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Auteur Michelle C. ST CLAIR |
Documents disponibles écrits par cet auteur (4)
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Childhood adversity subtypes and depressive symptoms in early and late adolescence / Michelle C. ST CLAIR in Development and Psychopathology, 27-3 (August 2015)
[article]
Titre : Childhood adversity subtypes and depressive symptoms in early and late adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Michelle C. ST CLAIR, Auteur ; Tim CROUDACE, Auteur ; Valerie J. DUNN, Auteur ; Peter B. JONES, Auteur ; Joe HERBERT, Auteur ; Ian M. GOODYER, Auteur Article en page(s) : p.885-899 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Within a longitudinal study of 1,005 adolescents, we investigated how exposure to childhood psychosocial adversities was associated with the emergence of depressive symptoms between 14 and 17 years of age. The cohort was classified into four empirically determined adversity subtypes for two age periods in childhood (0–5 and 6–11 years). One subtype reflects normative/optimal family environments (n = 692, 69%), while the other three subtypes reflect differential suboptimal family environments (aberrant parenting: n = 71, 7%; discordant: n = 185, 18%; and hazardous: n = 57, 6%). Parent-rated child temperament at 14 years and adolescent self-reported recent negative life events in early and late adolescence were included in models implementing path analysis. There were gender-differentiated associations between childhood adversity subtypes and adolescent depressive symptoms. The discordant and hazardous subtypes were associated with elevated depressive symptoms in both genders but the aberrant parenting subtype only so in girls. Across adolescence the associations between early childhood adversity and depressive symptoms diminished for boys but remained for girls. Emotional temperament was also associated with depressive symptoms in both genders, while proximal negative life events related to depressive symptoms in girls only. There may be neurodevelopmental factors that emerge in adolescence that reduce depressogenic symptoms in boys but increase such formation in girls. En ligne : http://dx.doi.org/10.1017/S0954579414000625 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263
in Development and Psychopathology > 27-3 (August 2015) . - p.885-899[article] Childhood adversity subtypes and depressive symptoms in early and late adolescence [Texte imprimé et/ou numérique] / Michelle C. ST CLAIR, Auteur ; Tim CROUDACE, Auteur ; Valerie J. DUNN, Auteur ; Peter B. JONES, Auteur ; Joe HERBERT, Auteur ; Ian M. GOODYER, Auteur . - p.885-899.
Langues : Anglais (eng)
in Development and Psychopathology > 27-3 (August 2015) . - p.885-899
Index. décimale : PER Périodiques Résumé : Within a longitudinal study of 1,005 adolescents, we investigated how exposure to childhood psychosocial adversities was associated with the emergence of depressive symptoms between 14 and 17 years of age. The cohort was classified into four empirically determined adversity subtypes for two age periods in childhood (0–5 and 6–11 years). One subtype reflects normative/optimal family environments (n = 692, 69%), while the other three subtypes reflect differential suboptimal family environments (aberrant parenting: n = 71, 7%; discordant: n = 185, 18%; and hazardous: n = 57, 6%). Parent-rated child temperament at 14 years and adolescent self-reported recent negative life events in early and late adolescence were included in models implementing path analysis. There were gender-differentiated associations between childhood adversity subtypes and adolescent depressive symptoms. The discordant and hazardous subtypes were associated with elevated depressive symptoms in both genders but the aberrant parenting subtype only so in girls. Across adolescence the associations between early childhood adversity and depressive symptoms diminished for boys but remained for girls. Emotional temperament was also associated with depressive symptoms in both genders, while proximal negative life events related to depressive symptoms in girls only. There may be neurodevelopmental factors that emerge in adolescence that reduce depressogenic symptoms in boys but increase such formation in girls. En ligne : http://dx.doi.org/10.1017/S0954579414000625 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 Communication and Social Deficits in Relatives of Individuals with SLI and Relatives of Individuals with ASD / Andrew PICKLES in Journal of Autism and Developmental Disorders, 43-1 (January 2013)
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Titre : Communication and Social Deficits in Relatives of Individuals with SLI and Relatives of Individuals with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Andrew PICKLES, Auteur ; Michelle C. ST CLAIR, Auteur ; Gina CONTI-RAMSDEN, Auteur Année de publication : 2013 Article en page(s) : p.156-167 Langues : Anglais (eng) Mots-clés : Communication and social difficulties in ASD Familial deficits Specific language impairment (SLI) Autism spectrum disorder (ASD) Down's syndrome (DS) Index. décimale : PER Périodiques Résumé : We investigate two aspects of the autism triad, communication and social difficulties, in relatives of specific language impairment (SLI) probands (with and without additional autistic symptomatology) as compared to relatives of autism spectrum disorder (ASD) and Down's syndrome (DS) probands. Findings involving 726 first degree relatives of 85 SLI, 99 ASD and 36 DS probands revealed a higher rate of communication difficulties in relatives of both subgroups of SLI probands compared to ASD and DS relatives. Similar levels of social deficits were found in relatives of SLI + ASD and ASD probands. There was a higher than would be expected rate (4.3 %) of ASD, particularly in siblings of SLI + ASD probands. Communication and social deficits appear to breed true in SLI and ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1556-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=187
