Dépouillements

Editorial: Answering questions in developmental science: separating the wheat from the chaff / Daniel Samuel PINE in Journal of Child Psychology and Psychiatry, 48-12 (December 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1157–1159 Titre : Editorial: Answering questions in developmental science: separating the wheat from the chaff Type de document : Texte imprimé et/ou numérique Auteurs : Daniel Samuel PINE, Auteur Année de publication : 2007 Article en page(s) : p.1157–1159 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01844.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309 [article] Editorial: Answering questions in developmental science: separating the wheat from the chaff [Texte imprimé et/ou numérique] / Daniel Samuel PINE, Auteur . - 2007 . - p.1157–1159. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1157–1159 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01844.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309

Research Review: Genetic vulnerability or differential susceptibility in child development: the case of attachment / Marian J. BAKERMANS-KRANENBURG in Journal of Child Psychology and Psychiatry, 48-12 (December 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1160–1173 Titre : Research Review: Genetic vulnerability or differential susceptibility in child development: the case of attachment Type de document : Texte imprimé et/ou numérique Auteurs : Marian J. BAKERMANS-KRANENBURG, Auteur ; Marinus H. VAN IJZENDOORN, Auteur Année de publication : 2007 Article en page(s) : p.1160–1173 Langues : Anglais (eng) Mots-clés : Attachment gene–environment-interaction differential-susceptibility disorganized-attachment dopamine behavior-problems genetics Index. décimale : PER Périodiques Résumé : Gene–environment interactions interpreted in terms of differential susceptibility may play a large part in the explanation of individual differences in human development. Reviewing studies on the behavioral and molecular genetics of attachment, we present evidence for interactions between genetic and environmental factors explaining individual differences in attachment security and disorganization. In particular, the DRD4 7-repeat polymorphism seems associated with an increased risk for disorganized attachment, but only when combined with environmental risk. Gene–environment (G × E) interactions may be interpreted as genetic vulnerability or differential susceptibility. We found support for the differential susceptibility hypothesis predicting not only more negative outcomes for susceptible children in unfavorable environments, but also positive outcomes for susceptible children in favorable environments. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01801.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309 [article] Research Review: Genetic vulnerability or differential susceptibility in child development: the case of attachment [Texte imprimé et/ou numérique] / Marian J. BAKERMANS-KRANENBURG, Auteur ; Marinus H. VAN IJZENDOORN, Auteur . - 2007 . - p.1160–1173. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1160–1173 Mots-clés : Attachment gene–environment-interaction differential-susceptibility disorganized-attachment dopamine behavior-problems genetics Index. décimale : PER Périodiques Résumé : Gene–environment interactions interpreted in terms of differential susceptibility may play a large part in the explanation of individual differences in human development. Reviewing studies on the behavioral and molecular genetics of attachment, we present evidence for interactions between genetic and environmental factors explaining individual differences in attachment security and disorganization. In particular, the DRD4 7-repeat polymorphism seems associated with an increased risk for disorganized attachment, but only when combined with environmental risk. Gene–environment (G × E) interactions may be interpreted as genetic vulnerability or differential susceptibility. We found support for the differential susceptibility hypothesis predicting not only more negative outcomes for susceptible children in unfavorable environments, but also positive outcomes for susceptible children in favorable environments. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01801.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309

What do childhood anxiety disorders predict? / Antje BITTNER in Journal of Child Psychology and Psychiatry, 48-12 (December 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1174–1183 Titre : What do childhood anxiety disorders predict? Type de document : Texte imprimé et/ou numérique Auteurs : Antje BITTNER, Auteur ; Helen Link EGGER, Auteur ; Adrian ANGOLD, Auteur ; E. Jane COSTELLO, Auteur ; Alaattin ERKANLI, Auteur ; Debra L. FOLEY, Auteur Année de publication : 2007 Article en page(s) : p.1174–1183 Langues : Anglais (eng) Mots-clés : Childhood anxiety-disorders developmental-epidemiology longitudinal-study Index. décimale : PER Périodiques Résumé : Background: Few longitudinal studies of child and adolescent psychopathology have examined the links between specific childhood anxiety disorders and adolescent psychiatric disorder. In this paper we test the predictive specificity of separation anxiety disorder (SAD), overanxious disorder (OAD), generalized anxiety disorder (GAD), and social phobia. Methods: Data come from the Great Smoky Mountains Study (GSMS). A representative population sample of children – ages 9, 11, and 13 years at intake – was followed to age 19. Diagnoses of both childhood (before age 13 years) and adolescent psychiatric disorders (age 13 to 19 years) were available from 906 participants. Results: Childhood SAD predicted adolescent SAD, whereas OAD was associated with later OAD, panic attacks, depression and conduct disorder (CD). GAD was related only to CD. Social phobia in childhood was associated with adolescent OAD, social phobia, and attention-deficit/hyperactivity disorder (ADHD). Conclusions: Anxiety disorders in childhood are predictors of a range of psychiatric disorders in adolescence. It appears that children meriting a well-defined diagnosis are missed by the current rules for the diagnosis of GAD. Future studies should examine whether OAD deserves reconsideration as a nosological entity. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01812.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309 [article] What do childhood anxiety disorders predict? [Texte imprimé et/ou numérique] / Antje BITTNER, Auteur ; Helen Link EGGER, Auteur ; Adrian ANGOLD, Auteur ; E. Jane COSTELLO, Auteur ; Alaattin ERKANLI, Auteur ; Debra L. FOLEY, Auteur . - 2007 . - p.1174–1183. