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Toward a new understanding of legacy of early attachments for future antisocial trajectories: Evidence from two longitudinal studies / Grazyna KOCHANSKA in Development and Psychopathology, 24-3 (August 2012)
[article]
Titre : Toward a new understanding of legacy of early attachments for future antisocial trajectories: Evidence from two longitudinal studies Type de document : Texte imprimé et/ou numérique Auteurs : Grazyna KOCHANSKA, Auteur ; Sanghag KIM, Auteur Année de publication : 2012 Article en page(s) : p.783-806 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Early parent–child attachment has been extensively explored as a contributor to children's future adaptive or antisocial outcomes, but the specific developmental mechanisms remain to be fully understood. We examined long-term indirect developmental sequelae of early security in two longitudinal community samples followed from infancy to early school age: the Family Study (102 mothers, fathers, and infants) and the Parent–Child Study (112 mothers and infants). Constructs at multiple levels (child characteristics, parent–child security, parental discipline, and child antisocial outcomes) were assessed using a range of methods (extensive behavioral observations in a variety of settings, informants' ratings). Both studies supported the proposed model of infant attachment as a potent catalyst that moderates future developmental socialization trajectories, despite having few long-term main effects. In insecure dyads, a pattern of coercion emerged between children who were anger prone as toddlers and their parents, resulting in parents' increased power-assertive discipline. Power assertion in turn predicted children's rule-breaking conduct and a compromised capacity to delay in laboratory paradigms, as well as oppositional, disruptive, callous, and aggressive behavior rated by parents and teachers at early school age. This causal chain was absent in secure dyads, where child anger proneness was unrelated to power assertion, and power assertion was unrelated to antisocial outcomes. Early insecurity appeared to act as a catalyst for the parent–child dyad embarking on a mutually adversarial path toward antisocial outcomes, whereas security defused such a maladaptive dynamic. The possible mechanisms of those effects were proposed. En ligne : http://dx.doi.org/10.1017/S0954579412000375 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177
in Development and Psychopathology > 24-3 (August 2012) . - p.783-806[article] Toward a new understanding of legacy of early attachments for future antisocial trajectories: Evidence from two longitudinal studies [Texte imprimé et/ou numérique] / Grazyna KOCHANSKA, Auteur ; Sanghag KIM, Auteur . - 2012 . - p.783-806.
Langues : Anglais (eng)
in Development and Psychopathology > 24-3 (August 2012) . - p.783-806
Index. décimale : PER Périodiques Résumé : Early parent–child attachment has been extensively explored as a contributor to children's future adaptive or antisocial outcomes, but the specific developmental mechanisms remain to be fully understood. We examined long-term indirect developmental sequelae of early security in two longitudinal community samples followed from infancy to early school age: the Family Study (102 mothers, fathers, and infants) and the Parent–Child Study (112 mothers and infants). Constructs at multiple levels (child characteristics, parent–child security, parental discipline, and child antisocial outcomes) were assessed using a range of methods (extensive behavioral observations in a variety of settings, informants' ratings). Both studies supported the proposed model of infant attachment as a potent catalyst that moderates future developmental socialization trajectories, despite having few long-term main effects. In insecure dyads, a pattern of coercion emerged between children who were anger prone as toddlers and their parents, resulting in parents' increased power-assertive discipline. Power assertion in turn predicted children's rule-breaking conduct and a compromised capacity to delay in laboratory paradigms, as well as oppositional, disruptive, callous, and aggressive behavior rated by parents and teachers at early school age. This causal chain was absent in secure dyads, where child anger proneness was unrelated to power assertion, and power assertion was unrelated to antisocial outcomes. Early insecurity appeared to act as a catalyst for the parent–child dyad embarking on a mutually adversarial path toward antisocial outcomes, whereas security defused such a maladaptive dynamic. The possible mechanisms of those effects were proposed. En ligne : http://dx.doi.org/10.1017/S0954579412000375 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177 Training Community Mental Health Therapists to Deliver a Package of Evidence-Based Practice Strategies for School-Age Children with Autism Spectrum Disorders: A Pilot Study / Lauren BROOKMAN-FRAZEE in Journal of Autism and Developmental Disorders, 42-8 (August 2012)
[article]
