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TABLE OF CONTENTS:

I. INTRODUCTION

II. OBJECTIVE.

III. OPERATIONAL DEFINITION.

IV. MATERIAL AND METHODS.

V. SAMPLE SELECTION.

VI. METHODOLOGY.

VII. STATISTICAL ANALYSIS.

VIII. OUTCOME AND UTILIZATION.

IX. REFRENCES.
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Title: A Cross-sectional Study to examine the interplay of Parenting and Personality traits
in the Psychological Dysfunction of Adolescents of Private Schools in Rawalpindi.

Introduction:

There are 1.3 billion adolescents on the globe, approximately 16 percent of the world’s
population, while the estimated population of Pakistan is 212 million and 22.7% are adolescents
(aged 10–19 years)1 Adolescence characterizes a bio-psychosocial transition, involving
significant changes in physical, social, emotional, and cognitive aspects. These transitions give
rise to a spectrum of emotional and behavioral issues, varying in intensity, including driven by
the psychological and social needs of individuals in this stage.2

Adolescent mental health issues raised as a consequence of psychological dysfunction, includes

anxiety disorders (3.6% in 10–14-year-olds, 4.6% in 15–19-year-olds) and depression (1.1% and
2.8%, respectively), significantly impact school attendance and social interactions. Behavioral
disorders, such as ADHD (3.1% and 2.4%) and conduct disorder (3.6% and 2.4%), pose risks for
education and criminal behavior. Risk-taking behaviors (13.6% heavy episodic drinking,
tobacco, cannabis use, violence perpetration) contribute to long-term health consequences,
highlighting complex challenges in global adolescent mental health.3

A cross-sectional study found 20% prevalence in adolescents attending school in Pakistan,

dealing with challenges related to emotional and behavioral issues, encompassing feelings of
anxiety, aggression, social withdrawal, rejection, somatic problems, and depression, in addition
to facing academic difficulties.9 In a study conducted in Rawalpindi found the prevalence of
socio- emotional problems using Strength and Difficulties Questionnaire has been identified as
19% at borderline risk, 17% are high risk and 10% fall in very high-risk category.4

The conceptualization of parenting styles, as proposed by Baumrind (1991), has become a

cornerstone in understanding how parental behaviors contribute to adolescent mental health
outcomes. The exploration of individual factors, such as personality traits, provides valuable
insights into the vulnerability of adolescents to psychological dysfunction. High neuroticism, low
resilience, and maladaptive coping styles have been identified as specific personality traits that
contribute to heightened susceptibility in the face of stressors. 5 DSM -5 TR identified personality
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difficulties as maladaptive traits of personality such as negative affectivity, detachment,

antagonism, disinhibition, and psychoticism in adolescents age 11 to 17.6

The school environment, being a primary context for adolescent development, plays a pivotal
role in shaping mental health outcomes.7,8 suggest that the overall climate of schools, including
the presence or absence of anti-bullying measures, teacher support, and peer relationships,
significantly contributes to the psychological well-being of students.

By 2030, mental health disorders are anticipated to emerge as leading contributor to the global
burden of disease.10 While there a few specialized mental health professionals for child and
adolescents, clustered in major cities of the country, are available to deal with growing needs to
identify and deal difficulties of child and adolescents. Additionally, there is no comprehensive
system available to identify cognitive, emotional, social, behavioral needs of adolescents at the
grassroot level and management addressed at the household’s levels. The rationale of the present
study is to identify and to pay attention to how perceived parenting and personality traits
interplay a role in the development of psychological dysfunction of adolescent attending schools
which may lead to the long-term health consequences, highlighting complex challenges in
adolescent mental health.

2. OBJECTIVES:

The objective of the study is to:

To examine the role of perceived parenting styles and personality traits in the development of
psychological dysfunction.

3. HYPOTHESES

1. Perceived parenting styles significantly influence psychological dysfunction in adolescents.

2. Personality Traits are significantly related to psychological dysfunction in adolescents.

3. OPERATIONAL DEFINITION:

Strength and Difficulties Questionnaire (SDQ): The SDQ - YR1–Youth self-report measure
assess the strengths and behavioral difficulties in adolescents. It consists of 25 attributes related
to socioemotional problems, organized into five subscales, each comprising five items. These
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subscales cover conduct, hyperactivity, emotional problems, peer issues, and prosocial behavior.
The total difficulty score, calculated by summing responses across all domains except for pro-
social behavior, helps categorize individuals into normal (0-13), borderline-at-risk (14-16), high
risk (17-19), and very high risk (20-40) groups.

