Commentary: The evolving conception of posttraumatic stress disorder – reflections on Danzi and La Greca (2016) / Chris R. BREWIN in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1453-1454 Titre : Commentary: The evolving conception of posttraumatic stress disorder – reflections on Danzi and La Greca (2016) Type de document : Texte imprimé et/ou numérique Auteurs : Chris R. BREWIN, Auteur Article en page(s) : p.1453-1454 Langues : Anglais (eng) Mots-clés : PTSD  children  diagnosis Index. décimale : PER Périodiques Résumé : As first formulated in 1980, the description of posttraumatic stress disorder (PTSD) was based on people exposed to severe and repeated traumatic events. Although the conceptualisation of PTSD in successive versions of the DSM has changed, the symptom picture remains complex and there have been concerns over whether the threshold is too high. In contrast, ICD-11 proposes a simpler diagnosis based on six symptoms and a distinction between PTSD and Complex PTSD. This approach may be more clinically useful and easier to employ for children in younger age groups. Danzi and La Greca's data are valuable in suggesting that PTSD in preadolescent as well as preschool children should be diagnosed using different criteria to adults. They also identify a lack of overlap between diagnostic systems that suggests PTSD may not be optimally identified using current methods. En ligne : http://dx.doi.org/10.1111/jcpp.12634 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Commentary: The evolving conception of posttraumatic stress disorder – reflections on Danzi and La Greca (2016) [Texte imprimé et/ou numérique] / Chris R. BREWIN, Auteur . - p.1453-1454. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1453-1454 Mots-clés : PTSD  children  diagnosis Index. décimale : PER Périodiques Résumé : As first formulated in 1980, the description of posttraumatic stress disorder (PTSD) was based on people exposed to severe and repeated traumatic events. Although the conceptualisation of PTSD in successive versions of the DSM has changed, the symptom picture remains complex and there have been concerns over whether the threshold is too high. In contrast, ICD-11 proposes a simpler diagnosis based on six symptoms and a distinction between PTSD and Complex PTSD. This approach may be more clinically useful and easier to employ for children in younger age groups. Danzi and La Greca's data are valuable in suggesting that PTSD in preadolescent as well as preschool children should be diagnosed using different criteria to adults. They also identify a lack of overlap between diagnostic systems that suggests PTSD may not be optimally identified using current methods. En ligne : http://dx.doi.org/10.1111/jcpp.12634 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

Commentary: The need for research on PTSD in Children and adolescents - a commentary on Elliot et al. (2020) / Marylène CLOITRE in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.277-279 Titre : Commentary: The need for research on PTSD in Children and adolescents - a commentary on Elliot et al. (2020) Type de document : Texte imprimé et/ou numérique Auteurs : Marylène CLOITRE, Auteur ; Chris R. BREWIN, Auteur ; Evaldas KAZLAUSKAS, Auteur ; Brigitte LUEGER-SCHUSTER, Auteur ; Thanos KARATZIAS, Auteur ; Philip HYLAND, Auteur ; Mark SHEVLIN, Auteur Article en page(s) : p.277-279 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The recent release of the 11th version of The International Classification of Diseases (ICD-11: WHO, 2018) marked a significant departure from the previous similarities between it and the Diagnostic and Statistical Manual of Mental Disorders (DSM-5; APA, 2013) in terms of their conceptualization of posttraumatic stress disorder (PTSD). The ICD-11 proposed a reduced symptom set for PTSD and a sibling disorder called Complex PTSD. There have been numerous studies that have provided support for the integrity of, and distinction between, PTSD and CPTSD diagnoses in adult samples. Elliot and colleagues (2020) have added to the research literature by providing a valuable examination of the differences between ICD and DSM PTSD/CPTSD in a sample of youth aged 8 to 17 years. This commentary reviews this study and reflects on the need for greater understanding of developmental changes in the presentation of PTSD and Complex PTSD. En ligne : http://dx.doi.org/10.1111/jcpp.13361 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 [article] Commentary: The need for research on PTSD in Children and adolescents - a commentary on Elliot et al. (2020) [Texte imprimé et/ou numérique] / Marylène CLOITRE, Auteur ; Chris R. BREWIN, Auteur ; Evaldas KAZLAUSKAS, Auteur ; Brigitte LUEGER-SCHUSTER, Auteur ; Thanos KARATZIAS, Auteur ; Philip HYLAND, Auteur ; Mark SHEVLIN, Auteur . - p.277-279. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.277-279 Index. décimale : PER Périodiques Résumé : The recent release of the 11th version of The International Classification of Diseases (ICD-11: WHO, 2018) marked a significant departure from the previous similarities between it and the Diagnostic and Statistical Manual of Mental Disorders (DSM-5; APA, 2013) in terms of their conceptualization of posttraumatic stress disorder (PTSD). The ICD-11 proposed a reduced symptom set for PTSD and a sibling disorder called Complex PTSD. There have been numerous studies that have provided support for the integrity of, and distinction between, PTSD and CPTSD diagnoses in adult samples. Elliot and colleagues (2020) have added to the research literature by providing a valuable examination of the differences between ICD and DSM PTSD/CPTSD in a sample of youth aged 8 to 17 years. This commentary reviews this study and reflects on the need for greater understanding of developmental changes in the presentation of PTSD and Complex PTSD. En ligne : http://dx.doi.org/10.1111/jcpp.13361 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

