Annual Research Review: An expanded account of information-processing mechanisms in risk for child and adolescent anxiety and depression / Jennifer Y.F. LAU in Journal of Child Psychology and Psychiatry, 58-4 (April 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-4 (April 2017) . - p.387-407 Titre : Annual Research Review: An expanded account of information-processing mechanisms in risk for child and adolescent anxiety and depression Type de document : texte imprimé Auteurs : Jennifer Y.F. LAU, Auteur ; Allison M. WATERS, Auteur Article en page(s) : p.387-407 Langues : Anglais (eng) Mots-clés : Anxiety  depression  risk factors Index. décimale : PER Périodiques Résumé : Background Anxiety and depression occurring during childhood and adolescence are common and costly. While early-emerging anxiety and depression can arise through a complex interplay of ‘distal’ factors such as genetic and environmental influences, temperamental characteristics and brain circuitry, the more proximal mechanisms that transfer risks on symptoms are poorly delineated. Information-processing biases, which differentiate youth with and without anxiety and/or depression, could act as proximal mechanisms that mediate more distal risks on symptoms. This article reviews the literature on information-processing biases, their associations with anxiety and depression symptoms in youth and with other distal risk factors, to provide direction for further research. Methods Based on strategic searches of the literature, we consider how youth with and without anxiety and/or depression vary in how they deploy attention to social-affective stimuli, discriminate between threat and safety cues, retain memories of negative events and appraise ambiguous information. We discuss how these information-processing biases are similarly or differentially expressed on anxiety and depression and whether these biases are linked to genetic and environmental factors, temperamental characteristics and patterns of brain circuitry functioning implicated in anxiety and depression. Findings Biases in attention and appraisal characterise both youth anxiety and depression but with some differences in how these are expressed for each symptom type. Difficulties in threat-safety cue discrimination characterise anxiety and are understudied in depression, while biases in the retrieval of negative and overgeneral memories have been observed in depression but are understudied in anxiety. Information-processing biases have been studied in relation to some distal factors but not systematically, so relationships remain inconclusive. Conclusions Biases in attention, threat-safety cue discrimination, memory and appraisal may characterise anxiety and/or depression risk. We discuss future research directions that can more systematically test whether these biases act as proximal mechanisms that mediate other distal risk factors. En ligne : http://dx.doi.org/10.1111/jcpp.12653 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Annual Research Review: An expanded account of information-processing mechanisms in risk for child and adolescent anxiety and depression [texte imprimé] / Jennifer Y.F. LAU, Auteur ; Allison M. WATERS, Auteur . - p.387-407. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-4 (April 2017) . - p.387-407 Mots-clés : Anxiety  depression  risk factors Index. décimale : PER Périodiques Résumé : Background Anxiety and depression occurring during childhood and adolescence are common and costly. While early-emerging anxiety and depression can arise through a complex interplay of ‘distal’ factors such as genetic and environmental influences, temperamental characteristics and brain circuitry, the more proximal mechanisms that transfer risks on symptoms are poorly delineated. Information-processing biases, which differentiate youth with and without anxiety and/or depression, could act as proximal mechanisms that mediate more distal risks on symptoms. This article reviews the literature on information-processing biases, their associations with anxiety and depression symptoms in youth and with other distal risk factors, to provide direction for further research. Methods Based on strategic searches of the literature, we consider how youth with and without anxiety and/or depression vary in how they deploy attention to social-affective stimuli, discriminate between threat and safety cues, retain memories of negative events and appraise ambiguous information. We discuss how these information-processing biases are similarly or differentially expressed on anxiety and depression and whether these biases are linked to genetic and environmental factors, temperamental characteristics and patterns of brain circuitry functioning implicated in anxiety and depression. Findings Biases in attention and appraisal characterise both youth anxiety and depression but with some differences in how these are expressed for each symptom type. Difficulties in threat-safety cue discrimination characterise anxiety and are understudied in depression, while biases in the retrieval of negative and overgeneral memories have been observed in depression but are understudied in anxiety. Information-processing biases have been studied in relation to some distal factors but not systematically, so relationships remain inconclusive. Conclusions Biases in attention, threat-safety cue discrimination, memory and appraisal may characterise anxiety and/or depression risk. We discuss future research directions that can more systematically test whether these biases act as proximal mechanisms that mediate other distal risk factors. En ligne : http://dx.doi.org/10.1111/jcpp.12653 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

