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Auteur Adriane ARTECHE |
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Parenting by anxious mothers: effects of disorder subtype, context and child characteristics / Lynne MURRAY in Journal of Child Psychology and Psychiatry, 53-2 (February 2012)
[article]
Titre : Parenting by anxious mothers: effects of disorder subtype, context and child characteristics Type de document : Texte imprimé et/ou numérique Auteurs : Lynne MURRAY, Auteur ; Pui Yi LAU, Auteur ; Adriane ARTECHE, Auteur ; Cathy CRESWELL, Auteur ; Stephanie RUSS, Auteur ; Letizia Della ZOPPA, Auteur ; Michela MUGGEO, Auteur ; Alan STEIN, Auteur ; Peter J. COOPER, Auteur Année de publication : 2012 Article en page(s) : p.188-196 Langues : Anglais (eng) Mots-clés : Anxiety social phobia generalised anxiety disorder parenting mother–child interactions behavioural inhibition specificity;task effects Index. décimale : PER Périodiques Résumé : Background: There has been increasing research interest in parenting by anxious adults; however, little is known about anxiety-subtype effects, or effects of the context in which parenting is assessed. Methods: Two groups of anxious mothers, social phobia (N = 50), generalised anxiety disorder (N = 38), and nonanxious controls (N = 62) were assessed with their 4.9-year-old children in three tasks: two presented threat specifically relevant to each maternal disorder, namely, a social threat task where the child had to give a speech, and a nonsocial threat task where the child had to explore potentially scary objects; the third was a nonthreat task (playing with play dough). Seven parenting dimensions were scored. Effects on parenting of maternal anxiety subgroup and task, and their interactions, were examined, as were effects of earlier child behavioural inhibition and currently manifest anxiety. Results: There were no parenting differences between maternal groups in the nonthreat play-dough task; parenting difficulties in the two anxious groups were principally evident in the disorder-specific challenge. Parenting differences between nonanxious and anxious mothers occurred independently of child characteristics. There was little evidence for particular forms of parenting difficulty being unique to maternal disorder. Conclusions: Anxious mothers’ parenting difficulties emerge when occurring under challenge, especially when this is disorder-specific. These effects should be considered in research and clinical practice. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02473.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150
in Journal of Child Psychology and Psychiatry > 53-2 (February 2012) . - p.188-196[article] Parenting by anxious mothers: effects of disorder subtype, context and child characteristics [Texte imprimé et/ou numérique] / Lynne MURRAY, Auteur ; Pui Yi LAU, Auteur ; Adriane ARTECHE, Auteur ; Cathy CRESWELL, Auteur ; Stephanie RUSS, Auteur ; Letizia Della ZOPPA, Auteur ; Michela MUGGEO, Auteur ; Alan STEIN, Auteur ; Peter J. COOPER, Auteur . - 2012 . - p.188-196.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 53-2 (February 2012) . - p.188-196
Mots-clés : Anxiety social phobia generalised anxiety disorder parenting mother–child interactions behavioural inhibition specificity;task effects Index. décimale : PER Périodiques Résumé : Background: There has been increasing research interest in parenting by anxious adults; however, little is known about anxiety-subtype effects, or effects of the context in which parenting is assessed. Methods: Two groups of anxious mothers, social phobia (N = 50), generalised anxiety disorder (N = 38), and nonanxious controls (N = 62) were assessed with their 4.9-year-old children in three tasks: two presented threat specifically relevant to each maternal disorder, namely, a social threat task where the child had to give a speech, and a nonsocial threat task where the child had to explore potentially scary objects; the third was a nonthreat task (playing with play dough). Seven parenting dimensions were scored. Effects on parenting of maternal anxiety subgroup and task, and their interactions, were examined, as were effects of earlier child behavioural inhibition and currently manifest anxiety. Results: There were no parenting differences between maternal groups in the nonthreat play-dough task; parenting difficulties in the two anxious groups were principally evident in the disorder-specific challenge. Parenting differences between nonanxious and anxious mothers occurred independently of child characteristics. There was little evidence for particular forms of parenting difficulty being unique to maternal disorder. Conclusions: Anxious mothers’ parenting difficulties emerge when occurring under challenge, especially when this is disorder-specific. These effects should be considered in research and clinical practice. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02473.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150 Socially anxious mothers' narratives to their children and their relation to child representations and adjustment / Lynne MURRAY in Development and Psychopathology, 26-4 (Part 2) (November 2014)
