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Match or Mismatch? Influence of Parental and Offspring ASD and ADHD Symptoms on the Parent–Child Relationship / Daphne J. STEIJN in Journal of Autism and Developmental Disorders, 43-8 (August 2013)
[article]
Titre : Match or Mismatch? Influence of Parental and Offspring ASD and ADHD Symptoms on the Parent–Child Relationship Type de document : Texte imprimé et/ou numérique Auteurs : Daphne J. STEIJN, Auteur ; Anoek M. OERLEMANS, Auteur ; Marcel A. G. AKEN, Auteur ; Jan K. BUITELAAR, Auteur ; Nanda N. ROMMELSE, Auteur Article en page(s) : p.1935-1945 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Attention-deficit/hyperactivity disorder Parental symptoms Parent–child relationship Index. décimale : PER Périodiques Résumé : Few studies have examined the influence of parental ASD and ADHD symptoms in combination with child pathology on the parent- child relationship as perceived by the child. A sample of 132 families was recruited with one child with ASD (with/without ADHD), and one unaffected sibling. Affected children (regardless of diagnosis) reported lower acceptance and conflict resolution scores than their unaffected siblings, with conflict resolution scores (but not acceptance) being lower than the norm according to both affected and unaffected children in both fathers and mothers. Higher paternal, but not maternal, ASD and ADHD symptoms were related to poorer scores regarding acceptance and conflict resolution, respectively. Treatment targeting conflict resolution skills of parents and the feeling of being less accepted in children with ASD/ADHD may be beneficial. En ligne : http://dx.doi.org/10.1007/s10803-012-1746-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=206
in Journal of Autism and Developmental Disorders > 43-8 (August 2013) . - p.1935-1945[article] Match or Mismatch? Influence of Parental and Offspring ASD and ADHD Symptoms on the Parent–Child Relationship [Texte imprimé et/ou numérique] / Daphne J. STEIJN, Auteur ; Anoek M. OERLEMANS, Auteur ; Marcel A. G. AKEN, Auteur ; Jan K. BUITELAAR, Auteur ; Nanda N. ROMMELSE, Auteur . - p.1935-1945.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-8 (August 2013) . - p.1935-1945
Mots-clés : Autism spectrum disorder Attention-deficit/hyperactivity disorder Parental symptoms Parent–child relationship Index. décimale : PER Périodiques Résumé : Few studies have examined the influence of parental ASD and ADHD symptoms in combination with child pathology on the parent- child relationship as perceived by the child. A sample of 132 families was recruited with one child with ASD (with/without ADHD), and one unaffected sibling. Affected children (regardless of diagnosis) reported lower acceptance and conflict resolution scores than their unaffected siblings, with conflict resolution scores (but not acceptance) being lower than the norm according to both affected and unaffected children in both fathers and mothers. Higher paternal, but not maternal, ASD and ADHD symptoms were related to poorer scores regarding acceptance and conflict resolution, respectively. Treatment targeting conflict resolution skills of parents and the feeling of being less accepted in children with ASD/ADHD may be beneficial. En ligne : http://dx.doi.org/10.1007/s10803-012-1746-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=206 Parents' adverse childhood experiences and parent-child emotional availability in an American Indian community: Relations with young children's social-emotional development / Hannah E. WURSTER in Development and Psychopathology, 32-2 (May 2020)
[article]
Titre : Parents' adverse childhood experiences and parent-child emotional availability in an American Indian community: Relations with young children's social-emotional development Type de document : Texte imprimé et/ou numérique Auteurs : Hannah E. WURSTER, Auteur ; Michelle SARCHE, Auteur ; Caitlin TRUCKSESS, Auteur ; Brad MORSE, Auteur ; Zeynep BIRINGEN, Auteur Article en page(s) : p.425-436 Langues : Anglais (eng) Mots-clés : American Indian/Alaska Native adverse childhood experiences child social–emotional development emotional availability parent–child relationship Index. décimale : PER Périodiques Résumé : This study examined relations among parent adverse childhood experiences (ACEs), parent mental distress, child social-emotional functioning, and parent emotional availability (EA) among parents and children served by an Early Head Start program in an American Indian community. The majority of parents and children in the study were American Indian/Alaska Native. American Indian/Alaska Native communities experience relatively high rates of trauma, socioeconomic disparities, and mental health challenges. In this context, young children may be especially vulnerable to early life stress. Further, a strong body of literature demonstrates the long-term effects of ACEs on individuals' mental health, as well as their child's social-emotional functioning. In this study we examined a model to test the relation of parent ACEs to children's social-emotional functioning, with an indirect effect via a latent "mental distress" variable consisting of parent depression, anxiety, and parenting-related distress. Results supported this model, suggesting that parent ACEs related to children's social-emotional problems by way of parent mental distress. However, when a categorical measure of parent EA was added as a moderator, the model only remained significant in the low EA parent group. These results provided evidence for a "buffering" effect of high parent EA on the relation between parent ACEs, parent mental distress, and children's social-emotional problems. En ligne : http://dx.doi.org/10.1017/s095457941900018x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426
in Development and Psychopathology > 32-2 (May 2020) . - p.425-436[article] Parents' adverse childhood experiences and parent-child emotional availability in an American Indian community: Relations with young children's social-emotional development [Texte imprimé et/ou numérique] / Hannah E. WURSTER, Auteur ; Michelle SARCHE, Auteur ; Caitlin TRUCKSESS, Auteur ; Brad MORSE, Auteur ; Zeynep BIRINGEN, Auteur . - p.425-436.