Titre : Training Community Mental Health Therapists to Deliver a Package of Evidence-Based Practice Strategies for School-Age Children with Autism Spectrum Disorders: A Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Lauren BROOKMAN-FRAZEE, Auteur ; Amy DRAHOTA, Auteur ; Nicole STADNICK, Auteur Année de publication : 2012 Article en page(s) : p.1651-1661 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Therapist training Challenging behaviors Community mental health services Evidence-based practice Index. décimale : PER Périodiques Résumé : Research on moving evidence-based practice (EBP) intervention strategies to community service settings for children with autism spectrum disorders (ASD) is urgently needed. The current pilot study addresses this need by examining the feasibility, acceptability and preliminary outcomes of training therapists practicing in community mental health (CMH) clinics to deliver a package of EBP strategies aimed to reduce challenging behaviors in school-age children with ASD. Results indicate that CMH therapists participated in both initial and ongoing training, were able to deliver the intervention with fidelity, and perceived the intervention strategies as useful. Parents participated in almost all sessions with their children and remained in therapy when therapists delivered the intervention. Meaningful reductions in child problem behaviors occurred over 5 months providing promising support for the intervention. En ligne : http://dx.doi.org/10.1007/s10803-011-1406-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=178
in Journal of Autism and Developmental Disorders > 42-8 (August 2012) . - p.1651-1661[article] Training Community Mental Health Therapists to Deliver a Package of Evidence-Based Practice Strategies for School-Age Children with Autism Spectrum Disorders: A Pilot Study [Texte imprimé et/ou numérique] / Lauren BROOKMAN-FRAZEE, Auteur ; Amy DRAHOTA, Auteur ; Nicole STADNICK, Auteur . - 2012 . - p.1651-1661.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-8 (August 2012) . - p.1651-1661
Mots-clés : Autism spectrum disorders Therapist training Challenging behaviors Community mental health services Evidence-based practice Index. décimale : PER Périodiques Résumé : Research on moving evidence-based practice (EBP) intervention strategies to community service settings for children with autism spectrum disorders (ASD) is urgently needed. The current pilot study addresses this need by examining the feasibility, acceptability and preliminary outcomes of training therapists practicing in community mental health (CMH) clinics to deliver a package of EBP strategies aimed to reduce challenging behaviors in school-age children with ASD. Results indicate that CMH therapists participated in both initial and ongoing training, were able to deliver the intervention with fidelity, and perceived the intervention strategies as useful. Parents participated in almost all sessions with their children and remained in therapy when therapists delivered the intervention. Meaningful reductions in child problem behaviors occurred over 5 months providing promising support for the intervention. En ligne : http://dx.doi.org/10.1007/s10803-011-1406-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=178 Traitements institutionnels / Jacques HOCHMANN
in Traité européen de psychiatrie et de psychopathologie de l'enfant et de l'adolescent / Pierre FERRARI
Titre : Traitements institutionnels Type de document : Texte imprimé et/ou numérique Auteurs : Jacques HOCHMANN, Auteur Année de publication : 2013 Importance : p.748-755 Langues : Français (fre) Index. décimale : SCI-E SCI-E - Psychiatrie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=213 Traitements institutionnels [Texte imprimé et/ou numérique] / Jacques HOCHMANN, Auteur . - 2013 . - p.748-755.
in Traité européen de psychiatrie et de psychopathologie de l'enfant et de l'adolescent / Pierre FERRARI
Langues : Français (fre)
Index. décimale : SCI-E SCI-E - Psychiatrie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=213 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Traiter les tics et le syndrome Gilles de la Tourette chez l'enfant / Cara VERDELLEN
Titre : Traiter les tics et le syndrome Gilles de la Tourette chez l'enfant Type de document : Texte imprimé et/ou numérique Auteurs : Cara VERDELLEN, Directeur de publication ; Jolande VAN DE GRIENDT, Directeur de publication ; Andreas HARTMANN, Préfacier, etc. ; Virginie CZERNECKI, Traducteur ; Velina NEGOVANSKA, Traducteur Editeur : Paris [France] : Dunod Année de publication : 2016 Collection : Les Ateliers du praticien, ISSN 2268-0896 Importance : 157 p. Format : 19,0 cm × 24,0 cm × 1,2 cm ISBN/ISSN/EAN : 978-2-10-074355-1 Note générale : Bibliogr. Langues : Français (fre) Index. décimale : TRO-F TRO-F - Autres Troubles Résumé : Cet ouvrage présente un protocole issu des thérapies comportementales et cognitives pour traiter des enfants à partir de 6 ans souffrant de tics et du syndrome Gilles de la Tourette. Afin d'aider le thérapeute à mettre en place un accompagnement spécifique, ce guide propose : une description détaillée des deux principales méthodes thérapeutiques validées à ce jour ; des sessions avec des exercices de prise en charge éprouvés ; de nombreuses annexes à mobiliser en complément.