Assessing gene–environment interactions on anxiety symptom subtypes across childhood and adolescence / Jennifer Y.F. LAU in Development and Psychopathology, 19-4 (Fall 2007)  

Public ISBD [article]  inDevelopment and Psychopathology > 19-4 (Fall 2007) . - p.1129-1146 Titre : Assessing gene–environment interactions on anxiety symptom subtypes across childhood and adolescence Type de document : texte imprimé Auteurs : Jennifer Y.F. LAU, Auteur ; Daniel S. PINE, Auteur ; Thalia C. ELEY, Auteur ; Alice M. GREGORY, Auteur ; Michelle A. GOLDWIN, Auteur Année de publication : 2007 Article en page(s) : p.1129-1146 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Consistent evidence shows both genetic and stress-related risks on child and adolescent anxiety, yet few studies have considered the degree to which genetic effects are moderated by stress (gene–environment interaction). We used longitudinal data from both a child and adolescent sample of twins to examine three novel issues on the presence of gene–environment interaction on anxiety symptoms. First, we assessed moderation of genetic risks on anxiety symptoms by negative life events in each age group. Second, by distinguishing between “stable” and “age-specific” genetic factors, we explored the continuity of gene–environment interaction across time and/or its emergence at specific ages. Third, we compared the presence of gene–environment interaction across different symptom types (general, panic, social, and separation). Genetic effects on separation anxiety symptoms in childhood (mean age = 8 years, 6 months) and panic anxiety symptoms in adolescence (mean age = 15 years) increased across independent negative life events. Shared environmental effects on separation anxiety symptoms and nonshared environmental effects on general anxiety symptoms in adolescence were also moderated by negative life events. We interpret these preliminary findings tentatively in the context of gene–environment interaction on anxiety in general, and on early separation and later panic anxiety in particular. En ligne : http://dx.doi.org/10.1017/s0954579407000582 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=182 [article] Assessing gene–environment interactions on anxiety symptom subtypes across childhood and adolescence [texte imprimé] / Jennifer Y.F. LAU, Auteur ; Daniel S. PINE, Auteur ; Thalia C. ELEY, Auteur ; Alice M. GREGORY, Auteur ; Michelle A. GOLDWIN, Auteur . - 2007 . - p.1129-1146. Langues : Anglais (eng) in Development and Psychopathology > 19-4 (Fall 2007) . - p.1129-1146 Index. décimale : PER Périodiques Résumé : Consistent evidence shows both genetic and stress-related risks on child and adolescent anxiety, yet few studies have considered the degree to which genetic effects are moderated by stress (gene–environment interaction). We used longitudinal data from both a child and adolescent sample of twins to examine three novel issues on the presence of gene–environment interaction on anxiety symptoms. First, we assessed moderation of genetic risks on anxiety symptoms by negative life events in each age group. Second, by distinguishing between “stable” and “age-specific” genetic factors, we explored the continuity of gene–environment interaction across time and/or its emergence at specific ages. Third, we compared the presence of gene–environment interaction across different symptom types (general, panic, social, and separation). Genetic effects on separation anxiety symptoms in childhood (mean age = 8 years, 6 months) and panic anxiety symptoms in adolescence (mean age = 15 years) increased across independent negative life events. Shared environmental effects on separation anxiety symptoms and nonshared environmental effects on general anxiety symptoms in adolescence were also moderated by negative life events. We interpret these preliminary findings tentatively in the context of gene–environment interaction on anxiety in general, and on early separation and later panic anxiety in particular. En ligne : http://dx.doi.org/10.1017/s0954579407000582 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=182

