IMPACT OF LIFE STYLE AND SOCIAL STATUS ON EMOTIONAL AND BEHAVIORAL SUBSCALES AMONG ADOLESCENTS IN UAE

Background: Emotional and behavioral disorders have considerable social and economic consequences for families and society. Children’s mental health disorders may impact family fiancés and relationships, including placing parents or caregivers at risk of psychological distress.

Objective: To study the impact of life style and type of residency on behavioral and emotional subscale among adolescents group in UAE.

Methodology: A cross-sectional study was carried out in both preparatory and secondary schools in Dubai, (Both governmental and private). The age range of the self-reported strength and difficulties questionnaire that was used in the study is between 11-17 years old. The minimum sample size required was 1679. Stratified random sample procedure with proportional allocation was carried out. Stratification was based upon regions, gender and type of school. Anonymous self-administered questionnaire was distributed by the researcher to the students.

Results: Students who live with relative or others were more likely to have abnormal emotional symptoms and abnormal peer problems (22.4% and 8.6%, respectively). Those who are living with only one parent were more likely to have abnormal conduct problems and hyperactivity. Smokers demonstrated high significant percentage of abnormal emotional symptoms, conduct problems, hyperactivity and peer problems. Students who do not practice physical activity had a highly significant percentage of abnormal emotional symptoms and peer problems. Those who do not have hobbies had a significant higher percentage of hyperactivity. Practice of physical activity showed to be protective factor against emotional and behavioral disorder. On the other hand, smoking is found to be a risk factor.

Conclusions: The study concluded that emotional and behavioral subscale extremely affected by the life style and social statutes, and any modification & intervention at this level will defiantly lead to pathological emotional and behavioral changing. There is a need for promoting prevention of emotional and behavioral disorder through school-based counseling programs; training the teachers, health personnel, community groups and friends; and early interventions that target problems that seem to persist into adolescence, including child-based programs for improving peer relationships and emotional difficulties.