Attention bias and anxiety in young children exposed to family violence / Margaret J. BRIGGS-GOWAN in Journal of Child Psychology and Psychiatry, 56-11 (November 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-11 (November 2015) . - p.1194-1201 Titre : Attention bias and anxiety in young children exposed to family violence Type de document : texte imprimé Auteurs : Margaret J. BRIGGS-GOWAN, Auteur ; Seth D. POLLAK, Auteur ; Damion GRASSO, Auteur ; Joel VOSS, Auteur ; Nicholas D. MIAN, Auteur ; Elvira ZOBEL, Auteur ; Kimberly J. MCCARTHY, Auteur ; Lauren S. WAKSCHLAG, Auteur ; Daniel S. PINE, Auteur Article en page(s) : p.1194-1201 Langues : Anglais (eng) Mots-clés : Attention bias  violence  harsh parenting  early childhood  anxiety  fear Index. décimale : PER Périodiques Résumé : Background Attention bias toward threat is associated with anxiety in older youth and adults and has been linked with violence exposure. Attention bias may moderate the relationship between violence exposure and anxiety in young children. Capitalizing on measurement advances, this study examines these relationships at a younger age than previously possible. Methods Young children (mean age 4.7, ±0.8) from a cross-sectional sample oversampled for violence exposure (N = 218) completed the dot-probe task to assess their attention biases. Observed fear/anxiety was characterized with a novel observational paradigm, the Anxiety Dimensional Observation Scale. Mother-reported symptoms were assessed with the Preschool Age Psychiatric Assessment and Trauma Symptom Checklist for Young Children. Violence exposure was characterized with dimensional scores reflecting probability of membership in two classes derived via latent class analysis from the Conflict Tactics Scales: Abuse and Harsh Parenting. Results Family violence predicted greater child anxiety and trauma symptoms. Attention bias moderated the relationship between violence and anxiety. Conclusions Attention bias toward threat may strengthen the effects of family violence on the development of anxiety, with potentially cascading effects across childhood. Such associations may be most readily detected when using observational measures of childhood anxiety. En ligne : http://dx.doi.org/10.1111/jcpp.12397 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] Attention bias and anxiety in young children exposed to family violence [texte imprimé] / Margaret J. BRIGGS-GOWAN, Auteur ; Seth D. POLLAK, Auteur ; Damion GRASSO, Auteur ; Joel VOSS, Auteur ; Nicholas D. MIAN, Auteur ; Elvira ZOBEL, Auteur ; Kimberly J. MCCARTHY, Auteur ; Lauren S. WAKSCHLAG, Auteur ; Daniel S. PINE, Auteur . - p.1194-1201. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-11 (November 2015) . - p.1194-1201 Mots-clés : Attention bias  violence  harsh parenting  early childhood  anxiety  fear Index. décimale : PER Périodiques Résumé : Background Attention bias toward threat is associated with anxiety in older youth and adults and has been linked with violence exposure. Attention bias may moderate the relationship between violence exposure and anxiety in young children. Capitalizing on measurement advances, this study examines these relationships at a younger age than previously possible. Methods Young children (mean age 4.7, ±0.8) from a cross-sectional sample oversampled for violence exposure (N = 218) completed the dot-probe task to assess their attention biases. Observed fear/anxiety was characterized with a novel observational paradigm, the Anxiety Dimensional Observation Scale. Mother-reported symptoms were assessed with the Preschool Age Psychiatric Assessment and Trauma Symptom Checklist for Young Children. Violence exposure was characterized with dimensional scores reflecting probability of membership in two classes derived via latent class analysis from the Conflict Tactics Scales: Abuse and Harsh Parenting. Results Family violence predicted greater child anxiety and trauma symptoms. Attention bias moderated the relationship between violence and anxiety. Conclusions Attention bias toward threat may strengthen the effects of family violence on the development of anxiety, with potentially cascading effects across childhood. Such associations may be most readily detected when using observational measures of childhood anxiety. En ligne : http://dx.doi.org/10.1111/jcpp.12397 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

Behavioral and emotional symptoms of post-institutionalized children in middle childhood / Kristen L. WIIK 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.56-63 Titre : Behavioral and emotional symptoms of post-institutionalized children in middle childhood Type de document : texte imprimé Auteurs : Kristen L. WIIK, Auteur ; Michelle M. LOMAN, Auteur ; Mark J. VAN RYZIN, Auteur ; Jeffrey M. ARMSTRONG, Auteur ; Marilyn J. ESSEX, Auteur ; Seth D. POLLAK, Auteur ; Megan R. GUNNAR, Auteur Année de publication : 2011 Article en page(s) : p.56-63 Langues : Anglais (eng) Mots-clés : International adoption  institutional care  mental health Index. décimale : PER Périodiques Résumé : Background:  Experience in institutional/orphanage care has been linked to increased mental