Cognitive bias modification training in adolescents: effects on interpretation biases and mood / Claudia LOTHMANN in Journal of Child Psychology and Psychiatry, 52-1 (January 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.24-32 Titre : Cognitive bias modification training in adolescents: effects on interpretation biases and mood Type de document : texte imprimé Auteurs : Claudia LOTHMANN, Auteur ; Emily A. HOLMES, Auteur ; Stella W.Y. CHAN, Auteur ; Jennifer Y.F. LAU, Auteur Année de publication : 2011 Article en page(s) : p.24-32 Langues : Anglais (eng) Mots-clés : Interpretation bias  adolescence  anxiety  mood  cognitive bias modification Index. décimale : PER Périodiques Résumé : Background:  Negative biases in the interpretation of ambiguous material have been linked to anxiety and mood problems. Accumulating data from adults show that positive and negative interpretation styles can be induced through cognitive bias modification (CBM) paradigms with accompanying changes in mood. Despite the therapeutic potential of positive training effects, training paradigms have not yet been explored in adolescents. Methods:  Eighty-two healthy adolescents (aged 13–17 years) were randomly allocated to either positive or negative CBM training. To assess training effects on interpretation bias, participants read ambiguous situations followed by test sentences with positive or negative interpretations of the situation. Participants rated the similarity of these sentences to the previously viewed ambiguous situations. Training effects on negative and positive affect were assessed using visual analogue scales before and after training. Results:  After training, adolescents in the negative condition drew more negative and fewer positive interpretations of new ambiguous situations than adolescents in the positive condition. Within the positive condition, adolescents endorsed more positive than negative interpretations. In terms of mood changes, positive training resulted in a significant decrease in negative affect across participants, while the negative condition led to a significant decrease in positive affect among male participants only. Conclusion:  This is the first study to demonstrate the plasticity of interpretation bias in adolescents. The immediate training effects on mood suggest that it may be possible to train a more positive interpretation style in youth, potentially helping to protect against anxiety and depressive symptoms. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02286.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Cognitive bias modification training in adolescents: effects on interpretation biases and mood [texte imprimé] / Claudia LOTHMANN, Auteur ; Emily A. HOLMES, Auteur ; Stella W.Y. CHAN, Auteur ; Jennifer Y.F. LAU, Auteur . - 2011 . - p.24-32. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.24-32 Mots-clés : Interpretation bias  adolescence  anxiety  mood  cognitive bias modification Index. décimale : PER Périodiques Résumé : Background:  Negative biases in the interpretation of ambiguous material have been linked to anxiety and mood problems. Accumulating data from adults show that positive and negative interpretation styles can be induced through cognitive bias modification (CBM) paradigms with accompanying changes in mood. Despite the therapeutic potential of positive training effects, training paradigms have not yet been explored in adolescents. Methods:  Eighty-two healthy adolescents (aged 13–17 years) were randomly allocated to either positive or negative CBM training. To assess training effects on interpretation bias, participants read ambiguous situations followed by test sentences with positive or negative interpretations of the situation. Participants rated the similarity of these sentences to the previously viewed ambiguous situations. Training effects on negative and positive affect were assessed using visual analogue scales before and after training. Results:  After training, adolescents in the negative condition drew more negative and fewer positive interpretations of new ambiguous situations than adolescents in the positive condition. Within the positive condition, adolescents endorsed more positive than negative interpretations. In terms of mood changes, positive training resulted in a significant decrease in negative affect across participants, while the negative condition led to a significant decrease in positive affect among male participants only. Conclusion:  This is the first study to demonstrate the plasticity of interpretation bias in adolescents. The immediate training effects on mood suggest that it may be possible to train a more positive interpretation style in youth, potentially helping to protect against anxiety and depressive symptoms. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02286.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Commentary: A glass half full or half empty? Cognitive bias modification for mental health problems in children and adolescents – reflections on the meta-analysis by Cristea et al. (2015) / Jennifer Y.F. LAU in Journal of Child Psychology and Psychiatry, 56-7 (July 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-7 (July 2015) . - p.735-737 Titre : Commentary: A glass half full or half empty? Cognitive bias modification for mental health problems in children and adolescents – reflections on the meta-analysis by Cristea et al. (2015) Type de document : texte imprimé Auteurs : Jennifer Y.F. LAU, Auteur Article en page(s) : p.735-737 Langues : Anglais (eng) Mots-clés : Cognitive bias modification  training programs  depression  anxiety  youth  mental health Index. décimale : PER Périodiques Résumé : The last decade has cognitive bias modification (CBM) training paradigms, emerging first as an experimental test of the causal role of information-processing biases on mood and anxiety symptoms, and then, as the clinical implications of these findings were realised, as a potential clinical ‘vaccine’ that could be used to modify biases and reduce symptoms. CBM is an umbrella term for methods designed to modify cognitive factors that maintain psychiatric conditions such as anxiety and depression through simple repetitive learning. Two biases that have most often been targeted by these training programs are the tendency to orient attention towards threat and distortions in the interpretation of ambiguous situations. This commentary reflects on an accompanying meta-analysis by Crsitea et al., which pooled effect sizes from over 20 statistical comparisons between a CBM group and a control group on post-training measures of mental health (mostly anxiety and depression). Cristea et al. reported that any CBM training-associated difference on measures of anxiety and depression were weak and non-significant (although training effects were generally evident on measures of cognitive biases). Heterogeneity across studies was high, but with exception to the setting in which CBM was delivered (home, school, laboratory or mental health facility), there was no persuasive evidence for significant moderation of training effects by other key variables. In their conclusions the authors suggested that CBM had little clinical utility and that it was unclear whether positive results in any individual study arose from experimenter or participant bias. So if the glass is half empty, what should the next stage of CBM research usefully focus on En ligne : http://dx.doi.org/10.1111/jcpp.12436 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Commentary: A glass half full or half empty? Cognitive bias modification for mental health problems in children and adolescents – reflections on the meta-analysis by Cristea et al. (2015) [texte imprimé] / Jennifer Y.F. LAU, Auteur . - p.735-737. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-7 (July 2015) . - p.735-737 Mots-clés : Cognitive bias modification  training programs  depression  anxiety  youth  mental health Index. décimale : PER Périodiques Résumé : The last decade has cognitive bias modification (CBM) training paradigms, emerging first as an experimental test of the causal role of information-processing biases on mood and anxiety symptoms, and then, as the clinical implications of these findings were realised, as a potential clinical ‘vaccine’ that could be used to modify biases and reduce symptoms. CBM is an umbrella term for methods designed to modify cognitive factors that maintain psychiatric conditions such as anxiety and depression through simple repetitive learning. Two biases that have most often been targeted by these training programs are the tendency to orient attention towards threat and distortions in the interpretation of ambiguous situations. This commentary reflects on an accompanying meta-analysis by Crsitea et al., which pooled effect sizes from over 20 statistical comparisons between a CBM group and a control group on post-training measures of mental health (mostly anxiety and depression). Cristea et al. reported that any CBM training-associated difference on measures of anxiety and depression were weak and non-significant (although training effects were generally evident on measures of cognitive biases). Heterogeneity across studies was high, but with exception to the setting in which CBM was delivered (home, school, laboratory or mental health facility), there was no persuasive evidence for significant moderation of training effects by other key variables. In their conclusions the authors suggested that CBM had little clinical utility and that it was unclear whether positive results in any individual study arose from experimenter or participant bias. So if the glass is half empty, what should the next stage of CBM research usefully focus on En ligne : http://dx.doi.org/10.1111/jcpp.12436 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