Langues : Anglais (eng)
in Development and Psychopathology > 32-2 (May 2020) . - p.425-436
Mots-clés : American Indian/Alaska Native adverse childhood experiences child social–emotional development emotional availability parent–child relationship Index. décimale : PER Périodiques Résumé : This study examined relations among parent adverse childhood experiences (ACEs), parent mental distress, child social-emotional functioning, and parent emotional availability (EA) among parents and children served by an Early Head Start program in an American Indian community. The majority of parents and children in the study were American Indian/Alaska Native. American Indian/Alaska Native communities experience relatively high rates of trauma, socioeconomic disparities, and mental health challenges. In this context, young children may be especially vulnerable to early life stress. Further, a strong body of literature demonstrates the long-term effects of ACEs on individuals' mental health, as well as their child's social-emotional functioning. In this study we examined a model to test the relation of parent ACEs to children's social-emotional functioning, with an indirect effect via a latent "mental distress" variable consisting of parent depression, anxiety, and parenting-related distress. Results supported this model, suggesting that parent ACEs related to children's social-emotional problems by way of parent mental distress. However, when a categorical measure of parent EA was added as a moderator, the model only remained significant in the low EA parent group. These results provided evidence for a "buffering" effect of high parent EA on the relation between parent ACEs, parent mental distress, and children's social-emotional problems. En ligne : http://dx.doi.org/10.1017/s095457941900018x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 Advancing the RDoC initiative through the assessment of caregiver social processes / Lucy S. KING in Development and Psychopathology, 33-5 (December 2021)
[article]
Titre : Advancing the RDoC initiative through the assessment of caregiver social processes Type de document : Texte imprimé et/ou numérique Auteurs : Lucy S. KING, Auteur ; Virginia C. SALO, Auteur ; Autumn KUJAWA, Auteur ; Kathryn L. HUMPHREYS, Auteur Article en page(s) : p.1648-1664 Langues : Anglais (eng) Mots-clés : caregiving developmental psychopathology parent–child relationship RDoC social processes Index. décimale : PER Périodiques Résumé : The relationships infants and young children have with their caregivers are fundamental to their survival and well-being. Theorists and researchers across disciplines have attempted to describe and assess the variation in these relationships, leading to a general acceptance that caregiving is critical to understanding child functioning, including developmental psychopathology. At the same time, we lack consensus on how to assess these fundamental relationships. In the present paper, we first review research documenting the importance of the caregiver–child relationship in understanding environmental risk for psychopathology. Second, we propose that the National Institute of Mental Health's Research Domain Criteria (RDoC) initiative provides a useful framework for extending the study of children's risk for psychopathology by assessing their caregivers’ social processes. Third, we describe the units of analysis for caregiver social processes, documenting how the specific subconstructs in the domain of social processes are relevant to the goal of enhancing knowledge of developmental psychopathology. Lastly, we highlight how past research can inform new directions in the study of caregiving and the parent–child relationship through this innovative extension of the RDoC initiative. En ligne : http://dx.doi.org/10.1017/S095457942100064X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457
in Development and Psychopathology > 33-5 (December 2021) . - p.1648-1664[article] Advancing the RDoC initiative through the assessment of caregiver social processes [Texte imprimé et/ou numérique] / Lucy S. KING, Auteur ; Virginia C. SALO, Auteur ; Autumn KUJAWA, Auteur ; Kathryn L. HUMPHREYS, Auteur . - p.1648-1664.