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1174–1183 Mots-clés : Childhood anxiety-disorders developmental-epidemiology longitudinal-study Index. décimale : PER Périodiques Résumé : Background: Few longitudinal studies of child and adolescent psychopathology have examined the links between specific childhood anxiety disorders and adolescent psychiatric disorder. In this paper we test the predictive specificity of separation anxiety disorder (SAD), overanxious disorder (OAD), generalized anxiety disorder (GAD), and social phobia. Methods: Data come from the Great Smoky Mountains Study (GSMS). A representative population sample of children – ages 9, 11, and 13 years at intake – was followed to age 19. Diagnoses of both childhood (before age 13 years) and adolescent psychiatric disorders (age 13 to 19 years) were available from 906 participants. Results: Childhood SAD predicted adolescent SAD, whereas OAD was associated with later OAD, panic attacks, depression and conduct disorder (CD). GAD was related only to CD. Social phobia in childhood was associated with adolescent OAD, social phobia, and attention-deficit/hyperactivity disorder (ADHD). Conclusions: Anxiety disorders in childhood are predictors of a range of psychiatric disorders in adolescence. It appears that children meriting a well-defined diagnosis are missed by the current rules for the diagnosis of GAD. Future studies should examine whether OAD deserves reconsideration as a nosological entity. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01812.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309

Feeling anxious: a twin study of panic/somatic ratings, anxiety sensitivity and heartbeat perception in children / Thalia C. ELEY in Journal of Child Psychology and Psychiatry, 48-12 (December 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1184–1191 Titre : Feeling anxious: a twin study of panic/somatic ratings, anxiety sensitivity and heartbeat perception in children Type de document : Texte imprimé et/ou numérique Auteurs : Thalia C. ELEY, Auteur ; Alice M. GREGORY, Auteur ; David M. CLARK, Auteur ; Anke EHLERS, Auteur Année de publication : 2007 Article en page(s) : p.1184–1191 Langues : Anglais (eng) Mots-clés : Heartbeat-perception-(HBP) anxiety-sensitivity panic-attacks genetic twins Index. décimale : PER Périodiques Résumé : Background: Little is known about mechanisms of genetic influence on panic, particularly in childhood. Cognitive theories of panic disorder highlight threatening interpretations of physical sensations, and increased awareness of such sensations. Specifically, anxiety sensitivity (AS) and heartbeat perception (HBP) have been associated with panic in adults and children. We examined genetic and environmental influences on childhood AS, HBP, panic/somatic ratings, and their associations. Methods: Self-ratings of AS and DSM-based anxiety (including panic/somatic items) were obtained from 300 eight-year-old twin pairs (600 individuals), selected for mother-rated child anxiety at age 7. HBP was also assessed. Results: Panic/somatic ratings were significantly correlated with both AS (r = .55) and continuous HBP error scores (r = −.13). AS and HBP scores showed significantly greater correlations with panic/somatic ratings than with all other anxiety scales, except for HBP and school anxiety. Genetic influences on panic/somatic ratings were modest (15%), and moderate for both AS (37%), and HBP (30%). Non-shared environmental influences were substantial. The genetic correlations between panic/somatic ratings and both AS and HBP error scores were .98 (95% CI: .74–1.00) and −.46 (95% CI: −1.00–1.00) respectively. Conclusions: Self-ratings of panic and AS overlap genetically. Future research should consider whether AS mediates genetic risk for panic disorder. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01838.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309 [article] Feeling anxious: a twin study of panic/somatic ratings, anxiety sensitivity and heartbeat perception in children [Texte imprimé et/ou numérique] / Thalia C. ELEY, Auteur ; Alice M. GREGORY, Auteur ; David M. CLARK, Auteur ; Anke EHLERS, Auteur . - 2007 . - p.1184–1191. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1184–1191 Mots-clés : Heartbeat-perception-(HBP) anxiety-sensitivity panic-attacks genetic twins Index. décimale : PER Périodiques Résumé : Background: Little is known about mechanisms of genetic influence on panic, particularly in childhood. Cognitive theories of panic disorder highlight threatening interpretations of physical sensations, and increased awareness of such sensations. Specifically, anxiety sensitivity (AS) and heartbeat perception (HBP) have been associated with panic in adults and children. We examined genetic and environmental influences on childhood AS, HBP, panic/somatic ratings, and their associations. Methods: Self-ratings of AS and DSM-based anxiety (including panic/somatic items) were obtained from 300 eight-year-old twin pairs (600 individuals), selected for mother-rated child anxiety at age 7. HBP was also assessed. Results: Panic/somatic ratings were significantly correlated with both AS (r = .55) and continuous HBP error scores (r = −.13). AS and HBP scores showed significantly greater correlations with panic/somatic ratings than with all other anxiety scales, except for HBP and school anxiety. Genetic influences on panic/somatic ratings were modest (15%), and moderate for both AS (37%), and HBP (30%). Non-shared environmental influences were substantial. The genetic correlations between panic/somatic ratings and both AS and HBP error scores were .98 (95% CI: .74–1.00) and −.46 (95% CI: −1.00–1.00) respectively. Conclusions: Self-ratings of panic and AS overlap genetically. Future research should consider whether AS mediates genetic risk for panic disorder. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01838.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309

Reading exposure: a (largely) environmental risk factor with environmentally-mediated effects on reading performance in the primary school years / Nicole HARLAAR in Journal of Child Psychology and Psychiatry, 48-12 (December 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1192–1199 Titre : Reading exposure: a (largely) environmental risk factor with environmentally-mediated effects on reading performance in the primary school years Type de document : Texte imprimé et/ou numérique Auteurs : Nicole HARLAAR, Auteur ; Philip S. DALE, Auteur ; Robert PLOMIN, Auteur Année de publication : 2007 Article en page(s) : p.1192–1199 Langues : Anglais (eng) Mots-clés : Reading-exposure reading-achievement twins genetics environmental-factors Index. décimale : PER Périodiques Résumé : Background: It is widely believed that there are reciprocal links between reading achievement and reading exposure: children who read more do better at reading, and reading achievement itself promotes reading. We tested the hypotheses that these links arise because children's genetically influenced reading performance is correlated with their leisure-time reading exposure, and reading exposure, in turn, may have an environmentally mediated effect on later reading performance. Method: The sample consisted of 3039 twin pairs from the UK Twins Early Development Study (TEDS). Reading exposure was assessed at age 10 using the Author Recognition Test (ART). Reading performance was assessed at ages 7 and 12 using the Test of Word Reading Efficiency (TOWRE). Results: ART scores were moderately correlated with TOWRE scores at ages 7 and 12. Shared environmental variance in 7-year TOWRE performance accounted for most of the contribution made by 7-year TOWRE scores to the prediction of 10-year ART scores. Genetic influences on ART scores were modest, but this genetic variance almost completely reflected genetic variance in 7-year TOWRE scores. After controlling for genetic and environmental influences that overlapped between 7-year TOWRE and 10-year ART scores, there was evidence for a separate link between 10-year ART and 12-year TOWRE that was due to shared environmental influences. Conclusions: Genetic influences on early reading achievement contribute to later propensities to seek out reading experiences that might, in turn, reciprocally influence reading achievement through shared environmental paths. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01798.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309 [article] Reading exposure: a (largely) environmental risk factor with environmentally-mediated effects on reading performance in the primary school years [Texte imprimé et/ou numérique] / Nicole HARLAAR, Auteur ; Philip S. DALE, Auteur ; Robert PLOMIN, Auteur . - 2007 . - p.1192–1199. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1192–1199 Mots-clés : Reading-exposure reading-achievement twins genetics environmental-factors Index. décimale : PER Périodiques Résumé : Background: It is widely believed that there are reciprocal links between reading achievement and reading exposure: children who read more do better at reading, and reading achievement itself promotes reading. We tested the hypotheses that these links arise because children's genetically influenced reading performance is correlated with their leisure-time reading exposure, and reading exposure, in turn, may have an environmentally mediated effect on later reading performance. Method: The sample consisted of 3039 twin pairs from the UK Twins Early Development Study (TEDS). Reading exposure was assessed at age 10 using the Author Recognition Test (ART). Reading performance was assessed at ages 7 and 12 using the Test of Word Reading Efficiency (TOWRE). Results: ART scores were moderately correlated with TOWRE scores at ages 7 and 12. Shared environmental variance in 7-year TOWRE performance accounted for most of the contribution made by 7-year TOWRE scores to the prediction of 10-year ART scores. Genetic influences on ART scores were modest, but this genetic variance almost completely reflected genetic variance in 7-year TOWRE scores. After controlling for genetic and environmental influences that overlapped between 7-year TOWRE and 10-year ART scores, there was evidence for a separate link between 10-year ART and 12-year TOWRE that was due to shared environmental influences. Conclusions: Genetic influences on early reading achievement contribute to later propensities to seek out reading experiences that might, in turn, reciprocally influence reading achievement through shared environmental paths. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01798.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309

Early adolescent outcomes of institutionally deprived and non-deprived adoptees. III. Quasi-autism / Michael RUTTER in Journal of Child Psychology and Psychiatry, 48-12 (December 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1200–1207 Titre : Early adolescent outcomes of institutionally deprived and non-deprived adoptees. III. Quasi-autism Type de document : Texte imprimé et/ou numérique Auteurs : Michael RUTTER, Auteur ; Jana KREPPNER, Auteur ; Celia BECKETT, Auteur ; Jenny CASTLE, Auteur ; Edmund J. S. SONUGA-BARKE, Auteur ; Carla CROFT, Auteur ; Marianna MURIN, Auteur Année de publication : 2007 Article en page(s) : p.1200–1207 Langues : Anglais (eng) Mots-clés : Institutional-care autism adolescence Index. décimale : PER Périodiques Résumé : Background: Some young children reared in profoundly depriving institutions have been found to show autistic-like patterns, but the developmental significance of these features is unknown. Methods: A randomly selected, age-stratified, sample of 144 children who had experienced an institutional upbringing in Romania and who were adopted by UK families was studied at 4, 6, and 11 years, and compared with a non-institutionalised sample of 52 domestic adoptees. Twenty-eight children, all from Romanian institutions, for whom the possibility of quasi-autism had been raised, were assessed using the Autism Diagnostic Interview-Revised (ADI-R) and the Autism Diagnostic Observation Schedule (ADOS) at the age of 12 years. Results: Sixteen children were found to have a quasi-autistic pattern; a rate of 9.2% in the Romanian institution-reared adoptees with an IQ of at least 50 as compared with 0% in the domestic adoptees. There were a further 12 children with some autistic-like features, but for whom the quasi-autism designation was not confirmed. The follow-up of the children showed that a quarter of the children lost their autistic-like features by 11. Disinhibited attachment and poor peer relationships were also present in over half of the children with quasi-autism. Conclusions: The findings at age 11/12 years confirmed the reality and clinical significance of the quasi-autistic patterns seen in over 1 in 10 of the children who experienced profound institutional deprivation. Although there were important similarities with ‘ordinary’ autism, the dissimilarities suggest a different meaning. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01792.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309 [article] Early adolescent outcomes of institutionally deprived and non-deprived adoptees. III. Quasi-autism [Texte imprimé et/ou numérique] / Michael RUTTER, Auteur ; Jana KREPPNER, Auteur ; Celia BECKETT, Auteur ; Jenny CASTLE, Auteur ; Edmund J. S. SONUGA-BARKE, Auteur ; Carla CROFT, Auteur ; Marianna MURIN, Auteur . - 2007 . - p.1200–1207. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1200–1207 Mots-clés : Institutional-care autism adolescence Index. décimale : PER Périodiques Résumé : Background: Some young children reared in profoundly depriving institutions have been found to show autistic-like patterns, but the developmental significance of these features is unknown. Methods: A randomly selected, age-stratified, sample of 144 children who had experienced an institutional upbringing in Romania and who were adopted by UK families was studied at 4, 6, and 11 years, and compared with a non-institutionalised sample of 52 domestic adoptees. Twenty-eight children, all from Romanian institutions, for whom the possibility of quasi-autism had been raised, were assessed using the Autism Diagnostic Interview-Revised (ADI-R) and the Autism Diagnostic Observation Schedule (ADOS) at the age of 12 years. Results: Sixteen children were found to have a quasi-autistic pattern; a rate of 9.2% in the Romanian institution-reared adoptees with an IQ of at least 50 as compared with 0% in the domestic adoptees. There were a further 12 children with some autistic-like features, but for whom the quasi-autism designation was not confirmed. The follow-up of the children showed that a quarter of the children lost their autistic-like features by 11. Disinhibited attachment and poor peer relationships were also present in over half of the children with quasi-autism. Conclusions: The findings at age 11/12 years confirmed the reality and clinical significance of the quasi-autistic patterns seen in over 1 in 10 of the children who experienced profound institutional deprivation. Although there were important similarities with ‘ordinary’ autism, the dissimilarities suggest a different meaning. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01792.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309

Children's perceptions of neighbourhood trustworthiness and safety and their mental health / Howard MELTZER in Journal of Child Psychology and Psychiatry, 48-12 (December 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1208–1213 Titre : Children's perceptions of neighbourhood trustworthiness and safety and their mental health Type de document : Texte imprimé et/ou numérique Auteurs : Howard MELTZER, Auteur ; Robert GOODMAN, Auteur ; Tamsin FORD, Auteur ; Panos VOSTANIS, Auteur Année de publication : 2007 Article en page(s) : p.1208–1213 Langues : Anglais (eng) Mots-clés : Childhood psychopathology neighbourhood trust safety Index. décimale : PER Périodiques Résumé : Background: Many studies have described associations between adult psychiatric disorder among adults and their biographic, socio-demographic and social capital characteristics. Fewer studies have focused on children, and most of these have looked at structural indicators of the neighbourhood. Our objective was to examine one aspect of social capital – perceived neighbourhood trust and safety in relation to childhood psychopathology. Methods: Data on childhood psychopathology and perceived neighbourhood trust and safety were obtained on 3,340 11 to 16-year-olds included in a large survey of the mental health carried out in 426 postal sectors in Great Britain. Data were collected on biographic and socio-demographic characteristics of the child and the family, measures of social capital and neighbourhood prosperity. We entered all these variables into a logistic regression analysis to establish the strength of association between perceived neighbourhood trust and safety separately for emotional and conduct disorders. Results: Children's perception of their neighbourhoods in terms of the trustworthiness or honesty of the people who live there or feeling safe walking alone had a strong association with childhood psychopathology, particularly emotional disorders, rather than the nature of the neighbourhood itself. Children's behaviour, however, such as going to the park or shops alone, did not vary by measures of childhood psychopathology. Conclusions: Regeneration of less prosperous neighbourhoods is likely to increase children's positive perceptions of trust, honesty and safety which in turn can have a positive effect on their mental health. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01800.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309 [article] Children's perceptions of neighbourhood trustworthiness and safety and their mental health [Texte imprimé et/ou numérique] / Howard MELTZER, Auteur ; Robert GOODMAN, Auteur ; Tamsin FORD, Auteur ; Panos VOSTANIS, Auteur . - 2007 . - p.1208–1213. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1208–1213 Mots-clés : Childhood psychopathology neighbourhood trust safety Index. décimale : PER Périodiques Résumé : Background: Many studies have described associations between adult psychiatric disorder among adults and their biographic, socio-demographic and social capital characteristics. Fewer studies have focused on children, and most of these have looked at structural indicators of the neighbourhood. Our objective was to examine one aspect of social capital – perceived neighbourhood trust and safety in relation to childhood psychopathology. Methods: Data on childhood psychopathology and perceived neighbourhood trust and safety were obtained on 3,340 11 to 16-year-olds included in a large survey of the mental health carried out in 426 postal sectors in Great Britain. Data were collected on biographic and socio-demographic characteristics of the child and the family, measures of social capital and neighbourhood prosperity. We entered all these variables into a logistic regression analysis to establish the strength of association between perceived neighbourhood trust and safety separately for emotional and conduct disorders. Results: Children's perception of their neighbourhoods in terms of the trustworthiness or honesty of the people who live there or feeling safe walking alone had a strong association with childhood psychopathology, particularly emotional disorders, rather than the nature of the neighbourhood itself. Children's behaviour, however, such as going to the park or shops alone, did not vary by measures of childhood psychopathology. Conclusions: Regeneration of less prosperous neighbourhoods is likely to increase children's positive perceptions of trust, honesty and safety which in turn can have a positive effect on their mental health. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01800.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309

The effect of social disadvantage on motor development in young children: a comparative study / Martin MCPHILLIPS in Journal of Child Psychology and Psychiatry, 48-12 (December 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1214–1222 Titre : The effect of social disadvantage on motor development in young children: a comparative study Type de document : Texte imprimé et/ou numérique Auteurs : Martin MCPHILLIPS, Auteur ; Julie-Anne JORDAN-BLACK, Auteur Année de publication : 2007 Article en page(s) : p.1214–1222 Langues : Anglais (eng) Mots-clés : Social-disadvantage motor-skills neurodevelopment asymmetrical-tonic-neck-reflex receptive-language reading Index. décimale : PER Périodiques Résumé : Background: Empirical research suggests that social disadvantage has a negative effect on the development of language, and related cognitive skills such as reading. There is, however, no corresponding body of research on the impact of social disadvantage on motor development. The primary purpose of this study was to investigate the impact of social disadvantage on motor development in young children. In