Commentary: Predicting outcomes of treatment for anxiety disorders – using data from fear learning paradigms. A commentary on Waters and Pine (2016) / Tom J. BARRY in Journal of Child Psychology and Psychiatry, 57-7 (July 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-7 (July 2016) . - p.877-879 Titre : Commentary: Predicting outcomes of treatment for anxiety disorders – using data from fear learning paradigms. A commentary on Waters and Pine (2016) Type de document : texte imprimé Auteurs : Tom J. BARRY, Auteur ; Jennifer Y.F. LAU, Auteur Article en page(s) : p.877-879 Langues : Anglais (eng) Mots-clés : Anxiety  cognitive therapy  conditioning Index. décimale : PER Périodiques Résumé : Despite the apparent effectiveness of cognitive-behavioral therapy (CBT) in the treatment of anxiety disorders, more can be done to predict individual variability in the effectiveness of CBT. One potentially useful predictor involves individual differences in fear inhibition and extinction as similar learning processes are thought to be involved in CBT. Waters and Pine (this issue) present an investigation of the relationship between pretreatment indices of fear extinction and responsiveness to CBT among children with anxiety disorders. We discuss these findings and place them within the context of supporting evidence from neurobiological and genetic research. Various novel ways in which different elements of fear inhibition and extinction can be quantified are then outlined, and the potential utility of this approach for clinicians and researchers particularly in developmental samples is discussed. En ligne : http://dx.doi.org/10.1111/jcpp.12553 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=291 [article] Commentary: Predicting outcomes of treatment for anxiety disorders – using data from fear learning paradigms. A commentary on Waters and Pine (2016) [texte imprimé] / Tom J. BARRY, Auteur ; Jennifer Y.F. LAU, Auteur . - p.877-879. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-7 (July 2016) . - p.877-879 Mots-clés : Anxiety  cognitive therapy  conditioning Index. décimale : PER Périodiques Résumé : Despite the apparent effectiveness of cognitive-behavioral therapy (CBT) in the treatment of anxiety disorders, more can be done to predict individual variability in the effectiveness of CBT. One potentially useful predictor involves individual differences in fear inhibition and extinction as similar learning processes are thought to be involved in CBT. Waters and Pine (this issue) present an investigation of the relationship between pretreatment indices of fear extinction and responsiveness to CBT among children with anxiety disorders. We discuss these findings and place them within the context of supporting evidence from neurobiological and genetic research. Various novel ways in which different elements of fear inhibition and extinction can be quantified are then outlined, and the potential utility of this approach for clinicians and researchers particularly in developmental samples is discussed. En ligne : http://dx.doi.org/10.1111/jcpp.12553 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=291