[article]
Titre : Socially anxious mothers' narratives to their children and their relation to child representations and adjustment Type de document : Texte imprimé et/ou numérique Auteurs : Lynne MURRAY, Auteur ; Jeff E. PELLA, Auteur ; Leonardo DE PASCALIS, Auteur ; Adriane ARTECHE, Auteur ; Laura PASS, Auteur ; Ray PERCY, Auteur ; Catharine CRESWELL, Auteur ; Peter J. COOPER, Auteur Article en page(s) : p.1531-1546 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Anxious mothers' parenting, particularly transfer of threat information, has been considered important in their children's risk for social anxiety disorder (SAnxD), and maternal narratives concerning potential social threat could elucidate this contribution. Maternal narratives to their preschool 4- to 5-year-old children, via a picture book about starting school, were assessed in socially anxious (N = 73), and nonanxious (N = 63) mothers. Child representations of school were assessed via doll play (DP). After one school term, mothers (Child Behavior Checklist [CBCL]) and teachers (Teacher Report Form) reported on child internalizing problems, and child SAnxD was assessed via maternal interview. Relations between these variables, infant behavioral inhibition, and attachment, were examined. Socially anxious mothers showed more negative (higher threat attribution) and less supportive (lower encouragement) narratives than controls, and their children's DP representations SAnxD and CBCL scores were more adverse. High narrative threat predicted child SAnxD; lower encouragement predicted negative child CBCL scores and, particularly for behaviorally inhibited children, Teacher Report Form scores and DP representations. In securely attached children, CBCL scores and risk for SAnxD were affected by maternal anxiety and threat attributions, respectively. Low encouragement mediated the effects of maternal anxiety on child DP representations and CBCL scores. Maternal narratives are affected by social anxiety and contribute to adverse child outcome. En ligne : http://dx.doi.org/10.1017/S0954579414001187 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=245
in Development and Psychopathology > 26-4 (Part 2) (November 2014) . - p.1531-1546[article] Socially anxious mothers' narratives to their children and their relation to child representations and adjustment [Texte imprimé et/ou numérique] / Lynne MURRAY, Auteur ; Jeff E. PELLA, Auteur ; Leonardo DE PASCALIS, Auteur ; Adriane ARTECHE, Auteur ; Laura PASS, Auteur ; Ray PERCY, Auteur ; Catharine CRESWELL, Auteur ; Peter J. COOPER, Auteur . - p.1531-1546.
Langues : Anglais (eng)
in Development and Psychopathology > 26-4 (Part 2) (November 2014) . - p.1531-1546
Index. décimale : PER Périodiques Résumé : Anxious mothers' parenting, particularly transfer of threat information, has been considered important in their children's risk for social anxiety disorder (SAnxD), and maternal narratives concerning potential social threat could elucidate this contribution. Maternal narratives to their preschool 4- to 5-year-old children, via a picture book about starting school, were assessed in socially anxious (N = 73), and nonanxious (N = 63) mothers. Child representations of school were assessed via doll play (DP). After one school term, mothers (Child Behavior Checklist [CBCL]) and teachers (Teacher Report Form) reported on child internalizing problems, and child SAnxD was assessed via maternal interview. Relations between these variables, infant behavioral inhibition, and attachment, were examined. Socially anxious mothers showed more negative (higher threat attribution) and less supportive (lower encouragement) narratives than controls, and their children's DP representations SAnxD and CBCL scores were more adverse. High narrative threat predicted child SAnxD; lower encouragement predicted negative child CBCL scores and, particularly for behaviorally inhibited children, Teacher Report Form scores and DP representations. In securely attached children, CBCL scores and risk for SAnxD were affected by maternal anxiety and threat attributions, respectively. Low encouragement mediated the effects of maternal anxiety on child DP representations and CBCL scores. Maternal narratives are affected by social anxiety and contribute to adverse child outcome. En ligne : http://dx.doi.org/10.1017/S0954579414001187 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=245 The effect of cleft lip on socio-emotional functioning in school-aged children / Lynne MURRAY in Journal of Child Psychology and Psychiatry, 51-1 (January 2010)