Langues : Anglais (eng)
in Development and Psychopathology > 33-5 (December 2021) . - p.1648-1664
Mots-clés : caregiving developmental psychopathology parent–child relationship RDoC social processes Index. décimale : PER Périodiques Résumé : The relationships infants and young children have with their caregivers are fundamental to their survival and well-being. Theorists and researchers across disciplines have attempted to describe and assess the variation in these relationships, leading to a general acceptance that caregiving is critical to understanding child functioning, including developmental psychopathology. At the same time, we lack consensus on how to assess these fundamental relationships. In the present paper, we first review research documenting the importance of the caregiver–child relationship in understanding environmental risk for psychopathology. Second, we propose that the National Institute of Mental Health's Research Domain Criteria (RDoC) initiative provides a useful framework for extending the study of children's risk for psychopathology by assessing their caregivers’ social processes. Third, we describe the units of analysis for caregiver social processes, documenting how the specific subconstructs in the domain of social processes are relevant to the goal of enhancing knowledge of developmental psychopathology. Lastly, we highlight how past research can inform new directions in the study of caregiving and the parent–child relationship through this innovative extension of the RDoC initiative. En ligne : http://dx.doi.org/10.1017/S095457942100064X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457 An Exploratory Study of Autism Traits and Parenting / Cheryl DISSANAYAKE in Journal of Autism and Developmental Disorders, 50-7 (July 2020)
[article]
Titre : An Exploratory Study of Autism Traits and Parenting Type de document : Texte imprimé et/ou numérique Auteurs : Cheryl DISSANAYAKE, Auteur ; Amanda RICHDALE, Auteur ; Natasha KOLIVAS, Auteur ; Lindsay PAMMENT, Auteur Article en page(s) : p.2593-2606 Langues : Anglais (eng) Mots-clés : Autism Quotient Autism spectrum disorder Autism traits Parenting difficulties Parenting sense of competence Parent–child relationship Index. décimale : PER Périodiques Résumé : The study examined the association between autism traits and parenting when raising a typically developing (TD) child, and differences in parenting needs between parents with high and low traits. Fifty-eight parents with a blood relative with Autism (who happened to be an offspring with ASD in all cases) and a TD child completed the Autism Quotient, demographic and psychological information, as well as reporting on Parenting Sense of Competence, the Parent-Child Relationship, and Parenting Needs. Autism traits did not uniquely contribute to parenting self-esteem, but were associated with parenting difficulties for their TD child, and some aspects of this parent-child relationship. Parents with high autism traits reported more parenting difficulties than parents with low traits. The study identified specific aspects of parenting needing support to assist parents with high autism traits prosper in their parenting role. En ligne : http://dx.doi.org/10.1007/s10803-019-03984-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426
in Journal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2593-2606[article] An Exploratory Study of Autism Traits and Parenting [Texte imprimé et/ou numérique] / Cheryl DISSANAYAKE, Auteur ; Amanda RICHDALE, Auteur ; Natasha KOLIVAS, Auteur ; Lindsay PAMMENT, Auteur . - p.2593-2606.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2593-2606
Mots-clés : Autism Quotient Autism spectrum disorder Autism traits Parenting difficulties Parenting sense of competence Parent–child relationship Index. décimale : PER Périodiques Résumé : The study examined the association between autism traits and parenting when raising a typically developing (TD) child, and differences in parenting needs between parents with high and low traits. Fifty-eight parents with a blood relative with Autism (who happened to be an offspring with ASD in all cases) and a TD child completed the Autism Quotient, demographic and psychological information, as well as reporting on Parenting Sense of Competence, the Parent-Child Relationship, and Parenting Needs. Autism traits did not uniquely contribute to parenting self-esteem, but were associated with parenting difficulties for their TD child, and some aspects of this parent-child relationship. Parents with high autism traits reported more parenting difficulties than parents with low traits. The study identified specific aspects of parenting needing support to assist parents with high autism traits prosper in their parenting role. En ligne : http://dx.doi.org/10.1007/s10803-019-03984-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 Parenting behavior at 2 years predicts school-age performance at 7 years in very preterm children / Karli TREYVAUD in Journal of Child Psychology and Psychiatry, 57-7 (July 2016)