Perceived Parenting Scale (PPS): PPS scale assesses the perceived parenting style across three
dimensions: authoritarian, authoritative, and permissive parenting style. Perceived parenting
styles will be assessed using the Perceived Parenting Styles Questionnaire (PPSQ), a self-report
measure that evaluates how adolescents perceive their parents' behavior. The PPSQ consists of
three subscales: Authoritative, Authoritarian, and Permissive. A high score on Authoritative
Parenting Style subscale indicates that adolescents perceive their parents as warm, supportive,
and setting clear expectations with open communication. While a high score on the Authoritarian
subscale indicates that adolescents perceive their parents as demanding, strict, and less
responsive to their needs. Moreover high score on the Permissive subscale indicates that
adolescents perceive their parents as indulgent, with few demands and high responsiveness.

DSM-5—Brief Form (PID-5-BF): Personality traits will be measured using the Personality
Inventory for DSM-5—Brief Form (PID-5-BF). It is a 25 item self-report questionnaire designed
to assess maladaptive personality traits in adolescents aged 11–17. The PID-5-BF covers
domains such as negative affectivity, detachment, antagonism, disinhibition, and psychoticism.
Each item on the measure is rated on a 4-point scale (i.e., 0=very false or often false;
1=sometimes or somewhat false; 2=sometimes or somewhat true; 3=very true or often true). The
overall measure has a range of scores from 0 to 75, with higher scores indicating greater overall
personality dysfunction. Each trait domain ranges in score from 0 to 15, with higher scores
indicating greater dysfunction in the specific personality trait domain.

4. MATERIAL & METHODS:

4.1 Participants:

Data will be collected from adolescent of aged 11-17 from schools of non-government (private
sector ). A formal permission for the data collection will be taken from the school. A written
informed consent will be taken from the participants. Participants will be offered to attempt self-
report measures demographic data sheet, Strength and Difficulties Questionnaire (YR1–Youth
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self-report measure (11-17) Baseline version), Perceived Parenting Scale (PPS) and Personality
Inventory for DSM-5—Brief Form (PID-5-BF).

4.2 Study Design:

A cross-sectional approach will be used. Data will be collected using self-report measures and
sociodemographic form developed for the study. A Purposive sampling technique will be used.

4.3 Measuring instruments:

Psychometric tools, including the Strength and Difficulties Questionnaire, Perceived Parenting
Scale and Personality Inventory for DSM-5—Brief Form (PID-5-BF). Sociodemographic data
sheet will be developed, will provide a comprehensive assessment of psychological dysfunction.

Strength and Difficulties Questionnaire (SDQ)

The Strengths and Difficulties Questionnaire (SDQ) is designed for self-report by adolescents
aged 11-17. It covers emotional symptoms, conduct problems, hyperactivity/inattention, peer
relationship problems, and prosocial behavior. The self-report version is particularly useful for
obtaining the adolescent's own perspective on their mental health and behavior.

The Perceived Parenting Style Scale, was devised by Divya and Manikandan in 2013, is a tool
designed to measure children's perceptions of their parent’s behavior. PPS scale assesses the
perceived parenting style across three dimensions: authoritarian, authoritative, and permissive. It
is comprising of 30 items, respondents provide their response using a five-point Likert scale,
allowing for understandings into how children perceive parental interactions and approaches to
parenting.

Personality Inventory for DSM-5—Brief Form (PID-5-BF) is a self-report 25 items

questionnaire designed to assess maladaptive personality traits in adolescents aged 11–17. The
PID-5-BF covers 5 domains such as negative affectivity, detachment, antagonism, disinhibition,
and psychoticism.

Sociodemographic data sheet consists of data regarding Socio-demographic variables like

name, age, gender, parental occupation, Parental marital status (married, separated, divorced),
family structure (joint, neutral), grandparents (maternal, paternal parents) in family, total
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members of the family, number of siblings, birth order, attached with mother, father or
grandparents (mention if any other).

4.4 Duration:
This study will be conducted within one month after approval of synopsis from school
Authorities.
4.5 Study setting: The study will be conducted from schools of government and non-
government schools.
4.6 Sample size
This general formula has been used to calculate the sample size of the study:
n= Z2⋅p⋅(1−p)
E2
Where:
 n is the required sample size.
 Z is the Z-score corresponding to the desired level of confidence.
 p is the estimated prevalence rate.
 E is the margin of error.
For a 95% confidence level, the Z-score is 1.96, and the margin of error is 0.05. The
estimated prevalence rate is 20% (0.20).
n=245.86

So, 246 participants will participate in this cross-sectional study.