Emotional Disclosure in School Children / Martina REYNOLDS in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.151-159 Titre : Emotional Disclosure in School Children Type de document : Texte imprimé et/ou numérique Auteurs : Martina REYNOLDS, Auteur ; Chris R. BREWIN, Auteur ; Matthew SAXTON, Auteur Année de publication : 2000 Article en page(s) : p.151-159 Langues : Anglais (eng) Mots-clés : Emotional disclosure  school children  diary keeping  stress Index. décimale : PER Périodiques Résumé : Recent research with adults by Pennebaker and his colleagues has found that emotional disclosure through writing about stressful events appears to have significant benefits in terms of psychological and physical health outcomes. This report describes a controlled trial of emotional disclosure, adapted for school children, with the major hypothesis that the repeated description of negative events will have beneficial effects on measures of mental health, attendance, and school performance. The sample consisted of children aged 8–13 years from four schools, a primary and a secondary school both from a suburban and an inner-city area. Children were randomly assigned to one of three conditions: writing about negative events, writing about nonemotional events, and a non-writing control group. Children in all groups were seen four times during a single week and were then followed up after 2 months with measures of health and school performance. The intervention was well received by both schools and children, and the scripts written by the emotional and nonemotional writing groups differed in content in the predicted ways. Contrary to expectation, there was little evidence of a specific effect of emotional disclosure, and several possible reasons for this are discussed. Nevertheless, there was a general reduction in symptom measures, indicating that children may have benefited from their involvement in the study. Although there are several possible explanations for our findings, they indicate that it is both feasible and potentially valuable to give children opportunities to engage in discussion about sources of stress and their reactions to them. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Emotional Disclosure in School Children [Texte imprimé et/ou numérique] / Martina REYNOLDS, Auteur ; Chris R. BREWIN, Auteur ; Matthew SAXTON, Auteur . - 2000 . - p.151-159. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.151-159 Mots-clés : Emotional disclosure  school children  diary keeping  stress Index. décimale : PER Périodiques Résumé : Recent research with adults by Pennebaker and his colleagues has found that emotional disclosure through writing about stressful events appears to have significant benefits in terms of psychological and physical health outcomes. This report describes a controlled trial of emotional disclosure, adapted for school children, with the major hypothesis that the repeated description of negative events will have beneficial effects on measures of mental health, attendance, and school performance. The sample consisted of children aged 8–13 years from four schools, a primary and a secondary school both from a suburban and an inner-city area. Children were randomly assigned to one of three conditions: writing about negative events, writing about nonemotional events, and a non-writing control group. Children in all groups were seen four times during a single week and were then followed up after 2 months with measures of health and school performance. The intervention was well received by both schools and children, and the scripts written by the emotional and nonemotional writing groups differed in content in the predicted ways. Contrary to expectation, there was little evidence of a specific effect of emotional disclosure, and several possible reasons for this are discussed. Nevertheless, there was a general reduction in symptom measures, indicating that children may have benefited from their involvement in the study. Although there are several possible explanations for our findings, they indicate that it is both feasible and potentially valuable to give children opportunities to engage in discussion about sources of stress and their reactions to them. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

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