addition, we explored a possible link between an early neuromotor indicator and attainments in language, and reading. Methods: The Northern Ireland Multiple Deprivation Measure was used to identify two contrasting districts based on a composite measure of social disadvantage. We investigated the effect of social disadvantage on the motor attainments of a sample of 239 children aged 4–5 years, and 276 children aged 7–8 years attending mainstream schools in each district using a standardised motor assessment battery, and a motor neurodevelopmental measure. We used standardised receptive language and reading assessments to evaluate possible associations between motor and language/reading attainments. Results: There was a significant negative effect of social disadvantage on motor skills, for both age groups, and for both males and females. A similar negative effect of social disadvantage on attainments in language, and reading was also found. Children from areas of social disadvantage had significant deficits in motor and receptive language attainments relative to their more advantaged peers. In addition, we revealed a significant predictive relationship between a neurodevelopmental measure of early motor development and reading attainment. Conclusions: Children growing up in socially disadvantaged areas may be at particular risk of motor, including neurodevelopmental, delay, as well as language and reading difficulties. The determinants of motor and neuromotor deficits in children from disadvantaged backgrounds should be explored, and the relationship between early neuromotor development and language/reading development requires further investigation. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01814.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309 [article] The effect of social disadvantage on motor development in young children: a comparative study [Texte imprimé et/ou numérique] / Martin MCPHILLIPS, Auteur ; Julie-Anne JORDAN-BLACK, Auteur . - 2007 . - p.1214–1222. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1214–1222 Mots-clés : Social-disadvantage motor-skills neurodevelopment asymmetrical-tonic-neck-reflex receptive-language reading Index. décimale : PER Périodiques Résumé : Background: Empirical research suggests that social disadvantage has a negative effect on the development of language, and related cognitive skills such as reading. There is, however, no corresponding body of research on the impact of social disadvantage on motor development. The primary purpose of this study was to investigate the impact of social disadvantage on motor development in young children. In addition, we explored a possible link between an early neuromotor indicator and attainments in language, and reading. Methods: The Northern Ireland Multiple Deprivation Measure was used to identify two contrasting districts based on a composite measure of social disadvantage. We investigated the effect of social disadvantage on the motor attainments of a sample of 239 children aged 4–5 years, and 276 children aged 7–8 years attending mainstream schools in each district using a standardised motor assessment battery, and a motor neurodevelopmental measure. We used standardised receptive language and reading assessments to evaluate possible associations between motor and language/reading attainments. Results: There was a significant negative effect of social disadvantage on motor skills, for both age groups, and for both males and females. A similar negative effect of social disadvantage on attainments in language, and reading was also found. Children from areas of social disadvantage had significant deficits in motor and receptive language attainments relative to their more advantaged peers. In addition, we revealed a significant predictive relationship between a neurodevelopmental measure of early motor development and reading attainment. Conclusions: Children growing up in socially disadvantaged areas may be at particular risk of motor, including neurodevelopmental, delay, as well as language and reading difficulties. The determinants of motor and neuromotor deficits in children from disadvantaged backgrounds should be explored, and the relationship between early neuromotor development and language/reading development requires further investigation. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01814.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309

Inter-parental conflict and children's academic attainment: a longitudinal analysis / Gordon T. HAROLD in Journal of Child Psychology and Psychiatry, 48-12 (December 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1223–1232 Titre : Inter-parental conflict and children's academic attainment: a longitudinal analysis Type de document : Texte imprimé et/ou numérique Auteurs : Gordon T. HAROLD, Auteur ; Jessica J. AITKEN, Auteur ; Katherine H. SHELTON, Auteur Année de publication : 2007 Article en page(s) : p.1223–1232 Langues : Anglais (eng) Mots-clés : Inter-parental-conflict parenting children's-attributions behavior-problems academic-attainment family–school-intervention-programs marital-disharmony social-cognition longitudinal-studies Index. décimale : PER Périodiques Résumé : Background: Previous research suggests a link between inter-parental conflict and children's psychological development. Most studies, however, have tended to focus on two broad indices of children's psychological adaptation (internalizing symptoms and externalizing problems) in considering the effects of inter-parental conflict on children's development. The present longitudinal study extends this body of research by considering the impact of inter-parental conflict on children's low academic attainment among a sample of 230 schoolchildren (age 11–13 years) living in the United Kingdom. Method: Controlling for teacher reports of children's initial levels of aggression (Time 1), the proposed theoretical model linked parent and child reports of inter-parental conflict at Time 1 (1999) to children's perceptions of negative parent–child relations, appraisals of self-blame for marital conflict and teacher reports of children's aggressive behavior at Time 2 (2000), which in turn were linked to children's performance on standardized academic tests (English, Math, Science) at Time 3 (2001). Structural equation modeling was used to test all hypothesized relations in the proposed theoretical model. Results: Support was found for the role of children's self-blaming attributions for parents’ marital arguments, not negative parenting behavior, as a mechanism through which variation in their academic attainment is explained. Conclusions: Contrary to the focus emphasized in most current family and school-based intervention programs, findings suggest that the attributional processes engendered in children who live in households marked by high levels of inter-parental conflict and hostility have important implications for their long-term academic success. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01793.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309 [article] Inter-parental conflict and children's academic attainment: a longitudinal analysis [Texte imprimé et/ou numérique] / Gordon T. HAROLD, Auteur ; Jessica J. AITKEN, Auteur ; Katherine H. SHELTON, Auteur . - 2007 . - p.1223–1232. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1223–1232 Mots-clés : Inter-parental-conflict parenting children's-attributions behavior-problems academic-attainment family–school-intervention-programs marital-disharmony social-cognition longitudinal-studies Index. décimale : PER Périodiques Résumé : Background: Previous research suggests a link between inter-parental conflict and children's psychological development. Most studies, however, have tended to focus on two broad indices of children's psychological adaptation (internalizing symptoms and externalizing problems) in considering the effects of inter-parental conflict on children's development. The present longitudinal study extends this body of research by considering the impact of inter-parental conflict on children's low academic attainment among a sample of 230 schoolchildren (age 11–13 years) living in the United Kingdom. Method: Controlling for teacher reports of children's initial levels of aggression (Time 1), the proposed theoretical model linked parent and child reports of inter-parental conflict at Time 1 (1999) to children's perceptions of negative parent–child relations, appraisals of self-blame for marital conflict and teacher reports of children's aggressive behavior at Time 2 (2000), which in turn were linked to children's performance on standardized academic tests (English, Math, Science) at Time 3 (2001). Structural equation modeling was used to test all hypothesized relations in the proposed theoretical model. Results: Support was found for the role of children's self-blaming attributions for parents’ marital arguments, not negative parenting behavior, as a mechanism through which variation in their academic attainment is explained. Conclusions: Contrary to the focus emphasized in most current family and school-based intervention programs, findings suggest that the attributional processes engendered in children who live in households marked by high levels of inter-parental conflict and hostility have important implications for their long-term academic success. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01793.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309

Parenting, attention and externalizing problems: testing mediation longitudinally, repeatedly and reciprocally / Jay BELSKY in Journal of Child Psychology and Psychiatry, 48-12 (December 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1233–1242 Titre : Parenting, attention and externalizing problems: testing mediation longitudinally, repeatedly and reciprocally Type de document : Texte imprimé et/ou numérique Auteurs : Jay BELSKY, Auteur ; Richard M. PASCO FEARON, Auteur ; Brian BELL, Auteur Année de publication : 2007 Article en page(s) : p.1233–1242 Langues : Anglais (eng) Mots-clés : Parenting sensitivity attention inhibition externalizing-problems mediation Index. décimale : PER Périodiques Résumé : Background: Building on prior work, this paper tests, longitudinally and repeatedly, the proposition that attentional control processes mediate the effect of earlier parenting on later externalizing problems. Methods: Repeated independent measurements of all three constructs – observed parenting, computer-tested attentional control and adult-reported externalizing problems – were subjected to structural equation modeling using data from the large-scale American study of child care and youth development. Results: Structural equation modeling indicated (a) that greater maternal sensitivity at two different ages (54 months, 6 years) predicted better attentional control on the Continuous Performance Test (CPT) of attention regulation two later ages (6/9 years); (2) that better attentional control at three different ages (54 months, 6/9 years) predicted less teacher-reported externalizing problems at three later ages (6/8/10 years); and (3) that attentional control partially mediated the effect of parenting on externalizing problems at two different lags (i.e., 54 months→6 years→8 years; 6 years→9 years→10 years), though somewhat more strongly for the first. Additionally, (4) some evidence of reciprocal effects of attentional processes on parenting emerged (54 months→6 years; 6 years→8 years), but not of problem behavior on attention. Conclusions: Because attention control partially mediates the effects of parenting on externalizing problems, intervention efforts could target both parenting and attentional processes. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01807.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310 [article] Parenting, attention and externalizing problems: testing mediation longitudinally, repeatedly and reciprocally [Texte imprimé et/ou numérique] / Jay BELSKY, Auteur ; Richard M. PASCO FEARON, Auteur ; Brian BELL, Auteur . - 2007 . - p.1233–1242. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1233–1242 Mots-clés : Parenting sensitivity attention inhibition externalizing-problems mediation Index. décimale : PER Périodiques Résumé : Background: Building on prior work, this paper tests, longitudinally and repeatedly, the proposition that attentional control processes mediate the effect of earlier parenting on later externalizing problems. Methods: Repeated independent measurements of all three constructs – observed parenting, computer-tested attentional control and adult-reported externalizing problems – were subjected to structural equation modeling using data from the large-scale American study of child care and youth development. Results: Structural equation modeling indicated (a) that greater maternal sensitivity at two different ages (54 months, 6 years) predicted better attentional control on the Continuous Performance Test (CPT) of attention regulation two later ages (6/9 years); (2) that better attentional control at three different ages (54 months, 6/9 years) predicted less teacher-reported externalizing problems at three later ages (6/8/10 years); and (3) that attentional control partially mediated the effect of parenting on externalizing problems at two different lags (i.e., 54 months→6 years→8 years; 6 years→9 years→10 years), though somewhat more strongly for the first. Additionally, (4) some evidence of reciprocal effects of attentional processes on parenting emerged (54 months→6 years; 6 years→8 years), but not of problem behavior on attention. Conclusions: Because attention control partially mediates the effects of parenting on externalizing problems, intervention efforts could target both parenting and attentional processes. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01807.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310

