Biological sensitivity to context moderates the effects of the early teacher–child relationship on the development of mental health by adolescence / Marilyn J. ESSEX in Development and Psychopathology, 23-1 (January 2011)  

Public ISBD [article]  inDevelopment and Psychopathology > 23-1 (January 2011) Titre : Biological sensitivity to context moderates the effects of the early teacher–child relationship on the development of mental health by adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Marilyn J. ESSEX, Auteur ; Jeffrey M. ARMSTRONG, Auteur ; Linnea R. BURK, Auteur ; H. HILL GOLDSMITH, Auteur ; W. Thomas BOYCE, Auteur Année de publication : 2011 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The moderating effects of biological sensitivity to context (physiological and behavioral stress reactivity) on the association between the early teacher–child relationship and the development of adolescent mental health problems were examined in a community sample of 96 children. Grade 1 measures of biological sensitivity to context included physiological (i.e., slope of mean arterial pressure across a 20- to 30-min stress protocol) and behavioral (i.e., temperamental inhibition/disinhibition) markers. Grade 1 measures of the teacher–child relationship included positive (i.e., closeness) and negative (i.e., conflict) qualities. Mental health symptoms were assessed at Grades 1 and 7. Results of a multiple regression analysis indicated substantial association of the teacher–child relationship with the development of adolescent mental health symptoms, especially for more reactive children. In addition to teacher–child relationship main effects, all four Reactivity × Teacher–Child Relationship interaction terms were statistically significant when controlling for Grade 1 symptom severity, suggesting that both physiological and behavioral reactivity moderate the association of both adverse and supportive aspects of the teacher–child relationship with Grade 7 symptom severity over and above Grade 1 severity. There were important differences, depending on which stress reactivity measure was considered. The importance of these findings for recent theoretical arguments regarding biological sensitivity to context and differential susceptibility is discussed. En ligne : http://dx.doi.org/10.1017/S0954579410000702 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117 [article] Biological sensitivity to context moderates the effects of the early teacher–child relationship on the development of mental health by adolescence [Texte imprimé et/ou numérique] / Marilyn J. ESSEX, Auteur ; Jeffrey M. ARMSTRONG, Auteur ; Linnea R. BURK, Auteur ; H. HILL GOLDSMITH, Auteur ; W. Thomas BOYCE, Auteur . - 2011. Langues : Anglais (eng) in Development and Psychopathology > 23-1 (January 2011) Index. décimale : PER Périodiques Résumé : The moderating effects of biological sensitivity to context (physiological and behavioral stress reactivity) on the association between the early teacher–child relationship and the development of adolescent mental health problems were examined in a community sample of 96 children. Grade 1 measures of biological sensitivity to context included physiological (i.e., slope of mean arterial pressure across a 20- to 30-min stress protocol) and behavioral (i.e., temperamental inhibition/disinhibition) markers. Grade 1 measures of the teacher–child relationship included positive (i.e., closeness) and negative (i.e., conflict) qualities. Mental health symptoms were assessed at Grades 1 and 7. Results of a multiple regression analysis indicated substantial association of the teacher–child relationship with the development of adolescent mental health symptoms, especially for more reactive children. In addition to teacher–child relationship main effects, all four Reactivity × Teacher–Child Relationship interaction terms were statistically significant when controlling for Grade 1 symptom severity, suggesting that both physiological and behavioral reactivity moderate the association of both adverse and supportive aspects of the teacher–child relationship with Grade 7 symptom severity over and above Grade 1 severity. There were important differences, depending on which stress reactivity measure was considered. The importance of these findings for recent theoretical arguments regarding biological sensitivity to context and differential susceptibility is discussed. En ligne : http://dx.doi.org/10.1017/S0954579410000702 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117

Influence of early life stress on later hypothalamic–pituitary–adrenal axis functioning and its covariation with mental health symptoms: A study of the allostatic process from childhood into adolescence / Marilyn J. ESSEX in Development and Psychopathology, 23-4 (November 2011)  

