Dépouillements

Editorial: Developmental trajectories of intimate social relations and emotion regulation skills ? a bi-directional interdependence / Tobias BANASCHEWSKI in Journal of Child Psychology and Psychiatry, 53-12 (December 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1195-1196 Titre : Editorial: Developmental trajectories of intimate social relations and emotion regulation skills ? a bi-directional interdependence Type de document : Texte imprimé et/ou numérique Auteurs : Tobias BANASCHEWSKI, Auteur Article en page(s) : p.1195-1196 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/jcpp.12020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185 [article] Editorial: Developmental trajectories of intimate social relations and emotion regulation skills ? a bi-directional interdependence [Texte imprimé et/ou numérique] / Tobias BANASCHEWSKI, Auteur . - p.1195-1196. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1195-1196 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/jcpp.12020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185

Practitioner Review: Children in foster care ? vulnerabilities and evidence-based interventions that promote resilience processes / Leslie D. LEVE in Journal of Child Psychology and Psychiatry, 53-12 (December 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1197-1211 Titre : Practitioner Review: Children in foster care ? vulnerabilities and evidence-based interventions that promote resilience processes Type de document : Texte imprimé et/ou numérique Auteurs : Leslie D. LEVE, Auteur ; Gordon T. HAROLD, Auteur ; Patricia CHAMBERLAIN, Auteur ; John A. LANDSVERK, Auteur ; Philip A. FISHER, Auteur ; Panos VOSTANIS, Auteur Article en page(s) : p.1197-1211 Langues : Anglais (eng) Mots-clés : foster care  maltreatment  intervention  parenting  psychosocial adjustment  resilience Index. décimale : PER Périodiques Résumé : Background: An increasing number of children are placed in foster care (i.e., a kin or nonkin family home other than the biological parent) due to experiences of physical, sexual, emotional, or psychological abuse, and/or neglect. Children in foster care are at increased risk for a host of negative outcomes encompassing emotional, behavioral, neurobiological, and social realms. Methods: Areas of risk and vulnerability among foster children are described, including emotional and behavioral deficits, impaired neurobiological development, and social relationship deficits. Evidence suggesting the significance of family placement changes and prenatal exposure to substances as contributing mechanisms is presented. Based on a systematic search of the PsycINFO database (to March 2012), eight efficacious evidence-based interventions for foster families are summarized. Findings: Although the development of evidence-based interventions that improve outcomes for foster children has lagged behind the delivery of interventions in other service sectors (e.g., mental health and educational sectors), several interventions across childhood and adolescence offer promise. Service system constraints offer both challenges and opportunities for more routine implementation of evidence-based interventions. Conclusions: Given the increased likelihood of poor outcomes for foster children, increased efforts to understand the pathways to vulnerability and to implement interventions shown to be effective in remediating risks and improving outcomes for this population are indicated. Evaluation of efficacious interventions in countries outside of the United States is also needed. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02594.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185 [article] Practitioner Review: Children in foster care ? vulnerabilities and evidence-based interventions that promote resilience processes [Texte imprimé et/ou numérique] / Leslie D. LEVE, Auteur ; Gordon T. HAROLD, Auteur ; Patricia CHAMBERLAIN, Auteur ; John A. LANDSVERK, Auteur ; Philip A. FISHER, Auteur ; Panos VOSTANIS, Auteur . - p.1197-1211. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1197-1211 Mots-clés : foster care  maltreatment  intervention  parenting  psychosocial adjustment  resilience Index. décimale : PER Périodiques Résumé : Background: An increasing number of children are placed in foster care (i.e., a kin or nonkin family home other than the biological parent) due to experiences of physical, sexual, emotional, or psychological abuse, and/or neglect. Children in foster care are at increased risk for a host of negative outcomes encompassing emotional, behavioral, neurobiological, and social realms. Methods: Areas of risk and vulnerability among foster children are described, including emotional and behavioral deficits, impaired neurobiological development, and social relationship deficits. Evidence suggesting the significance of family placement changes and prenatal exposure to substances as contributing mechanisms is presented. Based on a systematic search of the PsycINFO database (to March 2012), eight efficacious evidence-based interventions for foster families are summarized. Findings: Although the development of evidence-based interventions that improve outcomes for foster children has lagged behind the delivery of interventions in other service sectors (e.g., mental health and educational sectors), several interventions across childhood and adolescence offer promise. Service system constraints offer both challenges and opportunities for more routine implementation of evidence-based interventions. Conclusions: Given the increased likelihood of poor outcomes for foster children, increased efforts to understand the pathways to vulnerability and to implement interventions shown to be effective in remediating risks and improving outcomes for this population are indicated. Evaluation of efficacious interventions in countries outside of the United States is also needed. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02594.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185

