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CHAPTER 2 28 a list of professionals and types of care whether they had contact because of psychosocial problems. A child using psychosocial care was defined as one whose parent (or the adolescent him/herself) indicated that they or the child had contacted a professional (i.e., a general practitioner, psychologist, or psychiatrist) and/or used care (i.e., outpatient social care, day or residential treatment, foster care) for psychosocial problems of the child in the past 6 months. Family characteristics The family characteristics included were parental educational level and family composition. Parental educational level was based on the highest educational level achieved by either one of the parents/caregivers [41]. The categories “primary education” and “lower levels of secondary education” were combined into one category, because only a few parents fell into the first category. Family composition was assessed by asking the parent with whom the child lived. Answers were categorized as “two-parent family” or “other” (e.g., living with one parent, a foster family, or living in a residential care facility). Statistical analyses We first described the background characteristics of the sample, for parents of children (aged 4-12), parents of adolescents (aged 12-18), and adolescents separately. Next, we assessed their number of expectations regarding barriers to care (aim 1), and the types of barriers most frequently expected (aim 2). Differences between the scores of parents and adolescents were calculated using Pearson Chi-square tests and non-parametric Mann-Whitney U tests because of the scales’ skewed distributions. We performed univariable logistic regression analyses to assess the crude associations of child and family characteristics with expecting multiple barriers of each type. In addition, we performed multivariable logistic regression analyses to assess the adjusted associations (aim 3). Both crude and adjusted analyses were performed with Generalized Estimating Equations modelling (GEE) (with exchangeable correlation structure) to account for possible inter-correlations between children from the same school. The BTPS-exp subscales were dichotomized as the 25% highest scores vs. lower scores (Table 1) because of the skewed distributions. For all logistic regression analyses, odds ratios (OR) and 95%-confidence intervals (CI) were presented. A p-value < 0.05 was considered statistically significant (two-sided test). Analyses were performed using SPSS Statistics version 20.