4.7 Inclusion Criteria

Adolescents of age 11 to 17 will be included in the study.
Adolescents who will agree to be part of the study, give consent on a written informed
consent.

4.8 Exclusion criteria

Adolescents who will not agree to be part of the study, with a written informed consent.
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4.6 Data Analysis:

Quantitative data will be conducted in SPSS- 22 to determine significant predictors of

psychological dysfunction.

5. METHODOLOGY

After receiving approval from the competent authorities, study will be conducted at the
government and non- government schools of Rawalpindi and Islamabad; adolescent of age 11 to
17 will be provided with information about the nature of the study, to provide a written informed
consent to participate in the study. Those adolescents who will not be agreed to participate in the
study will be allowed to quit. Confidentiality and anonymity will be ensured throughout the
study. A Sociodemographic data sheet will be filled by the respondents. Strength and Difficulties
Questionnaire (SDQ), Perceived Parenting Scale (PPS) and DSM-5—Brief Form (PID-5-BF) to
be filled at the school by the participants. Recorded responses will be scored and analyzed for the
findings.

6. ETHICAL CONSIDERATIONS:

The research emphasizes ethical considerations, ensuring informed consent and respecting
participant confidentiality throughout the study.

7. SIGNIFICANCE OF THE STUDY:

This research endeavors to expand the existing knowledge base by identifying and dissecting
specific factors that intricately contribute to the development of psychological dysfunction in
adolescents. The findings aim to serve as a compass, guiding the design of targeted interventions
and preventative programs, thereby boosting support for the mental health of adolescents.

8. OUTCOME & SIGNIFICANCE OF STUDY:

Anticipated outcomes encompass a granular identification of high-impact life events, a
determination of both protective and risk factors within social support networks, and profound
insights into the role of individual and environmental factors.

This evidence will help to develop interventions and policies at clinical and administrative level
regarding psychological dysfunction of the adolescents.
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REFERENCES

1. UNICEF. (2022). Adolescents. Retrieved April 2022, from

(https://data.unicef.org/topic/adolescents/overview/)

2. UNICEF. (2020). Country Office Annual Report 2020: Pakistan. Retrieved from
(https://www.unicef.org/media/102551/file/Pakistan-2020-COAR.pdf).

3. World Health Organization. (2021, November 17). Mental health of adolescents.

Retrieved from (https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-
health)

4. Zafar, S., Johar, N., Haseeb, F., Azam, N., Mahmood, H., & Pervaiz, F. (2019).
Prevalence of socio-emotional problems in school-aged adolescents of Army Public
Schools of Rawalpindi. Pakistan Armed Forces Medical Journal, 69(Suppl-2), S181-
S186.

5. Lahey, B. B. (2009). Public health significance of neuroticism. American Psychologist,

64(4), 241–256.

6. American Psychiatric Association. (2022). Diagnostic and statistical manual of mental

disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787

7. Kidger, J., Araya, R., Donovan, J., & Gunnell, D. (2012). The effect of the school
environment on the emotional health of adolescents: A systematic review. Pediatrics,
129(5), 925–949.

8. Suldo, S. M., McMahan, M. M., Chappel, A. M., Loker, T., & Frabutt, J. M. (2019).
School climate, depression, and aggression in a sample of high school students: Findings
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from the 2016 Maryland School Climate Survey. Journal of School Psychology, 75, 72–
88.

9. Farooq, S., Yousaf, T., Shahzad, S. (2022). "Prevalence of Emotional and Behavioural
Problems Among Adolescents in Pakistan: A Cross-Sectional Study." Journal of
Pakistan Psychiatric Society, 20(01). Accepted on February 8, 2023. Submitted on
December 14, 2022.

10. Mathers CD, Loncar D. Projections of global mortality and burden of disease from 2002
to 2030. PLoS Medicine 2006; 3(11): e442.

11. Baumrind, D. (1991). The influence of parenting style on adolescent competence and
substance use. Journal of Early Adolescence, 11(1), 56–95.
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Consent for Research

I am willing to participate voluntarily in this research study “A Cross-sectional Study to Identify

the Role of Parenting and Personality traits interplay in the Psychological functioning of
Adolescent studying Private sector schools of Rawalpindi.” of Mrs. Ghulam Fatima (PhD
scholar, Shifa Tameer-e- Millat University, Islamabad) as a project assignment. I am aware of
the study objectives and I also know there is no harm or benefit to me if I participate. However,
researcher ensured me that my data will remain confidential. I allow them t use this data for
scientific purpose. And that I can opt-out of the research at any time.