Repetition of self-harm and suicide following self-harm in children and adolescents: findings from the Multicentre Study of Self-harm in England / Keith HAWTON in Journal of Child Psychology and Psychiatry, 53-12 (December 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1212-1219 Titre : Repetition of self-harm and suicide following self-harm in children and adolescents: findings from the Multicentre Study of Self-harm in England Type de document : Texte imprimé et/ou numérique Auteurs : Keith HAWTON, Auteur ; Helen BERGEN, Auteur ; Navneet KAPUR, Auteur ; Jayne COOPER, Auteur ; Sarah STEEG, Auteur ; Jennifer NESS, Auteur ; Keith WATERS, Auteur Article en page(s) : p.1212-1219 Langues : Anglais (eng) Mots-clés : self-harm  self-poisoning  self-injury  suicide  repeat self-harm  children and adolescents Index. décimale : PER Périodiques Résumé : Background: Self-harm (intentional self-poisoning and self-injury) in children and adolescents is often repeated and is associated with increased risk of future suicide. We have investigated factors associated with these outcomes. Method: We used data collected in the Multicentre Study of Self-harm in England on all self-harm hospital presentations by individuals aged 10?18 years between 2000 and 2007, and national death information on these individuals to the end of 2010. Cox hazard proportional models were used to identify independent and multivariable predictors of repetition of self-harm and of suicide. Results: Repetition of self-harm occurred in 27.3% of individuals (N = 3920) who presented between 2000 and 2005 and were followed up until 2007. Multivariate analysis showed that repetition was associated with age, self-cutting, and previous self-harm and psychiatric treatment. Of 51 deaths in individuals who presented between 2000 and 2007 and were followed up to 2010 (N = 5133) half (49.0%) were suicides. The method used was usually different to that used for self-harm. Multivariate analysis showed that suicide was associated with male gender [Hazard ratio (HR) = 2.4, 95% CI 1.2?4.8], self-cutting (HR = 2.1, 95% CI 1.1?3.7) and prior psychiatric treatment at initial presentation (HR = 4.2, 95% CI 1.7?10.5). It was also associated with self-cutting and history of psychiatric treatment at the last episode before death, and history of previous self harm. Conclusions: Self-cutting as a method of self-harm in children and adolescents conveys greater risk of suicide (and repetition) than self-poisoning although different methods are usually used for suicide. The findings underline the need for psychosocial assessment in all cases. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02559.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185 [article] Repetition of self-harm and suicide following self-harm in children and adolescents: findings from the Multicentre Study of Self-harm in England [Texte imprimé et/ou numérique] / Keith HAWTON, Auteur ; Helen BERGEN, Auteur ; Navneet KAPUR, Auteur ; Jayne COOPER, Auteur ; Sarah STEEG, Auteur ; Jennifer NESS, Auteur ; Keith WATERS, Auteur . - p.1212-1219. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1212-1219 Mots-clés : self-harm  self-poisoning  self-injury  suicide  repeat self-harm  children and adolescents Index. décimale : PER Périodiques Résumé : Background: Self-harm (intentional self-poisoning and self-injury) in children and adolescents is often repeated and is associated with increased risk of future suicide. We have investigated factors associated with these outcomes. Method: We used data collected in the Multicentre Study of Self-harm in England on all self-harm hospital presentations by individuals aged 10?18 years between 2000 and 2007, and national death information on these individuals to the end of 2010. Cox hazard proportional models were used to identify independent and multivariable predictors of repetition of self-harm and of suicide. Results: Repetition of self-harm occurred in 27.3% of individuals (N = 3920) who presented between 2000 and 2005 and were followed up until 2007. Multivariate analysis showed that repetition was associated with age, self-cutting, and previous self-harm and psychiatric treatment. Of 51 deaths in individuals who presented between 2000 and 2007 and were followed up to 2010 (N = 5133) half (49.0%) were suicides. The method used was usually different to that used for self-harm. Multivariate analysis showed that suicide was associated with male gender [Hazard ratio (HR) = 2.4, 95% CI 1.2?4.8], self-cutting (HR = 2.1, 95% CI 1.1?3.7) and prior psychiatric treatment at initial presentation (HR = 4.2, 95% CI 1.7?10.5). It was also associated with self-cutting and history of psychiatric treatment at the last episode before death, and history of previous self harm. Conclusions: Self-cutting as a method of self-harm in children and adolescents conveys greater risk of suicide (and repetition) than self-poisoning although different methods are usually used for suicide. The findings underline the need for psychosocial assessment in all cases. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02559.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185

Commentary: Self-harm in adolescents: the best predictor of death by suicide? ? reflections on Hawton et al. (2012) / Dennis OUGRIN in Journal of Child Psychology and Psychiatry, 53-12 (December 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1220-1221 Titre : Commentary: Self-harm in adolescents: the best predictor of death by suicide? ? reflections on Hawton et al. (2012) Type de document : Texte imprimé et/ou numérique Auteurs : Dennis OUGRIN, Auteur Article en page(s) : p.1220-1221 Langues : Anglais (eng) Mots-clés : Self-harm  suicide  adolescents  epidemiology  accident and emergency Index. décimale : PER Périodiques Résumé : The preceding article by Hawton and colleagues reporting on a prospective study of adolescents presenting with self-harm to Accident and Emergency departments (AE) is one of the largest epidemiological studies to examine the long-term outcomes of selfharm in children and adolescents. After a median of 6 years nearly 30% re-presented to AE with self-harm and 1% died, half of those due to likely suicide and the rest mainly due to accidents. It may be that many accidental deaths were also suicides judging from the