Social maturity and theory of mind in typically developing children and those on the autism spectrum / Candida C. PETERSON in Journal of Child Psychology and Psychiatry, 48-12 (December 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1243–1250 Titre : Social maturity and theory of mind in typically developing children and those on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Candida C. PETERSON, Auteur ; Virginia P. SLAUGHTER, Auteur ; Jessica PAYNTER, Auteur Année de publication : 2007 Article en page(s) : p.1243–1250 Langues : Anglais (eng) Mots-clés : Autism Asperger's-disorder theory-of-mind social-maturity Index. décimale : PER Périodiques Résumé : Background: Results of several studies using the Vineland scale to explore links between social behavior and theory of mind (ToM) have produced mixed results, especially for children on the autism spectrum. The present pair of studies developed a psychometrically sound, age-referenced measure of social maturity to explore these issues further. Method: In Study 1, 37 typically developing preschoolers took a battery of standard false belief tests of ToM and were rated by their teachers on a newly developed age-referenced social maturity scale with 7 items. In Study 2, a further group of 43 children aged 4 to 12 years (13 with autism, 14 with Asperger's disorder and 16 with typical development) took part in the same procedure. Results: In Study 1, ToM was found to predict typical preschoolers’ social maturity independently of age and verbal maturity. In Study 2, children with autism scored below age-matched and younger typical developers in both ToM and social maturity. Those with Asperger's disorder did well on ToM but poorly on social maturity. Study 2 replicated Study 1’s finding (for typical children and for the full sample) that ToM was linked with social maturity independently of age and verbal ability, although the link was not independent of autism diagnosis. Conclusions: Teachers are capable of rating children's social behavior with peers as advanced, on-time or delayed for their age. Suggestive links between these ratings and ToM require further investigation, especially among children on the autism spectrum. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01810.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310 [article] Social maturity and theory of mind in typically developing children and those on the autism spectrum [Texte imprimé et/ou numérique] / Candida C. PETERSON, Auteur ; Virginia P. SLAUGHTER, Auteur ; Jessica PAYNTER, Auteur . - 2007 . - p.1243–1250. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1243–1250 Mots-clés : Autism Asperger's-disorder theory-of-mind social-maturity Index. décimale : PER Périodiques Résumé : Background: Results of several studies using the Vineland scale to explore links between social behavior and theory of mind (ToM) have produced mixed results, especially for children on the autism spectrum. The present pair of studies developed a psychometrically sound, age-referenced measure of social maturity to explore these issues further. Method: In Study 1, 37 typically developing preschoolers took a battery of standard false belief tests of ToM and were rated by their teachers on a newly developed age-referenced social maturity scale with 7 items. In Study 2, a further group of 43 children aged 4 to 12 years (13 with autism, 14 with Asperger's disorder and 16 with typical development) took part in the same procedure. Results: In Study 1, ToM was found to predict typical preschoolers’ social maturity independently of age and verbal maturity. In Study 2, children with autism scored below age-matched and younger typical developers in both ToM and social maturity. Those with Asperger's disorder did well on ToM but poorly on social maturity. Study 2 replicated Study 1’s finding (for typical children and for the full sample) that ToM was linked with social maturity independently of age and verbal ability, although the link was not independent of autism diagnosis. Conclusions: Teachers are capable of rating children's social behavior with peers as advanced, on-time or delayed for their age. Suggestive links between these ratings and ToM require further investigation, especially among children on the autism spectrum. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01810.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310

Structural brain abnormalities in adolescents with autism spectrum disorder and patients with attention deficit/hyperactivity disorder / Sarah BRIEBER in Journal of Child Psychology and Psychiatry, 48-12 (December 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1251–1258 Titre : Structural brain abnormalities in adolescents with autism spectrum disorder and patients with attention deficit/hyperactivity disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sarah BRIEBER, Auteur ; Susanne NEUFANG, Auteur ; Nicole BRUNING, Auteur ; Inge KAMP-BECKER, Auteur ; Helmut REMSCHMIDT, Auteur ; Beate HERPERTZ-DAHLMANN, Auteur ; Gereon R. FINK, Auteur ; Kerstin KONRAD, Auteur Année de publication : 2007 Article en page(s) : p.1251–1258 Langues : Anglais (eng) Mots-clés : ADD/ADHD autistic-disorder structural-MRI VBM Index. décimale : PER Périodiques Résumé : Background: Although autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (ADHD) are two distinct neurodevelopmental diseases, they share behavioural, neuropsychological and neurobiological characteristics. For the identification of endophenotypes across diagnostic categories, further investigations of phenotypic overlap between ADHD and autism at the behavioural, neurocognitive, and brain levels are needed. Methods: We examined regional grey matter differences and similarities in children and adolescents with ASD and ADHD in comparison to healthy controls using structural magnetic resonance imaging (MRI) and voxel-based morphometry. Results: With regard to clinical criteria, the clinical groups did not differ with respect to ADHD symptoms; however, only patients with ASD showed deficits in social communication and interaction, according to parental rating. Structural abnormalities across both clinical groups compared to controls became evident as grey matter reductions in the left medial temporal lobe and as higher grey matter volumes in the left inferior parietal cortex. In addition, autism-specific brain abnormalities were found as increased grey matter volume in the right supramarginal gyrus. Conclusions: While the shared structural deviations in the medial temporal lobe might be attributed to an unspecific delay in brain development and might be associated with memory deficits, the structural abnormalities in the inferior parietal lobe may correspond to attentional deficits observed in both ASD and ADHD. By contrast, the autism-specific grey matter abnormalities near the right temporo-parietal junction may be associated with impaired ‘theory of mind’ abilities. These findings shed some light on both similarities and differences in the neurocognitive profiles of ADHD and ASD patients. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01799.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310 [article] Structural brain abnormalities in adolescents with autism spectrum disorder and patients with attention deficit/hyperactivity disorder [Texte imprimé et/ou numérique] / Sarah BRIEBER, Auteur ; Susanne NEUFANG, Auteur ; Nicole BRUNING, Auteur ; Inge KAMP-BECKER, Auteur ; Helmut REMSCHMIDT, Auteur ; Beate HERPERTZ-DAHLMANN, Auteur ; Gereon R. FINK, Auteur ; Kerstin KONRAD, Auteur . - 2007 . - p.1251–1258. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1251–1258 Mots-clés : ADD/ADHD autistic-disorder structural-MRI VBM Index. décimale : PER Périodiques Résumé : Background: Although autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (ADHD) are two distinct neurodevelopmental diseases, they share behavioural, neuropsychological and neurobiological characteristics. For the identification of endophenotypes across diagnostic categories, further investigations of phenotypic overlap between ADHD and autism at the behavioural, neurocognitive, and brain levels are needed. Methods: We examined regional grey matter differences and similarities in children and adolescents with ASD and ADHD in comparison to healthy controls using structural magnetic resonance imaging (MRI) and voxel-based morphometry. Results: With regard to clinical criteria, the clinical groups did not differ with respect to ADHD symptoms; however, only patients with ASD showed deficits in social communication and interaction, according to parental rating. Structural abnormalities across both clinical groups compared to controls became evident as grey matter reductions in the left medial temporal lobe and as higher grey matter volumes in the left inferior parietal cortex. In addition, autism-specific brain abnormalities were found as increased grey matter volume in the right supramarginal gyrus. Conclusions: While the shared structural deviations in the medial temporal lobe might be attributed to an unspecific delay in brain development and might be associated with memory deficits, the structural abnormalities in the inferior parietal lobe may correspond to attentional deficits observed in both ASD and ADHD. By contrast, the autism-specific grey matter abnormalities near the right temporo-parietal junction may be associated with impaired ‘theory of mind’ abilities. These findings shed some light on both similarities and differences in the neurocognitive profiles of ADHD and ASD patients. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01799.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310

Inpatient treatment in child and adolescent psychiatry – a prospective study of health gain and costs / Jonathan GREEN in Journal of Child Psychology and Psychiatry, 48-12 (December 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1259–1267 Titre : Inpatient treatment in child and adolescent psychiatry – a prospective study of health gain and costs Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan GREEN, Auteur ; Jennifer BEECHAM, Auteur ; Brian JACOBS, Auteur ; Graham DUNN, Auteur ; Leo KROLL, Auteur ; Catherine TOBIAS, Auteur ; Jackie BRISKMAN, Auteur Année de publication : 2007 Article en page(s) : p.1259–1267 Langues : Anglais (eng) Mots-clés : Child adolescent psychiatry inpatient outcomes costs Index. décimale : PER Périodiques Résumé : Background: Inpatient treatment is a complex intervention for the most serious mental health disorders in child and adolescent psychiatry. This is the first large-scale study into its effectiveness and costs. Previous studies have been criticised for methodological weaknesses. Methods: A prospective cohort study, including economic evaluation, conducted in 8 UK units (total n = 150) with one year follow-up after discharge. Patients acted as their own controls. Outcome measurement was the clinician-rated Childhood Global Assessment Scale (CGAS); researcher-rated health needs assessment; parent- and teacher-rated symptomatology. Results: We found a significant (p < .001) and clinically meaningful 12-point improvement in CGAS following mean 16.6 week admission (effect size .92); this improvement was sustained at 1 year follow-up. Comparatively, during the mean 16.4 week pre-admission period there was a 3.7-point improvement (effect size .27). Health needs assessment showed similar gain (p < .001, effect size 1.25), as did teacher- and parent-rated symptoms. Improvement was found across all diagnoses. Longer stays, positive therapeutic alliance and better premorbid family functioning independently predicted better outcome. Mean cost of admission was £24,100; pre-admission and post-discharge support costs were similar. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01802.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310 [article] Inpatient treatment in child and adolescent psychiatry – a prospective study of health gain and costs [Texte imprimé et/ou numérique] / Jonathan GREEN, Auteur ; Jennifer BEECHAM, Auteur ; Brian JACOBS, Auteur ; Graham DUNN, Auteur ; Leo KROLL, Auteur ; Catherine TOBIAS, Auteur ; Jackie BRISKMAN, Auteur . - 2007 . - p.1259–1267. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1259–1267 Mots-clés : Child adolescent psychiatry inpatient outcomes costs Index. décimale : PER Périodiques Résumé : Background: Inpatient treatment is a complex intervention for the most serious mental health disorders in child and adolescent psychiatry. This is the first large-scale study into its effectiveness and costs. Previous studies have been criticised for methodological weaknesses. Methods: A prospective cohort study, including economic evaluation, conducted in 8 UK units (total n = 150) with one year follow-up after discharge. Patients acted as their own controls. Outcome measurement was the clinician-rated Childhood Global Assessment Scale (CGAS); researcher-rated health needs assessment; parent- and teacher-rated symptomatology. Results: We found a significant (p < .001) and clinically meaningful 12-point improvement in CGAS following mean 16.6 week admission (effect size .92); this improvement was sustained at 1 year follow-up. Comparatively, during the mean 16.4 week pre-admission period there was a 3.7-point improvement (effect size .27). Health needs assessment showed similar gain (p < .001, effect size 1.25), as did teacher- and parent-rated symptoms. Improvement was found across all diagnoses. Longer stays, positive therapeutic alliance and better premorbid family functioning independently predicted better outcome. Mean cost of admission was £24,100; pre-admission and post-discharge support costs were similar. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01802.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310