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 et/ou numérique Auteurs : Jennifer Y.F. LAU, Auteur ; Daniel Samuel 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 et/ou numérique] / Jennifer Y.F. LAU, Auteur ; Daniel Samuel 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 et/ou numérique 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 et/ou numérique] / 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

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)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 49-2 (February 2008) . - p.142–150 Titre : Disentangling gene-environment correlations and interactions on adolescent depressive symptoms Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer Y.F. LAU, Auteur ; Thalia C. ELEY, Auteur Année de publication : 2008 Article en page(s) : p.142–150 Langues : Anglais (eng) Mots-clés : Gene–environment-interaction gene–environment-correlation adolescence depressive-symptoms Index. décimale : PER Périodiques Résumé : Genetic risks for depression may be expressed through greater exposure towards environmental stressors (gene–environment correlation, rGE) and increased susceptibility to these stressors (gene–environment interaction, G × E). While these effects are often studied independently, evidence supports their co-occurrence on depression. Methods: Adolescent twin and sibling data was used to assess correlations and interactions between genetic risks for depressive symptoms and two putative environmental stressors: dependent negative life events and maternal punitive discipline. Results: Moderate genetic effects influenced each environmental risk factor, consistent with rGE. Genetic effects on environmental risks also contributed to depressive outcomes, implying genetic correlations between measures. Genetic effects on depressive symptoms changed across levels of negative life events and maternal punitive discipline, consistent with G × E. Finally, G × E co-occurred with rGE on depressive outcomes. Conclusions: Adolescents at genetic risk for depressive phenotypes may be exposed to increased social adversity (rGE) and more susceptible to developing symptoms in response to these risks (G × E). En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01803.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=320 [article] Disentangling gene-environment correlations and interactions on adolescent depressive symptoms [Texte imprimé et/ou numérique] / Jennifer Y.F. LAU, Auteur ; Thalia C. ELEY, Auteur . - 2008 . - p.142–150. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 49-2 (February 2008) . - p.142–150 Mots-clés : Gene–environment-interaction gene–environment-correlation adolescence depressive-symptoms Index. décimale : PER Périodiques Résumé : Genetic risks for depression may be expressed through greater exposure towards environmental stressors (gene–environment correlation, rGE) and increased susceptibility to these stressors (gene–environment interaction, G × E). While these effects are often studied independently, evidence supports their co-occurrence on depression. Methods: Adolescent twin and sibling data was used to assess correlations and interactions between genetic risks for depressive symptoms and two putative environmental stressors: dependent negative life events and maternal punitive discipline. Results: Moderate genetic effects influenced each environmental risk factor, consistent with rGE. Genetic effects on environmental risks also contributed to depressive outcomes, implying genetic correlations between measures. Genetic effects on depressive symptoms changed across levels of negative life events and maternal punitive discipline, consistent with G × E. Finally, G × E co-occurred with rGE on depressive outcomes. Conclusions: Adolescents at genetic risk for depressive phenotypes may be exposed to increased social adversity (rGE) and more susceptible to developing symptoms in response to these risks (G × E). En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01803.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=320