method of death. In comparison to adults presenting with self-harm, the absolute risk of suicide was lower despite a high self-harm repetition rate. Self-injury by cutting was a strong independent predictor of suicide as was previous psychiatric treatment and previous self-harm. Finally the eventual method of suicide was different from that used at either the first or the last episode of selfharm. This is at odds with the data generated by adult literature which consistently shows that those with the most violent methods of selfharm, e.g. attempted hanging or shooting, tend to also die using these methods. In summary the field of adolescent self-harm is of immense importance and requires urgent research to develop our ability to predict those likely to die of suicide, and to offer effective treatment to those at risk. The article by Hawton and colleagues is an important step in our understanding of the risk factors of suicide in those adolescents who present with self-harm and in highlighting the overlapping nature of self-injury and self-poisoning in relation to suicide. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02622.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185 [article] Commentary: Self-harm in adolescents: the best predictor of death by suicide? ? reflections on Hawton et al. (2012) [Texte imprimé et/ou numérique] / Dennis OUGRIN, Auteur . - p.1220-1221. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1220-1221 Mots-clés : Self-harm  suicide  adolescents  epidemiology  accident and emergency Index. décimale : PER Périodiques Résumé : The preceding article by Hawton and colleagues reporting on a prospective study of adolescents presenting with self-harm to Accident and Emergency departments (AE) is one of the largest epidemiological studies to examine the long-term outcomes of selfharm in children and adolescents. After a median of 6 years nearly 30% re-presented to AE with self-harm and 1% died, half of those due to likely suicide and the rest mainly due to accidents. It may be that many accidental deaths were also suicides judging from the method of death. In comparison to adults presenting with self-harm, the absolute risk of suicide was lower despite a high self-harm repetition rate. Self-injury by cutting was a strong independent predictor of suicide as was previous psychiatric treatment and previous self-harm. Finally the eventual method of suicide was different from that used at either the first or the last episode of selfharm. This is at odds with the data generated by adult literature which consistently shows that those with the most violent methods of selfharm, e.g. attempted hanging or shooting, tend to also die using these methods. In summary the field of adolescent self-harm is of immense importance and requires urgent research to develop our ability to predict those likely to die of suicide, and to offer effective treatment to those at risk. The article by Hawton and colleagues is an important step in our understanding of the risk factors of suicide in those adolescents who present with self-harm and in highlighting the overlapping nature of self-injury and self-poisoning in relation to suicide. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02622.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185

Parent-child relationships of boys in different offending trajectories: a developmental perspective / Loes KEIJSERS in Journal of Child Psychology and Psychiatry, 53-12 (December 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1222-1232 Titre : Parent-child relationships of boys in different offending trajectories: a developmental perspective Type de document : Texte imprimé et/ou numérique Auteurs : Loes KEIJSERS, Auteur ; Rolf LOEBER, Auteur ; Susan J. T. BRANJE, Auteur ; Wim H. J. MEEUS, Auteur Article en page(s) : p.1222-1232 Langues : Anglais (eng) Mots-clés : Delinquency  offending trajectories  parent-child relationship  longitudinal  growth curve modeling Index. décimale : PER Périodiques Résumé : Background: This study tested the theoretical assumption that transformations of parent-child relationships in late childhood and adolescence would differ for boys following different offending trajectories. Methods: Using longitudinal multiinformant data of 503 boys (ages 7?19), we conducted Growth Mixture Modeling to extract offending trajectories. Developmental changes in child reports of parent-child joint activities and relationship quality were examined using Latent Growth Curves. Results: Five offending trajectories were found: non-offenders, moderate childhood offenders, adolescent-limited offenders, serious childhood offenders, and serious persistent offenders. Non-offenders reported high and stable levels of relationship quality between age 10 and 16. Adolescent-limited offenders reported a similarly high relationship quality as non-offenders at ages 7 and 10, but a lower and decreasing relationship quality in adolescence. Compared with non-offenders, serious persistent offenders reported poorer parent-child relationship quality at all ages, and a decreasing relationship quality in adolescence. Serious persistent offenders and adolescent-limited offenders reported similar levels and changes in parent-child relationship quality in adolescence. Although serious persistent offenders reported fewer joint activities at age 10 and 13 than non-offenders, a similar linear decrease in joint activities in early to middle adolescence was found for boys in each trajectory. Conclusion: Developmental changes in parent-child relationship quality differ for different types of offenders. This finding has scientific and practical implications. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02585.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185 [article] Parent-child relationships of boys in different offending trajectories: a developmental perspective [Texte imprimé et/ou numérique] / Loes KEIJSERS, Auteur ; Rolf LOEBER, Auteur ; Susan J. T. BRANJE, Auteur ; Wim H. J. MEEUS, Auteur . - p.1222-1232. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1222-1232 Mots-clés : Delinquency  offending trajectories  parent-child relationship  longitudinal  growth curve modeling Index. décimale : PER Périodiques Résumé : Background: This study tested the theoretical assumption that transformations of parent-child relationships in late childhood and adolescence would differ for boys following different offending trajectories. Methods: Using longitudinal multiinformant data of 503 boys (ages 7?19), we conducted Growth Mixture Modeling to extract offending trajectories. Developmental changes in child reports of parent-child joint activities and relationship quality were examined using Latent Growth Curves. Results: Five offending trajectories were found: non-offenders, moderate childhood offenders, adolescent-limited offenders, serious childhood offenders, and serious persistent offenders. Non-offenders reported high and stable levels of relationship quality between age 10 and 16. Adolescent-limited offenders reported a similarly high relationship quality as non-offenders at ages 7 and 10, but a lower and decreasing relationship quality in adolescence. Compared with non-offenders, serious persistent offenders reported poorer parent-child relationship quality at all ages, and a decreasing relationship quality in adolescence. Serious persistent offenders and adolescent-limited offenders reported similar levels and changes in parent-child relationship quality in adolescence. Although serious persistent offenders reported fewer joint activities at age 10 and 13 than non-offenders, a similar linear decrease in joint activities in early to middle adolescence was found for boys in each trajectory. Conclusion: Developmental changes in parent-child relationship quality differ for different types of offenders. This finding has scientific and practical implications. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02585.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185

Aggression, peer relationships, and depression in Chinese children: a multiwave longitudinal study / Xinyin CHEN in Journal of Child Psychology and Psychiatry, 53-12 (December 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1233-1241 Titre : Aggression, peer relationships, and depression in Chinese children: a multiwave longitudinal study Type de document : Texte imprimé et/ou numérique Auteurs : Xinyin CHEN, Auteur ; Xiaorui HUANG, Auteur ; Li WANG, Auteur ; Lei CHANG, Auteur Article en page(s) : p.1233-1241 Langues : Anglais (eng) Mots-clés : Aggression  peer relationships  depression  Chinese children Index. décimale : PER Périodiques Résumé : Background: Largely due to methodological problems in existing studies, issues concerning causal directions and confounding factors, such as the stability effect, remain to be clarified in the relations among aggression, peer relationships, and psychological adjustment. The purpose of this longitudinal study was to examine (a) reciprocal direct and indirect effects among aggression, peer relationships, and depression based on a full cross-lagged model with the stability effect controlled, and (b) moderating effects of initial status on the growth of the variables. Method: A sample of Chinese children (N = 1,162) participated in the study. Four waves of longitudinal panel data were collected from the participants in ages 9?12 years from multiple sources including peer assessments, teacher ratings, sociometric nominations, and self-reports. Results: Aggression negatively contributed, in both direct and indirect manners, to later peer relationships, and positively contributed to depression in late childhood. Peer relationships had negative direct and indirect effects on later aggression and depression. In addition, the initial level of aggression moderated the growth pattern of peer relationships. Conclusions: Early social and behavioral problems have proximal as well as long-term cross-domain effects on individual development. Moreover, children?s early behavioral characteristics may serve to facilitate the development of social competence and exacerbate the development of social problems. The study provided valuable information about how the important aspects of socioemotional functioning were associated with each other in Chinese children from a developmental perspective. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02576.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185 [article] Aggression, peer relationships, and depression in Chinese children: a multiwave longitudinal study [Texte imprimé et/ou numérique] / Xinyin CHEN, Auteur ; Xiaorui HUANG, Auteur ; Li WANG, Auteur ; Lei CHANG, Auteur . - p.1233-1241. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1233-1241 Mots-clés : Aggression  peer relationships  depression  Chinese children Index. décimale : PER Périodiques Résumé : Background: Largely due to methodological problems in existing studies, issues concerning causal directions and confounding factors, such as the stability effect, remain to be clarified in the relations among aggression, peer relationships, and psychological adjustment. The purpose of this longitudinal study was to examine (a) reciprocal direct and indirect effects among aggression, peer relationships, and depression based on a full cross-lagged model with the stability effect controlled, and (b) moderating effects of initial status on the growth of the variables. Method: A sample of Chinese children (N = 1,162) participated in the study. Four waves of longitudinal panel data were collected from the participants in ages 9?12 years from multiple sources including peer assessments, teacher ratings, sociometric nominations, and self-reports. Results: Aggression negatively contributed, in both direct and indirect manners, to later peer relationships, and positively contributed to depression in late childhood. Peer relationships had negative direct and indirect effects on later aggression and depression. In addition, the initial level of aggression moderated the growth pattern of peer relationships. Conclusions: Early social and behavioral problems have proximal as well as long-term cross-domain effects on individual development. Moreover, children?s early behavioral characteristics may serve to facilitate the development of social competence and exacerbate the development of social problems. The study provided valuable information about how the important aspects of socioemotional functioning were associated with each other in Chinese children from a developmental perspective. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02576.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185

