higher than expected from time trends. Teachers reported higher levels of emotional and behavioural problems and lower levels of prosocial behaviour in boys compared to girls. Levels of emotional problems increased with age among girls, and did not differ among boys. Conclusions: teacher reports showed generally positive time changes in child emotional and behavioural problems over the 23-year period. During the global stress linked to the COVID-19 pandemic, teachers reported higher levels of all mental health problems in children. Further studies are needed to identify possible causes of secular trends and to predict developmental pathways in child mental health.

эмоциональные и поведенческие проблемыпсихическое здоровьедети и подросткивременные изменениясекулярные трендыпандемия COVID-19emotional and behavioural problemsmental healthchildren and adolescentstime changessecular trendsCOVID-19 pandemicработа выполнена за счет средств федерального бюджета на проведение фундаментальных научных исследований (тема № 122042700001-9) и при поддержке Российского научного фонда, проект 21-15-00033 «Изменения психического здоровья российских детей и подростков на фоне пандемии с учетом секулярных трендов».The study was supported by budgetary funding for basic scientific research (theme No 122042700001-9) and the Russian Science Foundation (grant No. 21-15-00033 “Changes in Russian child and adolescent mental health in the context of the pandemic and secular trends”).ReferencesPolanczyk GV, Salum GA, Sugaya LS, Caye A, Rohde LA. Annual Research Review: A meta-analysis of the worldwide prevalence of mental disorders in children and adolescents. 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The authors declare that there are no conflicts of interest present.