Le professionnel trouvera dans cet atelier un véritable programme d'accompagnement pour suivre ses jeunes patients et apprécier la progression de la thérapie. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=391 Traiter les tics et le syndrome Gilles de la Tourette chez l'enfant [Texte imprimé et/ou numérique] / Cara VERDELLEN, Directeur de publication ; Jolande VAN DE GRIENDT, Directeur de publication ; Andreas HARTMANN, Préfacier, etc. ; Virginie CZERNECKI, Traducteur ; Velina NEGOVANSKA, Traducteur . - Paris [France] : Dunod, 2016 . - 157 p. ; 19,0 cm × 24,0 cm × 1,2 cm. - (Les Ateliers du praticien, ISSN 2268-0896) .
ISBN : 978-2-10-074355-1
Bibliogr.
Langues : Français (fre)
Index. décimale : TRO-F TRO-F - Autres Troubles Résumé : Cet ouvrage présente un protocole issu des thérapies comportementales et cognitives pour traiter des enfants à partir de 6 ans souffrant de tics et du syndrome Gilles de la Tourette. Afin d'aider le thérapeute à mettre en place un accompagnement spécifique, ce guide propose : une description détaillée des deux principales méthodes thérapeutiques validées à ce jour ; des sessions avec des exercices de prise en charge éprouvés ; de nombreuses annexes à mobiliser en complément.
Le professionnel trouvera dans cet atelier un véritable programme d'accompagnement pour suivre ses jeunes patients et apprécier la progression de la thérapie. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=391 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0004908 TRO-F VER Livre Centre d'Information et de Documentation du CRA Rhône-Alpes TRO - Autres Troubles Disponible Treatment Planning for Children with Autism Spectrum Disorders / Naomi CHEDD
Titre : Treatment Planning for Children with Autism Spectrum Disorders : An Individualized, Problem-Solving Approach Type de document : Texte imprimé et/ou numérique Auteurs : Naomi CHEDD, Auteur ; Karen LEVINE, Auteur Editeur : Hoboken [Etats-Unis] : Wiley Année de publication : 2013 Importance : 254 p. Format : 15,5cm x 23,5cm x 2cm ISBN/ISSN/EAN : 978-0-470-88223-8 Note générale : Bibliogr., Index Langues : Anglais (eng) Mots-clés : Pratique basée sur les preuves Index. décimale : HAB-A HAB-A - Habiletés Sociales - Méthodes et Programmes Résumé : Grounded in solid theory, Treatment Planning for Children with Autism Spectrum Disorders: An Individualized, Problem-Solving Approachhelps educators and therapists who work with children with autism spectrum disorders make sense of this confusing, often conflicting, and rapidly evolving clinical and research treatment landscape.
Rooted in evidence-based practices, Chedd and Levine provide a 7-step dynamic treatment planning process. The book shows how a variety of current interventions and treatments can be incorporated into this process and includes applications of different approaches for tackling different problems. The nine illustrative case vignettes cover a wide variety of ages, developmental challenges, learning and social profiles, and school and family circumstances.
With a firm commitment to and focus on the child’s best interests as well as family needs and preferences, Treatment Planning for Children with Autism Spectrum Disorders offers professionals new possibilities for enhancing the quality of life for children with ASDs.[Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 Treatment Planning for Children with Autism Spectrum Disorders : An Individualized, Problem-Solving Approach [Texte imprimé et/ou numérique] / Naomi CHEDD, Auteur ; Karen LEVINE, Auteur . - Hoboken [Etats-Unis] : Wiley, 2013 . - 254 p. ; 15,5cm x 23,5cm x 2cm.
ISBN : 978-0-470-88223-8
Bibliogr., Index
Langues : Anglais (eng)
Mots-clés : Pratique basée sur les preuves Index. décimale : HAB-A HAB-A - Habiletés Sociales - Méthodes et Programmes Résumé : Grounded in solid theory, Treatment Planning for Children with Autism Spectrum Disorders: An Individualized, Problem-Solving Approachhelps educators and therapists who work with children with autism spectrum disorders make sense of this confusing, often conflicting, and rapidly evolving clinical and research treatment landscape.