Child and adolescent predictors of male intimate partner violence / Delphine THEOBALD in Journal of Child Psychology and Psychiatry, 53-12 (December 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1242-1249 Titre : Child and adolescent predictors of male intimate partner violence Type de document : Texte imprimé et/ou numérique Auteurs : Delphine THEOBALD, Auteur ; David P. FARRINGTON, Auteur Article en page(s) : p.1242-1249 Langues : Anglais (eng) Mots-clés : Antisocial behaviour  risk factors  prediction  development  violence Index. décimale : PER Périodiques Résumé : Background: This study addresses to what extent child and adolescent explanatory factors predict male perpetrated intimate partner violence (IPV) in adulthood. Methods: We use prospective longitudinal data from the Cambridge Study in Delinquent Development (CSDD). The CSDD is a survey of 411 male born in the 1950s in an inner London area. The men were interviewed over a period of 40 years with information also gathered from their parents, peers and teachers and later from their female partners. Results: Family factors such as having a criminal father, a disrupted family, poor supervision and relationship problems with parents predicted later IPV. Individual predictors included unpopularity, daring, impulsivity, aggressiveness and low verbal IQ. There was evidence of cumulative risk for later violence in intimate partnerships. Conclusions: Early childhood factors predict adult male IPV. No other study has showed the predictability of IPV over a 40-year time interval in a prospective survey. The IPV men tended to have convictions for violence and tended to be unsuccessful in areas such as employment, drinking and drug use. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02577.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185 [article] Child and adolescent predictors of male intimate partner violence [Texte imprimé et/ou numérique] / Delphine THEOBALD, Auteur ; David P. FARRINGTON, Auteur . - p.1242-1249. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1242-1249 Mots-clés : Antisocial behaviour  risk factors  prediction  development  violence Index. décimale : PER Périodiques Résumé : Background: This study addresses to what extent child and adolescent explanatory factors predict male perpetrated intimate partner violence (IPV) in adulthood. Methods: We use prospective longitudinal data from the Cambridge Study in Delinquent Development (CSDD). The CSDD is a survey of 411 male born in the 1950s in an inner London area. The men were interviewed over a period of 40 years with information also gathered from their parents, peers and teachers and later from their female partners. Results: Family factors such as having a criminal father, a disrupted family, poor supervision and relationship problems with parents predicted later IPV. Individual predictors included unpopularity, daring, impulsivity, aggressiveness and low verbal IQ. There was evidence of cumulative risk for later violence in intimate partnerships. Conclusions: Early childhood factors predict adult male IPV. No other study has showed the predictability of IPV over a 40-year time interval in a prospective survey. The IPV men tended to have convictions for violence and tended to be unsuccessful in areas such as employment, drinking and drug use. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02577.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185

Emotion regulation in the context of frustration in children with high functioning autism and their typical peers / Laudan B. JAHROMI in Journal of Child Psychology and Psychiatry, 53-12 (December 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1250-1258 Titre : Emotion regulation in the context of frustration in children with high functioning autism and their typical peers Type de document : Texte imprimé et/ou numérique Auteurs : Laudan B. JAHROMI, Auteur ; Shantel E. MEEK, Auteur ; Sharman OBER-REYNOLDS, Auteur Article en page(s) : p.1250-1258 Langues : Anglais (eng) Mots-clés : Autistic disorder  emotion regulation  emotional expression  coping strategies Index. décimale : PER Périodiques Résumé : Background: It is well accepted that emotion regulation difficulties are a serious concern for children with ASD, yet empirical studies of this construct are limited for this population. The present study describes group differences between high functioning children with autism and their typical peers in frustration and discrete coping strategies for emotion regulation. We also use sequential analyses to test differences in the efficacy of individual coping strategies at regulating children?s frustration. Methods: Subjects were 20 children with autism (M = 59 months) and 20 developmentally matched typically developing children (M = 50 months). Measures of children?s frustration (negative facial expressions and behaviors, negative vocalizations, resignation) and emotion regulation coping strategies were observationally coded from structured video recordings. Results: Children with autism displayed a higher intensity and duration of resignation, and the group difference became most pronounced when children worked alone during the parent-absent segment of the locked box task. Children with autism used significantly more avoidance and venting strategies, and fewer constructive strategies than typical children. Sequential analyses revealed that social support strategies (orienting and verbalizing to the experimenter) were ineffective for children with autism, while these behaviors, vocal venting, and distraction strategies were all effective for typically developing children. Conclusions: The results go beyond the recent literature by offering a rich description of children?s efforts to regulate their frustration when faced with challenge, and point to important contextual differences in the efficacy of children?s coping strategies. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02560.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185 [article] Emotion regulation in the context of frustration in children with high functioning autism and their typical peers [Texte imprimé et/ou numérique] / Laudan B. JAHROMI, Auteur ; Shantel E. MEEK, Auteur ; Sharman OBER-REYNOLDS, Auteur . - p.1250-1258. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1250-1258 Mots-clés : Autistic disorder  emotion regulation  emotional expression  coping strategies Index. décimale : PER Périodiques Résumé : Background: It is well accepted that emotion regulation difficulties are a serious concern for children with ASD, yet empirical studies of this construct are limited for this population. The present study describes group differences between high functioning children with autism and their typical peers in frustration and discrete coping strategies for emotion regulation. We also use sequential analyses to test differences in the efficacy of individual coping strategies at regulating children?s frustration. Methods: Subjects were 20 children with autism (M = 59 months) and 20 developmentally matched typically developing children (M = 50 months). Measures of children?s frustration (negative facial expressions and behaviors, negative vocalizations, resignation) and emotion regulation coping strategies were observationally coded from structured video recordings. Results: Children with autism displayed a higher intensity and duration of resignation, and the group difference became most pronounced when children worked alone during the parent-absent segment of the locked box task. Children with autism used significantly more avoidance and venting strategies, and fewer constructive strategies than typical children. Sequential analyses revealed that social support strategies (orienting and verbalizing to the experimenter) were ineffective for children with autism, while these behaviors, vocal venting, and distraction strategies were all effective for typically developing children. Conclusions: The results go beyond the recent literature by offering a rich description of children?s efforts to regulate their frustration when faced with challenge, and point to important contextual differences in the efficacy of children?s coping strategies. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02560.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185

The perception and identification of facial emotions in individuals with autism spectrum disorders using the Let?s Face It! Emotion Skills Battery / James W. TANAKA in Journal of Child Psychology and Psychiatry, 53-12 (December 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1259-1267 Titre : The perception and identification of facial emotions in individuals with autism spectrum disorders using the Let?s Face It! Emotion Skills Battery Type de document : Texte imprimé et/ou numérique Auteurs : James W. TANAKA, Auteur ; Julie M. WOLF, Auteur ; Cheryl KLAIMAN, Auteur ; Kathleen KOENIG, Auteur ; Jeffrey COCKBURN, Auteur ; Lauren HERLIHY, Auteur ; Carla BROWN, Auteur ; Sherin S. STAHL, Auteur ; Mikle SOUTH, Auteur ; James C. MCPARTLAND, Auteur ; Martha D. KAISER, Auteur ; Robert T. SCHULTZ, Auteur Article en page(s) : p.1259-1267 Langues : Anglais (eng) Mots-clés : ASD  computer-based assessment  facial emotions  perceptual skills  social communication Index. décimale : PER Périodiques Résumé : Background: Although impaired social?emotional ability is a hallmark of autism spectrum disorder (ASD), the perceptual skills and mediating strategies contributing to the social deficits of autism are not well understood. A perceptual skill that is fundamental to effective social communication is the ability to accurately perceive and interpret facial emotions. To evaluate the expression processing of participants with ASD, we designed the Let?s Face It! Emotion Skills Battery (LFI! Battery), a computer-based assessment composed of three subscales measuring verbal and perceptual skills implicated in the recognition of facial emotions. Methods: We administered the LFI! Battery to groups of participants with ASD and typically developing control (TDC) participants that were matched for age and IQ. Results: On the Name Game labeling task, participants with ASD (N = 68) performed on par with TDC individuals (N = 66) in their ability to name the facial emotions of happy, sad, disgust and surprise and were only impaired in their ability to identify the angry expression. On the Matchmaker Expression task that measures the recognition of facial emotions across different facial identities, the ASD participants (N = 66) performed reliably worse than TDC participants (N = 67) on the emotions of happy, sad, disgust, frighten and angry. In the Parts?Wholes test of perceptual strategies of expression, the TDC participants (N = 67) displayed more holistic encoding for the eyes than the mouths in expressive faces whereas ASD participants (N = 66) exhibited the reverse pattern of holistic recognition for the mouth and analytic recognition of the eyes. Conclusion: In summary, findings from the LFI! Battery show that participants with ASD were able to label the basic facial emotions (with the exception of angry expression) on par with age- and IQ-matched TDC participants. However, participants with ASD were impaired in their ability to generalize facial emotions across different identities and showed a tendency to recognize the mouth feature holistically and the eyes as isolated parts. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02571.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185 [article] The perception and identification of facial emotions in individuals with autism spectrum disorders using the Let?s Face It! Emotion Skills Battery [Texte imprimé et/ou numérique] / James W. TANAKA, Auteur ; Julie M. WOLF, Auteur ; Cheryl KLAIMAN, Auteur ; Kathleen KOENIG, Auteur ; Jeffrey COCKBURN, Auteur ; Lauren HERLIHY, Auteur ; Carla BROWN, Auteur ; Sherin S. STAHL, Auteur ; Mikle SOUTH, Auteur ; James C. MCPARTLAND, Auteur ; Martha D. KAISER, Auteur ; Robert T. SCHULTZ, Auteur . - p.1259-1267. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1259-1267 Mots-clés : ASD  computer-based assessment  facial emotions  perceptual skills  social communication Index. décimale : PER Périodiques Résumé : Background: Although impaired social?emotional ability is a hallmark of autism spectrum disorder (ASD), the perceptual skills and mediating strategies contributing to the social deficits of autism are not well understood. A perceptual skill that is fundamental to effective social communication is the ability to accurately perceive and interpret facial emotions. To evaluate the expression processing of participants with ASD, we designed the Let?s Face It! Emotion Skills Battery (LFI! Battery), a computer-based assessment composed of three subscales measuring verbal and perceptual skills implicated in the recognition of facial emotions. Methods: We administered the LFI! Battery to groups of participants with ASD and typically developing control (TDC) participants that were matched for age and IQ. Results: On the Name Game labeling task, participants with ASD (N = 68) performed on par with TDC individuals (N = 66) in their ability to name the facial emotions of happy, sad, disgust and surprise and were only impaired in their ability to identify the angry expression. On the Matchmaker Expression task that measures the recognition of facial emotions across different facial identities, the ASD participants (N = 66) performed reliably worse than TDC participants (N = 67) on the emotions of happy, sad, disgust, frighten and angry. In the Parts?Wholes test of perceptual strategies of expression, the TDC participants (N = 67) displayed more holistic encoding for the eyes than the mouths in expressive faces whereas ASD participants (N = 66) exhibited the reverse pattern of holistic recognition for the mouth and analytic recognition of the eyes. Conclusion: In summary, findings from the LFI! Battery show that participants with ASD were able to label the basic facial emotions (with the exception of angry expression) on par with age- and IQ-matched TDC participants. However, participants with ASD were impaired in their ability to generalize facial emotions across different identities and showed a tendency to recognize the mouth feature holistically and the eyes as isolated parts. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02571.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185

Teaching emotion recognition skills to young children with autism: a randomised controlled trial of an emotion training programme / Beth T. WILLIAMS in Journal of Child Psychology and Psychiatry, 53-12 (December 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1268-1276 Titre : Teaching emotion recognition skills to young children with autism: a randomised controlled trial of an emotion training programme Type de document : Texte imprimé et/ou numérique Auteurs : Beth T. WILLIAMS, Auteur ; Kylie M. GRAY, Auteur ; Bruce J. TONGE, Auteur Article en page(s) : p.1268-1276 Langues : Anglais (eng) Mots-clés : Autism  emotion recognition  intervention  training Index. décimale : PER Périodiques Résumé : Background: Children with autism have difficulties in emotion recognition and a number of interventions have been designed to target these problems. However, few emotion training interventions have been trialled with young children with autism and co-morbid ID. This study aimed to evaluate the efficacy of an emotion training programme for a group of young children with autism with a range of intellectual ability. Methods: Participants were 55 children with autistic disorder, aged 4?7 years (FSIQ 42?107). Children were randomly assigned to an intervention (n = 28) or control group (n = 27). Participants in the intervention group watched a DVD designed to teach emotion recognition skills to children with autism (the Transporters), whereas the control group watched a DVD of Thomas the Tank Engine. Participants were assessed on their ability to complete basic emotion recognition tasks, mindreading and theory of mind (TOM) tasks before and after the 4-week intervention period, and at 3-month follow-up. Results: Analyses controlled for the effect of chronological age, verbal intelligence, gender and DVD viewing time on outcomes. Children in the intervention group showed improved performance in the recognition of anger compared with the control group, with few improvements maintained at 3-month follow-up. There was no generalisation of skills to TOM or social skills. Conclusions: The Transporters programme showed limited efficacy in teaching basic emotion recognition skills to young children with autism with a lower range of cognitive ability. Improvements were limited to the recognition of expressions of anger, with poor maintenance of these skills at follow-up. These findings provide limited support for the efficacy of the Transporters programme for young children with autism of a lower cognitive range. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02593.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185 [article] Teaching emotion recognition skills to young children with autism: a randomised controlled trial of an emotion training programme [Texte imprimé et/ou numérique] / Beth T. WILLIAMS, Auteur ; Kylie M. GRAY, Auteur ; Bruce J. TONGE, Auteur . - p.1268-1276. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1268-1276 Mots-clés : Autism  emotion recognition  intervention  training Index. décimale : PER Périodiques Résumé : Background: Children with autism have difficulties in emotion recognition and a number of interventions have been designed to target these problems. However, few emotion training interventions have been trialled with young children with autism and co-morbid ID. This study aimed to evaluate the efficacy of an emotion training programme for a group of young children with autism with a range of intellectual ability. Methods: Participants were 55 children with autistic disorder, aged 4?7 years (FSIQ 42?107). Children were randomly assigned to an intervention (n = 28) or control group (n = 27). Participants in the intervention group watched a DVD designed to teach emotion recognition skills to children with autism (the Transporters), whereas the control group watched a DVD of Thomas the Tank Engine. Participants were assessed on their ability to complete basic emotion recognition tasks, mindreading and theory of mind (TOM) tasks before and after the 4-week intervention period, and at 3-month follow-up. Results: Analyses controlled for the effect of chronological age, verbal intelligence, gender and DVD viewing time on outcomes. Children in the intervention group showed improved performance in the recognition of anger compared with the control group, with few improvements maintained at 3-month follow-up. There was no generalisation of skills to TOM or social skills. Conclusions: The Transporters programme showed limited efficacy in teaching basic emotion recognition skills to young children with autism with a lower range of cognitive ability. Improvements were limited to the recognition of expressions of anger, with poor maintenance of these skills at follow-up. These findings provide limited support for the efficacy of the Transporters programme for young children with autism of a lower cognitive range. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02593.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185

Effects of a computerized working memory training program on working memory, attention, and academics in adolescents with severe LD and comorbid ADHD: a randomized controlled trial / S. A. GRAY in Journal of Child Psychology and Psychiatry, 53-12 (December 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1277-1284 Titre : Effects of a computerized working memory training program on working memory, attention, and academics in adolescents with severe LD and comorbid ADHD: a randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : S. A. GRAY, Auteur ; P. CHABAN, Auteur ; R. MARTINUSSEN, Auteur ; R. GOLDBERG, Auteur ; H. GOTLIEB, Auteur ; R. KRONITZ, Auteur ; M. HOCKENBERRY, Auteur ; Rosemary TANNOCK, Auteur Article en page(s) : p.1277-1284 Langues : Anglais (eng) Mots-clés : Working memory  computerized cognitive training  Learning Disabilities  ADHD Index. décimale : PER Périodiques Résumé : Background: Youths with coexisting learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD) are at risk for poor academic and social outcomes. The underlying cognitive deficits, such as poor working memory (WM), are not well targeted by current treatments for either LD or ADHD. Emerging evidence suggests that WM might be improved by intensive and adaptive computerized training, but it remains unclear whether this intervention would be effective for adolescents with severe LD and comorbid ADHD. Methods: A total of sixty 12- to 17-year olds with LD/ADHD (52 male, 8 female, IQ 80) were randomized to one of two computerized intervention programs: working memory training (Cogmed RM) or math training (Academy of Math) and evaluated before and 3 weeks after completion. The criterion measures of WM included auditory-verbal and visual-spatial tasks. Near and far transfer measures included indices of cognitive and behavioral attention and academic achievement. Results: Adolescents in the WM training group showed greater improvements in a subset of WM criterion measures compared with those in the math-training group, but no training effects were observed on the near or far measures. Those who showed the most improvement on the WM training tasks at school were rated as less inattentive/hyperactive at home by parents. Conclusions: Results suggest that WM training may enhance some aspects of WM in youths with LD/ADHD, but further development of the training program is required to promote transfer effects to other domains of function. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02592.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185 [article] Effects of a computerized working memory training program on working memory, attention, and academics in adolescents with severe LD and comorbid ADHD: a randomized controlled trial [Texte imprimé et/ou numérique] / S. A. GRAY, Auteur ; P. CHABAN, Auteur ; R. MARTINUSSEN, Auteur ; R. GOLDBERG, Auteur ; H. GOTLIEB, Auteur ; R. KRONITZ, Auteur ; M. HOCKENBERRY, Auteur ; Rosemary TANNOCK, Auteur . - p.1277-1284. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1277-1284 Mots-clés : Working memory  computerized cognitive training  Learning Disabilities  ADHD Index. décimale : PER Périodiques Résumé : Background: Youths with coexisting learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD) are at risk for poor academic and social outcomes. The underlying cognitive deficits, such as poor working memory (WM), are not well targeted by current treatments for either LD or ADHD. Emerging evidence suggests that WM might be improved by intensive and adaptive computerized training, but it remains unclear whether this intervention would be effective for adolescents with severe LD and comorbid ADHD. Methods: A total of sixty 12- to 17-year olds with LD/ADHD (52 male, 8 female, IQ 80) were randomized to one of two computerized intervention programs: working memory training (Cogmed RM) or math training (Academy of Math) and evaluated before and 3 weeks after completion. The criterion measures of WM included auditory-verbal and visual-spatial tasks. Near and far transfer measures included indices of cognitive and behavioral attention and academic achievement. Results: Adolescents in the WM training group showed greater improvements in a subset of WM criterion measures compared with those in the math-training group, but no training effects were observed on the near or far measures. Those who showed the most improvement on the WM training tasks at school were rated as less inattentive/hyperactive at home by parents. Conclusions: Results suggest that WM training may enhance some aspects of WM in youths with LD/ADHD, but further development of the training program is required to promote transfer effects to other domains of function. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02592.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185