Signature _________________________
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The Personality Inventory for DSM-5—Brief Form (PID-5-BF)—Child Age 11–17

Name: Age:
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Instructions: This is a list of things different people might say about themselves. We are
interested in how you would describe yourself. There are no right or wrong answers. So you can
describe yourself as honestly as possible, we will keep your responses confidential. We’d like you
to take your time and read each statement carefully, selecting the
response that best describes you.
Very Sometimes Sometimes Very
False or or or True or
Often Somewhat Somewhat Often
False False True True
1 People would describe me as reckless.
2 I feel like I act totally on impulse.
3 Even though I know better, I can’t stop making rash
decisions.
4 I often feel like nothing I do really matters.
5 Others see me as irresponsible.
6 I’m not good at planning ahead.
7 My thoughts often don’t make sense to others.
8 I worry about almost everything.
9 I get emotional easily, often for very little reason.
10 I fear being alone in life more than anything else.
I get stuck on one way of doing things, even when
11 it’s clear it
won’t work.
12 I have seen things that weren’t really there.
13 I steer clear of romantic relationships.
14 I’m not interested in making friends.
15 I get irritated easily by all sorts of things.
16 I don’t like to get too close to people.
17 It’s no big deal if I hurt other peoples’ feelings.
18 I rarely get enthusiastic about anything.
19 I crave attention.
I often have to deal with people who are less
20 important than
me.
I often have thoughts that make sense to me but that
21 other
people say are strange.
22 I use people to get what I want.
I often “zone out” and then suddenly come to and
23 realize that
a lot of time has passed.
24 Things around me often feel unreal, or more real than
usual.
25 It is easy for me to take advantage of others.
Total/Partial Raw Score:
Prorated Total Score: (if 1-6 items left
unanswered)
Sex:  Male  Female Date:
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Instructions: For each item, please mark the box for Not True, Somewhat True or Certainly True.
It would help us if you answered all items as best you can even if you are not absolutely certain.
Please give your answers on the basis of how things have been for you over the last six months.
Strengths and Difficulties Questionnaire Not Somewh Certain
True at ly
True True
1. I try to be nice to other people. I care about their feelings   
2. I am restless, I cannot stay still for long   
3. I get a lot of headaches, stomach-aches, or sickness   
4. I usually share with others, for example CDs, games, food   
5. I get very angry and often lose my temper   
6. I would rather be alone than with people of my age   
7. I usually do as I am told   
8. I worry a lot   
9. I am helpful if someone is hurt, upset or feeling ill   
10. I am constantly fidgeting or squirming   
11. I have one good friend or more   

SDQ (S) 11-17 SELF–REPORT MEASURE (1 of 2)

12. I fight a lot. I can make other people do what I want   
13. I am often unhappy, depressed or tearful   
14. Other people my age generally like me   
15. I am easily distracted, I find it difficult to concentrate   
16. I am nervous in new situations. I easily lose confidence   
17. I am kind to younger children   
18. I am often accused of lying or cheating   
19. Other children or young people pick on me or bully me   
20. I often volunteer to help others (parents, teachers, children)   
21. I think before I do things   
22.
I take things that are not mine from home, school or   
elsewhere
23. I get along better with adults than with people my own age   
24. I have many fears, I am easily scared   
25. I finish the work I‟m doing. My attention is good   
Please turn over – there are a few more questions on the other side
Do you have any other comments or concerns?
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N A A
o Little Lot
39. Does your family complain about you having problems
with overactivity or poor concentration?   
40. Do your teachers complain about you having problems   
with overactivity or poor concentration?
41. Does your family complain about you being
awkward or troublesome?   

42. Do your teachers complain about you being awkward   

or troublesome?

No Yes – Yes – Yes –

minor definite severe
difficult difficult difficult
ies ies ies
26. Overall, do you think that you have difficulties    
in any of the following areas: emotions,
concentration, behaviour or being able to get
along with other people?
If you have answered “Yes”, please answer the following questions about these difficulties:

Less 1-5 6-12 Over

than a months months a
month year
27. How long have these difficulties been present?    

Not at A little A A
all mediu great

SDQ (S) 11-17 SELF–REPORT MEASURE (2of 2)

m deal
amount
28. Do the difficulties upset or distress you?    
Do the difficulties interfere with your
everyday life in the following areas?    
29. HOME LIFE
30. FRIENDSHIPS    
31. CLASSROOM LEARNING    
32. LEISURE ACTIVITIES    
33. Do the difficulties make it harder for those    
around you (family, friends, teachers, etc.)?

Your Signature Today‟s Date

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