Psychological and behavioral problems and related influencing factors in school-age twins

Abstract:

Objective To investigate the influencing factors for psychological and behavioral problems in schoolage twins and to provide a basis for reducing the incidence of these problems. Methods The psychological and behavioral problems were assessed in 147 pairs of twins aged 6-12 years in Huhhot, China, using the Achenbach Child Behavior Checklist (CBCL). The Family Adaptability and Cohesion Evaluation Scales and Family General Condition Questionnaire were used to collect data. Results The overall detection rate of psychological and behavioral problems in these children was 24.1%; the detection rate of thought problems (15.3%) was the highest, and the detection rate of physical discomforts (3.4%) was the lowest. According to the multiple logistic regression analysis, full-term birth or not was significantly associated with withdrawn behavior and total score on the CBCL (P<0.05); temperament type was significantly associated with thought problems and overall detection rate of psychological and behavioral problems (P<0.05); father's child-bearing age was significantly associated with thought problems (P<0.05); family cohesion was significantly associated with discipline violation (P<0.05); family adaptability was significantly associated with thought problems (P<0.05); family rearing patterns were significantly associated with socialization problems (P<0.05). Conclusions Children's temperament type, full-term birth or not, father's child-bearing age, family cohesion, family adaptability, and family rearing patterns are the main influencing factors for the psychological and behavioral problems in school-age twins.