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Revista del Hospital Psiquiátrico de
La Habana
Volumen 22 | Año 2025 | Publicación continua
ISSN: 0138-7103 | RNPS: 2030
_____________________________________________
Carta al Editor
Innovative Perspectives on the Multidimensional Assessment of
Emotional and Behavioral Problems in Adolescents
Perspectivas innovadoras sobre la evaluación multidimensional
de problemas emocionales y de conducta en adolescentes
Carlos Alejandro Lou D'Angles
1
1
Hospital de Emergencias Villa El Salvador. Perú
Recibido: 10/12/2024
Aceptado: 05/03/2025
Innovative Perspectives on the Multidimensional Assessment of Emotional and Behavioral Problems in Adolescents
Rev. Hosp. Psiq. Hab. Volumen 22 | Año 2022 | Publicación continua
Este material es publicado según los términos de la Licencia Creative Commons Atribución–NoComercial 4.0. Se permite el uso, distribución y
reproducción no comerciales y sin restricciones en cualquier medio, siempre que sea debidamente citada la fuente primaria de publicación.
Dear Editor:
I am writing to you with the purpose of addressing a relevant and contemporary topic in the field of mental
health: the assessment and management of emotional and behavioral problems (EBPs) in adolescents.
1
This
group faces significant challenges that demand more integrative and effective diagnostic and therapeutic
strategies.
Recent research has emphasized the importance of adopting a multidimensional approach that integrates
the perspectives of adolescents, parents, and teachers to achieve more accurate assessments. Adhikari et al.
demonstrated that adolescents tend to report significantly higher levels of EBPs compared to the
perceptions of their parents or teachers. This highlights the necessity of incorporating all perspectives to
enhance both the diagnostic process and the development of effective interventions.
2
Key connections have been identified between mental health and academic performance, as difficulties in
this area significantly impact adolescents' future developmental opportunities. Agnafors et al. documented
that early-stage mental health problems are associated with lower academic achievement over time, while
academic stress directly impairs learning capacity.
3,4
These findings underscore the importance of
implementing targeted interventions within the school environment.
Additionally, studies conducted by Sun et al. explore how the sociocultural environment influences
emotional regulation strategies and young people's perceptions of their own challenges, highlighting
significant differences in resource-limited settings.
5
In the Latin American context, migration and transnational families play a crucial role. According to
Adhikari et al., the absence of paternal figures due to migration significantly increases the likelihood of
emotional disorders, a recurrent phenomenon in communities characterized by high migratory mobility.
6
Finally, evidence-based interventions implemented in educational settings to promote emotional well-
being and alleviate stress have proven effective in reducing stigma and expanding access to psychological
support services.
7
The adoption of multidimensional models for assessing EBPs enables a more accurate understanding of the
factors impacting adolescents' emotional well-being, particularly in vulnerable groups. It is essential to
consider both family and school environments to address disparities and design effective interventions
tailored to the specific needs of this population.
Innovative Perspectives on the Multidimensional Assessment of Emotional and Behavioral Problems in Adolescents
Rev. Hosp. Psiq. Hab. Volumen 22 | Año 2022 | Publicación continua
Este material es publicado según los términos de la Licencia Creative Commons Atribución–NoComercial 4.0. Se permite el uso, distribución y
reproducción no comerciales y sin restricciones en cualquier medio, siempre que sea debidamente citada la fuente primaria de publicación.
Bibliographic references
1.
Ledo IC, Barroso AAR, Roche JRF. Caracterización del comportamiento emocional de
adolescentes de secundaria básica. [Internet] Rev Hosp Psiquiátrico Habana. 2024;21(3) [citado 22 enero
2025]. Disponible en: https://revhph.sld.cu/index.php/hph/article/view/594
2.
Adhikari S, Ma J, Shakya S, Brøndbo PH, Handegård BH, Javo AC.
Cross-informant ratings on
emotional and behavioral problems in Nepali adolescents: A comparison of adolescents’ self-reports with
parents’ and teachers’ reports. PLOS ONE. 2024;19(5):e0303673. doi: 10.1371/journal.pone.0303673
3.
Agnafors S, Barmark M, Sydsjö G. Mental health and academic performance: a study on
selection and causation effects from childhood to early adulthood. Soc Psychiatry Psychiatr Epidemiol.
2021;56(5):857-66. doi: 10.1007/s00127-020-01934-5
4.
Balamurugan G, Sevak S, Gurung K, Vijayarani M. Mental Health Issues Among School
Children and Adolescents in India: A Systematic Review. Cureus. 2924;16(5):e61035. doi:
10.7759/cureus.61035
5.
Levis B, Yan XW, He C, Sun Y, Benedetti A, Thombs BD. Comparison of depression prevalence
estimates in meta-analyses based on screening tools and rating scales versus diagnostic interviews: a meta-
research review. BMC Med. 2019;17:65. doi: 10.1186/s12916-019-1297-6
6.
Adhikari R, Jampaklay A, Chamratrithirong A, Richter K, Pattaravanich U, Vapattanawong P.
The Impact of Parental Migration on the Mental Health of Children Left Behind. J Immigr Minor Health
Cent Minor Public Health. 2013;16. doi: 10.1007/s10903-013-9809-5
7.
Busse H, Fuhr D. School-based interventions for the promotion of mental health and prevention
of mental health problems: review of the literature.
Public Health Forum. 2023;31:181-7. doi:
10.1515/pubhef-2023-0059
Conflicto de intereses;
No hay conflictos