Public ISBD [article]  inDevelopment and Psychopathology > 23-4 (November 2011) . - p.1039-1058 Titre : Influence of early life stress on later hypothalamic–pituitary–adrenal axis functioning and its covariation with mental health symptoms: A study of the allostatic process from childhood into adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Marilyn J. ESSEX, Auteur ; Elizabeth SHIRTCLIFF, Auteur ; Linnea R. BURK, Auteur ; Paula RUTTLE, Auteur ; Marjorie H. KLEIN, Auteur ; Marcia SLATTERY, Auteur ; Ned H. KALIN, Auteur ; Jeffrey M. ARMSTRONG, Auteur Année de publication : 2011 Article en page(s) : p.1039-1058 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The hypothalamic–pituitary–adrenal (HPA) axis is a primary mechanism in the allostatic process through which early life stress (ELS) contributes to disease. Studies of the influence of ELS on children's HPA axis functioning have yielded inconsistent findings. To address this issue, the present study considers multiple types of ELS (maternal depression, paternal depression, and family expressed anger), mental health symptoms, and two components of HPA functioning (traitlike and epoch-specific activity) in a long-term prospective community study of 357 children. ELS was assessed during the infancy and preschool periods; mental health symptoms and cortisol were assessed at child ages 9, 11, 13, and 15 years. A three-level hierarchical linear model addressed questions regarding the influences of ELS on HPA functioning and its covariation with mental health symptoms. ELS influenced traitlike cortisol level and slope, with both hyper- and hypoarousal evident depending on type of ELS. Further, type(s) of ELS influenced covariation of epoch-specific HPA functioning and mental health symptoms, with a tighter coupling of HPA alterations with symptom severity among children exposed previously to ELS. Results highlight the importance of examining multiple types of ELS and dynamic HPA functioning in order to capture the allostatic process unfolding across the transition into adolescence. En ligne : http://dx.doi.org/10.1017/S0954579411000484 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 [article] Influence of early life stress on later hypothalamic–pituitary–adrenal axis functioning and its covariation with mental health symptoms: A study of the allostatic process from childhood into adolescence [Texte imprimé et/ou numérique] / Marilyn J. ESSEX, Auteur ; Elizabeth SHIRTCLIFF, Auteur ; Linnea R. BURK, Auteur ; Paula RUTTLE, Auteur ; Marjorie H. KLEIN, Auteur ; Marcia SLATTERY, Auteur ; Ned H. KALIN, Auteur ; Jeffrey M. ARMSTRONG, Auteur . - 2011 . - p.1039-1058. Langues : Anglais (eng) in Development and Psychopathology > 23-4 (November 2011) . - p.1039-1058 Index. décimale : PER Périodiques Résumé : The hypothalamic–pituitary–adrenal (HPA) axis is a primary mechanism in the allostatic process through which early life stress (ELS) contributes to disease. Studies of the influence of ELS on children's HPA axis functioning have yielded inconsistent findings. To address this issue, the present study considers multiple types of ELS (maternal depression, paternal depression, and family expressed anger), mental health symptoms, and two components of HPA functioning (traitlike and epoch-specific activity) in a long-term prospective community study of 357 children. ELS was assessed during the infancy and preschool periods; mental health symptoms and cortisol were assessed at child ages 9, 11, 13, and 15 years. A three-level hierarchical linear model addressed questions regarding the influences of ELS on HPA functioning and its covariation with mental health symptoms. ELS influenced traitlike cortisol level and slope, with both hyper- and hypoarousal evident depending on type of ELS. Further, type(s) of ELS influenced covariation of epoch-specific HPA functioning and mental health symptoms, with a tighter coupling of HPA alterations with symptom severity among children exposed previously to ELS. Results highlight the importance of examining multiple types of ELS and dynamic HPA functioning in order to capture the allostatic process unfolding across the transition into adolescence. En ligne : http://dx.doi.org/10.1017/S0954579411000484 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146