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

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-7 (July 2010) Titre : Does childhood anxiety evoke maternal control? A genetically informed study Type de document : Texte imprimé et/ou numérique Auteurs : Thalia C. ELEY, Auteur ; Jennifer Y.F. LAU, Auteur ; Alice M. GREGORY, Auteur ; Maria NAPOLITANO, Auteur Année de publication : 2010 Langues : Anglais (eng) Mots-clés : Anxiety maternal-control parenting twins gene–environment-correlation Index. décimale : PER Périodiques Résumé : Background: Despite theoretical and empirical support for an association between maternal control and child anxiety, few studies have examined the origins of this association. Furthermore, none use observer-ratings of maternal control within a genetically informative design. This study addressed three questions: 1) do children who experience maternal control report higher anxiety levels than those who do not?; 2) to what extent do genetic and environmental factors influence maternal control and child anxiety?; 3) to what extent do genetic and environmental factors influence the associations between child anxiety and maternal control? Method: Five hundred and thirty 8-year-old children (from 265 twin pairs) and their mothers were observed participating in an 'etch-a-sketch' task from which maternal control was rated. Children rated their anxiety using the Screen for Child Anxiety Related Emotional Disorders. Results: Children who experienced maternal behaviour rated as 'extreme control' reported higher anxiety levels than those who did not. Maternal control was highly heritable (A = .63), high self-rated anxiety less so (h2g = .36). The overlap between high child anxiety and maternal control was primarily due to shared genetic factors. Conclusions: These results suggest that maternal control is likely to have been elicited by children with high levels of anxiety. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02227.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101 [article] Does childhood anxiety evoke maternal control? A genetically informed study [Texte imprimé et/ou numérique] / Thalia C. ELEY, Auteur ; Jennifer Y.F. LAU, Auteur ; Alice M. GREGORY, Auteur ; Maria NAPOLITANO, Auteur . - 2010. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-7 (July 2010) Mots-clés : Anxiety maternal-control parenting twins gene–environment-correlation Index. décimale : PER Périodiques Résumé : Background: Despite theoretical and empirical support for an association between maternal control and child anxiety, few studies have examined the origins of this association. Furthermore, none use observer-ratings of maternal control within a genetically informative design. This study addressed three questions: 1) do children who experience maternal control report higher anxiety levels than those who do not?; 2) to what extent do genetic and environmental factors influence maternal control and child anxiety?; 3) to what extent do genetic and environmental factors influence the associations between child anxiety and maternal control? Method: Five hundred and thirty 8-year-old children (from 265 twin pairs) and their mothers were observed participating in an 'etch-a-sketch' task from which maternal control was rated. Children rated their anxiety using the Screen for Child Anxiety Related Emotional Disorders. Results: Children who experienced maternal behaviour rated as 'extreme control' reported higher anxiety levels than those who did not. Maternal control was highly heritable (A = .63), high self-rated anxiety less so (h2g = .36). The overlap between high child anxiety and maternal control was primarily due to shared genetic factors. Conclusions: These results suggest that maternal control is likely to have been elicited by children with high levels of anxiety. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02227.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101

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)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-7 (July 2006) . - p.696–703 Titre : I think, therefore I am: a twin study of attributional style in adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer Y.F. LAU, Auteur ; Thalia C. ELEY, Auteur ; Frühling V. RIJSDIJK, Auteur Année de publication : 2006 Article en page(s) : p.696–703 Langues : Anglais (eng) Mots-clés : Attributional-style depression parental-discipline adolescence genetics Index. décimale : PER Périodiques Résumé : Background: Parenting factors may be important to the development of attributional style in adolescence, which in turn relates to depression symptoms. These relationships have mainly been considered in terms of social risk mechanisms, and little is known about the role of genetic influences. Method: Self-reported measures of attributional style, depression symptoms and parental disciplinary styles were administered to over 1300 adolescent twin and sibling pairs. Model-fitting techniques were used to examine the role of genetic and environmental influences. Results: Moderate genetic influences on attributional style were demonstrated, and furthermore, its association with depression reflected considerable genetic effects. Familial factors were implicated in the association between attributional style and punitive parenting, although genetic from shared environmental causes could not be distinguished. Conclusions: Our results demonstrate that attributional style is influenced by genetic, as well as social factors. Implications for aetiological pathways integrating cognitive, genetic and social factors on adolescent depression are discussed. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01532.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=754 [article] I think, therefore I am: a twin study of attributional style in adolescents [Texte imprimé et/ou numérique] / Jennifer Y.F. LAU, Auteur ; Thalia C. ELEY, Auteur ; Frühling V. RIJSDIJK, Auteur . - 2006 . - p.696–703. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-7 (July 2006) . - p.696–703 Mots-clés : Attributional-style depression parental-discipline adolescence genetics Index. décimale : PER Périodiques Résumé : Background: Parenting factors may be important to the development of attributional style in adolescence, which in turn relates to depression symptoms. These relationships have mainly been considered in terms of social risk mechanisms, and little is known about the role of genetic influences. Method: Self-reported measures of attributional style, depression symptoms and parental disciplinary styles were administered to over 1300 adolescent twin and sibling pairs. Model-fitting techniques were used to examine the role of genetic and environmental influences. Results: Moderate genetic influences on attributional style were demonstrated, and furthermore, its association with depression reflected considerable genetic effects. Familial factors were implicated in the association between attributional style and punitive parenting, although genetic from shared environmental causes could not be distinguished. Conclusions: Our results demonstrate that attributional style is influenced by genetic, as well as social factors. Implications for aetiological pathways integrating cognitive, genetic and social factors on adolescent depression are discussed. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01532.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=754

---

1 (1 - 5 / 5)