'Learn Young, Learn Fair', a stress management program for fifth and sixth graders: longitudinal results from an experimental study / Gerda KRAAG in Journal of Child Psychology and Psychiatry, 50-9 (September 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-9 (September 2009) . - p.1185-1195 Titre : 'Learn Young, Learn Fair', a stress management program for fifth and sixth graders: longitudinal results from an experimental study Type de document : Texte imprimé et/ou numérique Auteurs : Gerda KRAAG, Auteur ; Gerard J. P. VAN BREUKELEN, Auteur ; Gerjo KOK, Auteur ; Clemens HOSMAN, Auteur Année de publication : 2009 Article en page(s) : p.1185-1195 Langues : Anglais (eng) Mots-clés : Stress prevention coping depression anxiety school-children Index. décimale : PER Périodiques Résumé : Background: This study examined the effects of a universal stress management program (Learn Young, Learn Fair) on stress, coping, anxiety and depression in fifth and sixth grade children. Methods: Fifty-two schools (1467 children) participated in a clustered randomized controlled trial. Data was collected in the fall of 2002, the spring of 2003, and the winter of 2004. Given the nested structure of the design mixed (multilevel) regression analyses were applied. Results: Positive effects were found for emotion-focused coping at posttest (p < .01) and increased stress awareness at both time points. At posttest a decrease in problem solving was found (p < .01). After correcting for mediation by stress awareness the results showed that the program significantly reduced stress symptoms (p = .05) and anxiety (p = .01) at posttest. Effect sizes varied from small to large. Conclusions: Universal prevention programs that address stress and coping in children are warranted given the high prevalence of stress in children and the relationship between stress, on the one hand, and health complaints and pathology, on the other. Such programs are expected to be particularly salient for children with an increased sensitivity to stress and inadequate coping styles (e.g., diathesis-stress model). The results indicate that the school-based program 'Learn Young, Learn Fair' may be a valuable program for reducing stress in children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02088.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=829 [article] 'Learn Young, Learn Fair', a stress management program for fifth and sixth graders: longitudinal results from an experimental study [Texte imprimé et/ou numérique] / Gerda KRAAG, Auteur ; Gerard J. P. VAN BREUKELEN, Auteur ; Gerjo KOK, Auteur ; Clemens HOSMAN, Auteur . - 2009 . - p.1185-1195. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-9 (September 2009) . - p.1185-1195 Mots-clés : Stress prevention coping depression anxiety school-children Index. décimale : PER Périodiques Résumé : Background: This study examined the effects of a universal stress management program (Learn Young, Learn Fair) on stress, coping, anxiety and depression in fifth and sixth grade children. Methods: Fifty-two schools (1467 children) participated in a clustered randomized controlled trial. Data was collected in the fall of 2002, the spring of 2003, and the winter of 2004. Given the nested structure of the design mixed (multilevel) regression analyses were applied. Results: Positive effects were found for emotion-focused coping at posttest (p < .01) and increased stress awareness at both time points. At posttest a decrease in problem solving was found (p < .01). After correcting for mediation by stress awareness the results showed that the program significantly reduced stress symptoms (p = .05) and anxiety (p = .01) at posttest. Effect sizes varied from small to large. Conclusions: Universal prevention programs that address stress and coping in children are warranted given the high prevalence of stress in children and the relationship between stress, on the one hand, and health complaints and pathology, on the other. Such programs are expected to be particularly salient for children with an increased sensitivity to stress and inadequate coping styles (e.g., diathesis-stress model). The results indicate that the school-based program 'Learn Young, Learn Fair' may be a valuable program for reducing stress in children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02088.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=829

Long-term effects of a home-visiting intervention for depressed mothers and their infants / Laura E. KERSTEN-ALVAREZ in Journal of Child Psychology and Psychiatry, 51-10 (October 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-10 (October 2010) . - p.1160-1170 Titre : Long-term effects of a home-visiting intervention for depressed mothers and their infants Type de document : Texte imprimé et/ou numérique Auteurs : Laura E. KERSTEN-ALVAREZ, Auteur ; J. Marianne RIKSEN-WALRAVEN, Auteur ; Clemens HOSMAN, Auteur ; Karin T.M. VAN DOESUM, Auteur ; Cees HOEFNAGELS, Auteur Année de publication : 2010 Article en page(s) : p.1160-1170 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background:  Whereas preventive interventions for depressed mothers and their infants have yielded positive short-term outcomes, few studies have examined their long-term effectiveness. The present follow-up of a randomised controlled trial (RCT) is one of the first to examine the longer-term effects of an intervention for mothers with postpartum depression and their infants at school-age. In early infancy, the intervention was found effective in improving mother–infant interaction and the child’s attachment to its mother. Methods:  Twenty-nine mother–child pairs who completed the intervention are compared with 29 untreated mother–child dyads as to the quality of maternal interactive behaviour and the child outcomes of attachment security to the mother, self-esteem, ego-resiliency, verbal intelligence, prosocial behaviour, school adjustment, and behaviour problems at age 5 (M = 68 months). Results:  In the total sample no lasting treatment benefits were found, but in families reporting a higher number of stressful life events, children in the intervention group had fewer externalising behaviour problems as rated by their mothers than children in the control group. Conclusions:  In the context of multiple stressful life events the intervention served as a buffer by preventing the development of externalising problems in the child. The results warrant cautious interpretation because of the relatively small sample size and differential attrition revealing the mothers that completed the follow-up assessment to have improved less on maternal sensitivity following the intervention than the mothers who did not participate in the follow-up. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02268.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110 [article] Long-term effects of a home-visiting intervention for depressed mothers and their infants [Texte imprimé et/ou numérique] / Laura E. KERSTEN-ALVAREZ, Auteur ; J. Marianne RIKSEN-WALRAVEN, Auteur ; Clemens HOSMAN, Auteur ; Karin T.M. VAN DOESUM, Auteur ; Cees HOEFNAGELS, Auteur . - 2010 . - p.1160-1170. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-10 (October 2010) . - p.1160-1170 Index. décimale : PER Périodiques Résumé : Background:  Whereas preventive interventions for depressed mothers and their infants have yielded positive short-term outcomes, few studies have examined their long-term effectiveness. The present follow-up of a randomised controlled trial (RCT) is one of the first to examine the longer-term effects of an intervention for mothers with postpartum depression and their infants at school-age. In early infancy, the intervention was found effective in improving mother–infant interaction and the child’s attachment to its mother. Methods:  Twenty-nine mother–child pairs who completed the intervention are compared with 29 untreated mother–child dyads as to the quality of maternal interactive behaviour and the child outcomes of attachment security to the mother, self-esteem, ego-resiliency, verbal intelligence, prosocial behaviour, school adjustment, and behaviour problems at age 5 (M = 68 months). Results:  In the total sample no lasting treatment benefits were found, but in families reporting a higher number of stressful life events, children in the intervention group had fewer externalising behaviour problems as rated by their mothers than children in the control group. Conclusions:  In the context of multiple stressful life events the intervention served as a buffer by preventing the development of externalising problems in the child. The results warrant cautious interpretation because of the relatively small sample size and differential attrition revealing the mothers that completed the follow-up assessment to have improved less on maternal sensitivity following the intervention than the mothers who did not participate in the follow-up. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02268.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110

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