in Journal of Autism and Developmental Disorders > 43-1 (January 2013) . - p.156-167[article] Communication and Social Deficits in Relatives of Individuals with SLI and Relatives of Individuals with ASD [Texte imprimé et/ou numérique] / Andrew PICKLES, Auteur ; Michelle C. ST CLAIR, Auteur ; Gina CONTI-RAMSDEN, Auteur . - 2013 . - p.156-167.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-1 (January 2013) . - p.156-167
Mots-clés : Communication and social difficulties in ASD Familial deficits Specific language impairment (SLI) Autism spectrum disorder (ASD) Down's syndrome (DS) Index. décimale : PER Périodiques Résumé : We investigate two aspects of the autism triad, communication and social difficulties, in relatives of specific language impairment (SLI) probands (with and without additional autistic symptomatology) as compared to relatives of autism spectrum disorder (ASD) and Down's syndrome (DS) probands. Findings involving 726 first degree relatives of 85 SLI, 99 ASD and 36 DS probands revealed a higher rate of communication difficulties in relatives of both subgroups of SLI probands compared to ASD and DS relatives. Similar levels of social deficits were found in relatives of SLI + ASD and ASD probands. There was a higher than would be expected rate (4.3 %) of ASD, particularly in siblings of SLI + ASD probands. Communication and social deficits appear to breed true in SLI and ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1556-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=187 A longitudinal analysis of early language difficulty and peer problems on later emotional difficulties in adolescence: Evidence from the Millennium Cohort Study / Claire L. FORREST in Autism & Developmental Language Impairments, 3 (January-December 2018)
[article]
Titre : A longitudinal analysis of early language difficulty and peer problems on later emotional difficulties in adolescence: Evidence from the Millennium Cohort Study Type de document : Texte imprimé et/ou numérique Auteurs : Claire L. FORREST, Auteur ; Jenny L. GIBSON, Auteur ; Sarah L. HALLIGAN, Auteur ; Michelle C. ST CLAIR, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimIndividuals with developmental language disorder have been found to exhibit increased emotional difficulties compared to their typically developed peers. However, the underlying pathways involved in this relationship are unclear. It may be that poor language leads to social exclusion, resulting in feelings of frustration and isolation. Additionally, previous research has focused on clinical samples or early childhood in population cohorts. Therefore, the current paper examines the mediating effect of childhood peer problems on poor emotional outcomes in adolescence using a population cohort.MethodsData from the Millennium Cohort Study were analysed at ages 5, 7 and 14. The risk of developmental language disorder group (children considered at risk of developing developmental language disorder based on parental report of difficulties or a score ?1.5 standard deviation on Naming Vocabulary subtest at age 5) was compared to a general population group. A Sobel?Goodman test was used to examine the mediating effect of teacher-reported peer problems at age 7 on the association between language difficulties at age 5 and parent-reported emotional problems at age 7 and 14.ResultsPeer problems at age 7 accounted for approximately 14% of the effect of language difficulties at age 5 on emotional problems at age 7, and approximately 17% of the effect of language difficulties at age 5 on emotional problems at age 14.ConclusionsThis paper supports previous findings that children and adolescents with language difficulties are at increased risk for social and emotional problems as reported by their parents and teachers. Furthermore, the findings show that peer problems partially mediate the relationship between language difficulties and emotional problems, suggesting that better relationships with peers may offer some protection against poor mental health outcomes in adolescents at risk of developmental language disorder.ImplicationsThis paper adds to the literature that investigates the mechanisms involved in the relationship between developmental language disorder and increased emotional problems. Practitioners wishing to reduce risk of emotional difficulties in children with developmental language disorder may wish to reflect on what they can do to support a child to develop positive peer relationships. En ligne : https://doi.org/10.1177/2396941518795392 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387
in Autism & Developmental Language Impairments > 3 (January-December 2018)[article] A longitudinal analysis of early language difficulty and peer problems on later emotional difficulties in adolescence: Evidence from the Millennium Cohort Study [Texte imprimé et/ou numérique] / Claire L. FORREST, Auteur ; Jenny L. GIBSON, Auteur ; Sarah L. HALLIGAN, Auteur ; Michelle C. ST CLAIR, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 3 (January-December 2018)
