The official Chinese translations of the parent, teacher and self report versions of the Strengths and Difficulties Questionnaire [14 (link)] were used. These versions were translated and back-translated by academic staff at the Centre for Clinical Trials and Epidemiological Research at the Chinese University of Hong Kong, and by Iris Tan Mink. Each of these questionnaires includes 25 items, each of which is scored on a three point scale (0 = not true, 1 = somewhat true, 2 = certainly true). Fifteen of the questions ask about difficulties and ten ask about strengths. The ten questions asking about strengths are positively worded. Five of these make up the prosocial behaviours subscale for which, unlike the other four subscales a higher score signifies less problems. The other five positively worded questions are reverse scored. Five subscale scores are generated each of which relates to 5 of the questions. These are; emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems and prosocial behaviour. A total difficulties score is calculated by summing four of the subscale scores (emotional symptoms, conduct problems, hyperactivity/inattention and peer relationship problems). In addition, but not used in this study, an impact rating can be generated using separate questions from an impact supplement. In general a high score represents greater difficulties, except for the prosocial scale score where a lower score indicates greater difficulties. General information on the SDQ, the Chinese versions, and the SDQ scoring can be found online[37 ,38 ]. Parents and teachers were asked to rate the behavioural and emotional aspects of the child's behaviour over the past six months as per their general observations of the child, young people aged 11 – 17 were asked to rate themselves over the past six months. Parents were also asked to complete the Chinese version of the Conner's Parent Symptoms Questionnaire (PSQ) [39 ].
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