[article]
Titre : The effect of cleft lip on socio-emotional functioning in school-aged children Type de document : Texte imprimé et/ou numérique Auteurs : Lynne MURRAY, Auteur ; Françoise HENTGES, Auteur ; Jonathan HILL, Auteur ; Tim GOODACRE, Auteur ; CLEFT LIP AND PALATE STUDY TEAM, Auteur ; Adriane ARTECHE, Auteur ; Caroline BINGLEY, Auteur ; Louise DALTON, Auteur ; Dorothy V. M. BISHOP, Auteur Année de publication : 2010 Article en page(s) : p.94-103 Langues : Anglais (eng) Mots-clés : Cleft-lip-and-palate behaviour-problems social-functioning attachment communication doll-play Index. décimale : PER Périodiques Résumé : Background: Children with cleft lip are known to be at raised risk for socio-emotional difficulties, but the nature of these problems and their causes are incompletely understood; longitudinal studies are required that include comprehensive assessment of child functioning, and consideration of developmental mechanisms.
Method: Children with cleft lip (with and without cleft palate) (N = 93) and controls (N = 77), previously studied through infancy, were followed up at 7 years, and their socio-emotional functioning assessed using teacher and maternal reports, observations of social interactions, and child social representations (doll play). Direct and moderating effects of infant attachment and current parenting were investigated, as was the role of child communication difficulties and attractiveness.
Results: Children with clefts had raised rates of teacher-reported social problems, and anxious and withdrawn-depressed behaviour; direct observations and child representations also revealed difficulties in social relationships. Child communication problems largely accounted for these effects, especially in children with cleft palate as well as cleft lip. Insecure attachment contributed to risk in both index and control groups, and a poorer current parenting environment exacerbated the difficulties of those with clefts.
Conclusions: Children with clefts are at raised risk for socio-emotional difficulties in the school years; clinical interventions should focus on communication problems and supporting parenting; specific interventions around the transition to school may be required. More generally, the findings reflect the importance of communication skills for children's peer relations.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02186.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=940
in Journal of Child Psychology and Psychiatry > 51-1 (January 2010) . - p.94-103[article] The effect of cleft lip on socio-emotional functioning in school-aged children [Texte imprimé et/ou numérique] / Lynne MURRAY, Auteur ; Françoise HENTGES, Auteur ; Jonathan HILL, Auteur ; Tim GOODACRE, Auteur ; CLEFT LIP AND PALATE STUDY TEAM, Auteur ; Adriane ARTECHE, Auteur ; Caroline BINGLEY, Auteur ; Louise DALTON, Auteur ; Dorothy V. M. BISHOP, Auteur . - 2010 . - p.94-103.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 51-1 (January 2010) . - p.94-103
Mots-clés : Cleft-lip-and-palate behaviour-problems social-functioning attachment communication doll-play Index. décimale : PER Périodiques Résumé : Background: Children with cleft lip are known to be at raised risk for socio-emotional difficulties, but the nature of these problems and their causes are incompletely understood; longitudinal studies are required that include comprehensive assessment of child functioning, and consideration of developmental mechanisms.
Method: Children with cleft lip (with and without cleft palate) (N = 93) and controls (N = 77), previously studied through infancy, were followed up at 7 years, and their socio-emotional functioning assessed using teacher and maternal reports, observations of social interactions, and child social representations (doll play). Direct and moderating effects of infant attachment and current parenting were investigated, as was the role of child communication difficulties and attractiveness.
Results: Children with clefts had raised rates of teacher-reported social problems, and anxious and withdrawn-depressed behaviour; direct observations and child representations also revealed difficulties in social relationships. Child communication problems largely accounted for these effects, especially in children with cleft palate as well as cleft lip. Insecure attachment contributed to risk in both index and control groups, and a poorer current parenting environment exacerbated the difficulties of those with clefts.