Screening for childhood mental health problems: outcomes and early identification / Marilyn J. ESSEX in Journal of Child Psychology and Psychiatry, 50-5 (May 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-5 (May 2009) . - p.562-570 Titre : Screening for childhood mental health problems: outcomes and early identification Type de document : Texte imprimé et/ou numérique Auteurs : Marilyn J. ESSEX, Auteur ; Marcia SLATTERY, Auteur ; Helena C. KRAEMER, Auteur ; Linnea R. BURK, Auteur ; W. Thomas BOYCE, Auteur ; Hermi R. WOODWARD, Auteur ; David J. KUPFER, Auteur Année de publication : 2009 Article en page(s) : p.562-570 Langues : Anglais (eng) Mots-clés : Universal-screening childhood mental-health-problems impairments longitudinal Index. décimale : PER Périodiques Résumé : Background: Many childhood psychiatric problems are transient. Consequently, screening procedures to accurately identify children with problems unlikely to remit and thus, in need of intervention, are of major public health concern. This study aimed to develop a universal school-based screening procedure based on the answers to three questions: (1) What are the broad patterns of mental health problems from kindergarten to grade 5? (2) What are the grade 5 outcomes of these patterns? (3) How early in school can children likely to develop the most impairing patterns be identified accurately? Methods: Mothers and teachers reported on a community sample (N = 328) of children's internalizing and externalizing symptoms in kindergarten and grades 1, 3, and 5. In grade 5, teachers reported on children's school-based functional impairments, physical health problems, and service use; mothers reported on children's specialty mental health care. Results: Four patterns distinguished children who (1) never evidenced symptoms; (2) evidenced only isolated symptoms; or evidenced recurrent symptoms, either (3) without or (4) with comorbid internalizing and externalizing. By grade 5, children with recurrent comorbid symptoms had the greatest impairments, physical health problems, and service use. These children can be identified quite accurately by grade 1. Conclusions: Universal screening at school entry can effectively identify children likely to develop recurrent comorbid symptoms, and would provide a basis for developing optimal targeted intervention programs. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02015.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=731 [article] Screening for childhood mental health problems: outcomes and early identification [Texte imprimé et/ou numérique] / Marilyn J. ESSEX, Auteur ; Marcia SLATTERY, Auteur ; Helena C. KRAEMER, Auteur ; Linnea R. BURK, Auteur ; W. Thomas BOYCE, Auteur ; Hermi R. WOODWARD, Auteur ; David J. KUPFER, Auteur . - 2009 . - p.562-570. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-5 (May 2009) . - p.562-570 Mots-clés : Universal-screening childhood mental-health-problems impairments longitudinal Index. décimale : PER Périodiques Résumé : Background: Many childhood psychiatric problems are transient. Consequently, screening procedures to accurately identify children with problems unlikely to remit and thus, in need of intervention, are of major public health concern. This study aimed to develop a universal school-based screening procedure based on the answers to three questions: (1) What are the broad patterns of mental health problems from kindergarten to grade 5? (2) What are the grade 5 outcomes of these patterns? (3) How early in school can children likely to develop the most impairing patterns be identified accurately? Methods: Mothers and teachers reported on a community sample (N = 328) of children's internalizing and externalizing symptoms in kindergarten and grades 1, 3, and 5. In grade 5, teachers reported on children's school-based functional impairments, physical health problems, and service use; mothers reported on children's specialty mental health care. Results: Four patterns distinguished children who (1) never evidenced symptoms; (2) evidenced only isolated symptoms; or evidenced recurrent symptoms, either (3) without or (4) with comorbid internalizing and externalizing. By grade 5, children with recurrent comorbid symptoms had the greatest impairments, physical health problems, and service use. These children can be identified quite accurately by grade 1. Conclusions: Universal screening at school entry can effectively identify children likely to develop recurrent comorbid symptoms, and would provide a basis for developing optimal targeted intervention programs. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02015.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=731

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