Index. décimale : PER Périodiques Résumé : Background and aimIndividuals with developmental language disorder have been found to exhibit increased emotional difficulties compared to their typically developed peers. However, the underlying pathways involved in this relationship are unclear. It may be that poor language leads to social exclusion, resulting in feelings of frustration and isolation. Additionally, previous research has focused on clinical samples or early childhood in population cohorts. Therefore, the current paper examines the mediating effect of childhood peer problems on poor emotional outcomes in adolescence using a population cohort.MethodsData from the Millennium Cohort Study were analysed at ages 5, 7 and 14. The risk of developmental language disorder group (children considered at risk of developing developmental language disorder based on parental report of difficulties or a score ?1.5 standard deviation on Naming Vocabulary subtest at age 5) was compared to a general population group. A Sobel?Goodman test was used to examine the mediating effect of teacher-reported peer problems at age 7 on the association between language difficulties at age 5 and parent-reported emotional problems at age 7 and 14.ResultsPeer problems at age 7 accounted for approximately 14% of the effect of language difficulties at age 5 on emotional problems at age 7, and approximately 17% of the effect of language difficulties at age 5 on emotional problems at age 14.ConclusionsThis paper supports previous findings that children and adolescents with language difficulties are at increased risk for social and emotional problems as reported by their parents and teachers. Furthermore, the findings show that peer problems partially mediate the relationship between language difficulties and emotional problems, suggesting that better relationships with peers may offer some protection against poor mental health outcomes in adolescents at risk of developmental language disorder.ImplicationsThis paper adds to the literature that investigates the mechanisms involved in the relationship between developmental language disorder and increased emotional problems. Practitioners wishing to reduce risk of emotional difficulties in children with developmental language disorder may wish to reflect on what they can do to support a child to develop positive peer relationships. En ligne : https://doi.org/10.1177/2396941518795392 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 Social Cognition in Adolescents with Developmental Language Disorder (DLD): Evidence from the Social Attribution Task / Claire L. FORREST in Journal of Autism and Developmental Disorders, 53-11 (November 2023)
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Titre : Social Cognition in Adolescents with Developmental Language Disorder (DLD): Evidence from the Social Attribution Task Type de document : Texte imprimé et/ou numérique Auteurs : Claire L. FORREST, Auteur ; Vanessa LLOYD-ESENKAYA, Auteur ; Jenny L. GIBSON, Auteur ; Michelle C. ST CLAIR, Auteur Article en page(s) : p.4243-4257 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Social cognition impairments may explain social, emotional and behavioural difficulties (SEBD) in individuals with Developmental Language Disorder (DLD). In a novel approach, the Social Attribution Task (SAT) was used to examine this association. SAT narratives were coded from 53 participants [n=26 DLD; n=27 typical language development (TLD)] matched on age (Mage=13;6) and gender (35.9% female). Parents reported SEBD. Adolescents with DLD performed worse than their TLD peers on the majority of SAT indices and had higher peer (d=1.09) and emotional problems (d=.75). There was no association between social cognition abilities and SEBD. These exploratory findings suggest social cognition should be further examined in this population. En ligne : https://doi.org/10.1007/s10803-022-05698-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511
in Journal of Autism and Developmental Disorders > 53-11 (November 2023) . - p.4243-4257[article] Social Cognition in Adolescents with Developmental Language Disorder (DLD): Evidence from the Social Attribution Task [Texte imprimé et/ou numérique] / Claire L. FORREST, Auteur ; Vanessa LLOYD-ESENKAYA, Auteur ; Jenny L. GIBSON, Auteur ; Michelle C. ST CLAIR, Auteur . - p.4243-4257.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-11 (November 2023) . - p.4243-4257
Index. décimale : PER Périodiques Résumé : Social cognition impairments may explain social, emotional and behavioural difficulties (SEBD) in individuals with Developmental Language Disorder (DLD). In a novel approach, the Social Attribution Task (SAT) was used to examine this association. SAT narratives were coded from 53 participants [n=26 DLD; n=27 typical language development (TLD)] matched on age (Mage=13;6) and gender (35.9% female). Parents reported SEBD. Adolescents with DLD performed worse than their TLD peers on the majority of SAT indices and had higher peer (d=1.09) and emotional problems (d=.75). There was no association between social cognition abilities and SEBD. These exploratory findings suggest social cognition should be further examined in this population. En ligne : https://doi.org/10.1007/s10803-022-05698-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511