Conclusions: Children with clefts are at raised risk for socio-emotional difficulties in the school years; clinical interventions should focus on communication problems and supporting parenting; specific interventions around the transition to school may be required. More generally, the findings reflect the importance of communication skills for children's peer relations.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02186.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=940 The effects of maternal postnatal depression and child sex on academic performance at age 16 years: a developmental approach / Lynne MURRAY in Journal of Child Psychology and Psychiatry, 51-10 (October 2010)
[article]
Titre : The effects of maternal postnatal depression and child sex on academic performance at age 16 years: a developmental approach Type de document : Texte imprimé et/ou numérique Auteurs : Lynne MURRAY, Auteur ; Peter J. COOPER, Auteur ; Richard M. PASCO FEARON, Auteur ; Adriane ARTECHE, Auteur ; Sarah L. HALLIGAN, Auteur ; Tim J. CROUDACE, Auteur Année de publication : 2010 Article en page(s) : p.1150-1159 Langues : Anglais (eng) Mots-clés : Academic-performance cognitive-development IQ postnatal-depression mother–child-interactions Index. décimale : PER Périodiques Résumé : Background: Postnatal depression (PND) is associated with poor cognitive functioning in infancy and the early school years; long-term effects on academic outcome are not known.
Method: Children of postnatally depressed (N = 50) and non-depressed mothers (N = 39), studied from infancy, were followed up at 16 years. We examined the effects on General Certificate of Secondary Education (GCSE) exam performance of maternal depression (postnatal and subsequent) and IQ, child sex and earlier cognitive development, and mother–child interactions, using structural equation modelling (SEM).
Results: Boys, but not girls, of PND mothers had poorer GCSE results than control children. This was principally accounted for by effects on early child cognitive functioning, which showed strong continuity from infancy. PND had continuing negative effects on maternal interactions through childhood, and these also contributed to poorer GCSE performance. Neither chronic, nor recent, exposure to maternal depression had significant effects.
Conclusions: The adverse effects of PND on male infants’ cognitive functioning may persist through development. Continuing difficulties in mother–child interactions are also important, suggesting that both early intervention and continuing monitoring of mothers with PND may be warranted.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02259.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110
in Journal of Child Psychology and Psychiatry > 51-10 (October 2010) . - p.1150-1159[article] The effects of maternal postnatal depression and child sex on academic performance at age 16 years: a developmental approach [Texte imprimé et/ou numérique] / Lynne MURRAY, Auteur ; Peter J. COOPER, Auteur ; Richard M. PASCO FEARON, Auteur ; Adriane ARTECHE, Auteur ; Sarah L. HALLIGAN, Auteur ; Tim J. CROUDACE, Auteur . - 2010 . - p.1150-1159.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 51-10 (October 2010) . - p.1150-1159
Mots-clés : Academic-performance cognitive-development IQ postnatal-depression mother–child-interactions Index. décimale : PER Périodiques Résumé : Background: Postnatal depression (PND) is associated with poor cognitive functioning in infancy and the early school years; long-term effects on academic outcome are not known.
Method: Children of postnatally depressed (N = 50) and non-depressed mothers (N = 39), studied from infancy, were followed up at 16 years. We examined the effects on General Certificate of Secondary Education (GCSE) exam performance of maternal depression (postnatal and subsequent) and IQ, child sex and earlier cognitive development, and mother–child interactions, using structural equation modelling (SEM).
Results: Boys, but not girls, of PND mothers had poorer GCSE results than control children. This was principally accounted for by effects on early child cognitive functioning, which showed strong continuity from infancy. PND had continuing negative effects on maternal interactions through childhood, and these also contributed to poorer GCSE performance. Neither chronic, nor recent, exposure to maternal depression had significant effects.
Conclusions: The adverse effects of PND on male infants’ cognitive functioning may persist through development. Continuing difficulties in mother–child interactions are also important, suggesting that both early intervention and continuing monitoring of mothers with PND may be warranted.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02259.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110