[article]
Titre : Parenting behavior at 2 years predicts school-age performance at 7 years in very preterm children Type de document : Texte imprimé et/ou numérique Auteurs : Karli TREYVAUD, Auteur ; Lex W. DOYLE, Auteur ; Katherine J. LEE, Auteur ; Alexandra URE, Auteur ; Terrie E. INDER, Auteur ; Rod W. HUNT, Auteur ; Peter J. ANDERSON, Auteur Article en page(s) : p.814-821 Langues : Anglais (eng) Mots-clés : Preterm child development parent–child relationship outcomes Index. décimale : PER Périodiques Résumé : Background Parenting influences child development, but it is unclear whether early parenting behavior can influence school-age outcomes in very preterm (VPT) children, and/or if certain groups of VPT children may be more affected by early parenting behavior. These research questions were examined. Methods Participants were 147 children born <30 weeks’ gestation or birth weight <1250 g and their primary caregiver. At term corrected age (CA), magnetic resonance imaging (MRI) was used to determine presence and severity of brain abnormality and medical data collected. High medical risk was defined as the presence of at least one of sepsis, necrotizing enterocolitis, bronchopulmonary dysplasia, moderate to severe white matter abnormality on MRI, or postnatal corticosteroids. At 2 years CA, parent–child interaction was assessed, and at 7 years CA, general intelligence (IQ), language, executive function, academic skills, and social-emotional functioning were assessed. Results Higher levels of parent–child synchrony, and parent facilitation, sensitivity and positive affect at 2 years were associated with better child outcomes at 7 years, while higher levels of intrusiveness and negative affect were associated with poorer outcomes. Many of these relationships remained after controlling for early child cognitive development. Interactions between child medical risk (higher/lower) and parenting were limited to child reading, math, and executive functioning outcomes, with stronger relationships for lower medical risk children. Conclusions The contribution of early parenting to VPT children's school-age performance is significant, with stronger effects for lower medical risk children in some outcomes. These findings support the premise that parenting strategies should be included in the NICU and early interventions programs for VPT infants. En ligne : http://dx.doi.org/10.1111/jcpp.12489 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=291
in Journal of Child Psychology and Psychiatry > 57-7 (July 2016) . - p.814-821[article] Parenting behavior at 2 years predicts school-age performance at 7 years in very preterm children [Texte imprimé et/ou numérique] / Karli TREYVAUD, Auteur ; Lex W. DOYLE, Auteur ; Katherine J. LEE, Auteur ; Alexandra URE, Auteur ; Terrie E. INDER, Auteur ; Rod W. HUNT, Auteur ; Peter J. ANDERSON, Auteur . - p.814-821.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-7 (July 2016) . - p.814-821
Mots-clés : Preterm child development parent–child relationship outcomes Index. décimale : PER Périodiques Résumé : Background Parenting influences child development, but it is unclear whether early parenting behavior can influence school-age outcomes in very preterm (VPT) children, and/or if certain groups of VPT children may be more affected by early parenting behavior. These research questions were examined. Methods Participants were 147 children born <30 weeks’ gestation or birth weight <1250 g and their primary caregiver. At term corrected age (CA), magnetic resonance imaging (MRI) was used to determine presence and severity of brain abnormality and medical data collected. High medical risk was defined as the presence of at least one of sepsis, necrotizing enterocolitis, bronchopulmonary dysplasia, moderate to severe white matter abnormality on MRI, or postnatal corticosteroids. At 2 years CA, parent–child interaction was assessed, and at 7 years CA, general intelligence (IQ), language, executive function, academic skills, and social-emotional functioning were assessed. Results Higher levels of parent–child synchrony, and parent facilitation, sensitivity and positive affect at 2 years were associated with better child outcomes at 7 years, while higher levels of intrusiveness and negative affect were associated with poorer outcomes. Many of these relationships remained after controlling for early child cognitive development. Interactions between child medical risk (higher/lower) and parenting were limited to child reading, math, and executive functioning outcomes, with stronger relationships for lower medical risk children. Conclusions The contribution of early parenting to VPT children's school-age performance is significant, with stronger effects for lower medical risk children in some outcomes. These findings support the premise that parenting strategies should be included in the NICU and early interventions programs for VPT infants. En ligne : http://dx.doi.org/10.1111/jcpp.12489 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=291