Disentangling gene-environment correlations and interactions on adolescent depressive symptoms / Jennifer Y.F. LAU in Journal of Child Psychology and Psychiatry, 49-2 (February 2008)  

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Does childhood anxiety evoke maternal control? A genetically informed study / Thalia C. ELEY in Journal of Child Psychology and Psychiatry, 51-7 (July 2010)  

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I think, therefore I am: a twin study of attributional style in adolescents / Jennifer Y.F. LAU in Journal of Child Psychology and Psychiatry, 47-7 (July 2006)  

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Interoceptive Accuracy in Youth with Tic Disorders: Exploring Links with Premonitory Urge, Anxiety and Quality of Life / Victoria PILE in Journal of Autism and Developmental Disorders, 48-10 (October 2018)  

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Interpersonal cognitive biases as genetic markers for pediatric depressive symptoms: Twin data from the Emotions, Cognitions, Heredity and Outcome (ECHO) study / Jennifer Y.F. LAU in Development and Psychopathology, 26-4 (Part 2) (November 2014)  

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Is cognitive bias modification training truly beneficial for adolescents? / Stella W.Y. CHAN in Journal of Child Psychology and Psychiatry, 56-11 (November 2015)  

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Research Review: Cognitive bias modification of interpretations in youth and its effect on anxiety: a meta-analysis / Georgina KREBS in Journal of Child Psychology and Psychiatry, 59-8 (August 2018)  

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