Rooted in evidence-based practices, Chedd and Levine provide a 7-step dynamic treatment planning process. The book shows how a variety of current interventions and treatments can be incorporated into this process and includes applications of different approaches for tackling different problems. The nine illustrative case vignettes cover a wide variety of ages, developmental challenges, learning and social profiles, and school and family circumstances.
With a firm commitment to and focus on the child’s best interests as well as family needs and preferences, Treatment Planning for Children with Autism Spectrum Disorders offers professionals new possibilities for enhancing the quality of life for children with ASDs.[Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0002349 HAB-A CHE Livre Centre d'Information et de Documentation du CRA Rhône-Alpes HAB - Habiletés Sociales Disponible Le trouble du déficit de l'attention avec ou sans hyperactivité / Stacey BELANGER
PermalinkTrouble déficit de l'attention avec ou sans hyperactivité de l'enfant à l'adulte / Manuel P. BOUVARD
PermalinkTroubles de l'attention avec ou sans hyperactivité (TDAH) / Anne GRAMOND
PermalinkLes troubles du comportement à l'adolescence / Catherine BLATIER
PermalinkLes troubles du comportement alimentaire à l'adolescence / Amélie ROUSSEAU
PermalinkLes troubles du comportement associés à l'autisme et aux autres handicaps mentaux / Gloria LAXER
PermalinkLes troubles du comportement associés à l'autisme et aux autres handicaps mentaux / Gloria LAXER
PermalinkLes troubles du comportement chez les personnes déficientes intellectuelles / Cyrielle RICHARD
PermalinkLes Troubles du comportement / Fintan O'REGAN
PermalinkLes troubles du comportement à l'école / Line MASSE
PermalinkLes troubles du comportement à l'école / Line MASSE
PermalinkTroubles du comportement: de l'évaluation au diagnostic / Isabelle ROSKAM
PermalinkTroubles du comportement / Hervé MENAUT
PermalinkTroubles du comportement primaires et diagnostic différentiel / Marie-Cécile NASSOGNE
PermalinkTroubles des conduites / Sarah BAHADORI
PermalinkTroubles des conduites alimentaires, fonctionnement limite, adolescence : effets miroirs / Isabelle NICOLAS
PermalinkTroubles des conduites et intersubjectivité / Jean-Marc GUILE
PermalinkTroubles envahissants du développement (TED) // Troubles "envahissants" du comportement ("TEC") / Jean-Bernard ANDRIEU
PermalinkTroubles externalisés du comportement et facteurs de résilience chez l’enfant / Isabelle ROSKAM
PermalinkTroubles mentaux chez les enfants et les adolescents / Leïla BEN AMOR
PermalinkTroubles de la pensée et conduite suicidaire chez l'adolescent / Gérard POUSSIN
PermalinkTroubles psychiques et comportementaux de l'adolescent / Philippe DUVERGER
PermalinkTroubles psychopathologiques chez les traumatisés crâniens / Jacqueline DE MONTIGNY
PermalinkTuberous sclerosis / Petrus J. DE VRIES
PermalinkUnderstanding Asperger Syndrome and High Functioning Autism / Gary MESIBOV
PermalinkUsing Intensive Interaction and Sensory Integration / Phoebe CALDWELL
PermalinkVa t'en Papa, Maman, Maxou / Laurent PEYTAVY
PermalinkVers une approche multidisciplinaire du comportement difficile / Isabelle ROSKAM
PermalinkViolence juvénile et capital social : approche contextuelle de la violence à l'école / Eric DEBARBIEUX
PermalinkVive la vie... en famille, 1. Ah! non, pas une crise... / Nadia GAGNIER
PermalinkVivre avec un adolescent mentalement souffrant / Nagy Charles BEDWANI
PermalinkVivre avec un handicap psychique / Jacob BENAROSCH
PermalinkWhat Are the Essential Aspects of ASC Assessment? / Carl FEINSTEIN
PermalinkWhat is the Best Way to Treat Self-Injury, Aggression, and Stereotypy in ASC? / James K. LUISELLI
PermalinkWhat is the Broader Autism Phenotype? / Jeremy R. PARR
PermalinkWhat Kinds of Problems Do Individuals with ASC Encounter in School? / Lara DELMOLINO
PermalinkWilliams and Smith-Magenis syndromes / Orlee UDWIN
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