Behavior Problems in Bedouin Elementary Schoolchildren

Abstract

Emotional and behavior problems in Bedouin elementary schoolchildren were investigated. Teachers completed the Teachers’ Report Form of the Child Behavior Checklist on 953 children: 461 children who had previously been rated by teachers as having referral level behavioral and/or learning problems and 492 children rated as non-problematic by their teachers. There were significant differences between these two groups on total behavior problem scores, the broad-band and narrow-band syndromes. There was a significant age effect for internalizing problems, with older children receiving higher scores than younger children. Compared with American children, Bedouin children had higher levels of internalizing problems, particularly anxiety/depression. Bedouin boys also received lower scores on externalizing problems than American boys, while the scores for girls were similar to those for American girls. The results are discussed in terms of socialization goals and practices of Bedouin society.