health problems. Research suggests that children adopted from institutions experience specific difficulties related to inattention/overactivity. Evidence of internalizing and conduct problems relative to non-adopted peers has been found in early childhood and early adolescence, but problems may not differ from other adopted children. This study clarifies the understanding of behavioral and emotional symptoms of post-institutionalized (PI) children during middle childhood. Methods:  Eight- to eleven-year-old PI children (n = 68) and two comparison groups, children internationally adopted from foster care (n = 74) and non-adopted children (n = 76), and their parents completed the MacArthur Health and Behavior Questionnaire related to attention-deficit/hyperactivity disorder (ADHD), externalizing, and internalizing symptoms. Group means for symptom level and number of children with symptoms above clinical cutoffs were compared. Results:  PI children displayed an increased level of ADHD symptoms per parent report. PI child and parent report indicated a higher number of PI children above clinical ADHD cutoff. Both groups of internationally adopted (IA) children had higher levels of externalizing symptoms relative to non-adopted children, with parent report indicating higher numbers of IA children above the externalizing clinical threshold. Informants differed in their report of internalizing symptoms. Parents indicated that both IA groups displayed increased internalizing symptom levels and greater numbers above clinical threshold; however, children reported this to be true only for the PI group. Conclusions:  PI children differ from non-adopted peers across symptom domains in middle childhood. Whether these concerns were more broadly associated with international adoption rather than institutional care depended on symptom domain and informant. An understanding of this variability may be beneficial for treatment and intervention. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02294.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Behavioral and emotional symptoms of post-institutionalized children in middle childhood [texte imprimé] / Kristen L. WIIK, Auteur ; Michelle M. LOMAN, Auteur ; Mark J. VAN RYZIN, Auteur ; Jeffrey M. ARMSTRONG, Auteur ; Marilyn J. ESSEX, Auteur ; Seth D. POLLAK, Auteur ; Megan R. GUNNAR, Auteur . - 2011 . - p.56-63. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.56-63 Mots-clés : International adoption  institutional care  mental health Index. décimale : PER Périodiques Résumé : Background:  Experience in institutional/orphanage care has been linked to increased mental health problems. Research suggests that children adopted from institutions experience specific difficulties related to inattention/overactivity. Evidence of internalizing and conduct problems relative to non-adopted peers has been found in early childhood and early adolescence, but problems may not differ from other adopted children. This study clarifies the understanding of behavioral and emotional symptoms of post-institutionalized (PI) children during middle childhood. Methods:  Eight- to eleven-year-old PI children (n = 68) and two comparison groups, children internationally adopted from foster care (n = 74) and non-adopted children (n = 76), and their parents completed the MacArthur Health and Behavior Questionnaire related to attention-deficit/hyperactivity disorder (ADHD), externalizing, and internalizing symptoms. Group means for symptom level and number of children with symptoms above clinical cutoffs were compared. Results:  PI children displayed an increased level of ADHD symptoms per parent report. PI child and parent report indicated a higher number of PI children above clinical ADHD cutoff. Both groups of internationally adopted (IA) children had higher levels of externalizing symptoms relative to non-adopted children, with parent report indicating higher numbers of IA children above the externalizing clinical threshold. Informants differed in their report of internalizing symptoms. Parents indicated that both IA groups displayed increased internalizing symptom levels and greater numbers above clinical threshold; however, children reported this to be true only for the PI group. Conclusions:  PI children differ from non-adopted peers across symptom domains in middle childhood. Whether these concerns were more broadly associated with international adoption rather than institutional care depended on symptom domain and informant. An understanding of this variability may be beneficial for treatment and intervention. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02294.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Continuing the momentum of developmental psychopathology: Lessons learned from the seminal contributions of Dante Cicchetti / Seth D. POLLAK in Development and Psychopathology, 36-5 (December 2024)  

Public ISBD [article]  inDevelopment and Psychopathology > 36-5 (December 2024) . - p.2051-2055 Titre : Continuing the momentum of developmental psychopathology: Lessons learned from the seminal contributions of Dante Cicchetti : Development and Psychopathology Type de document : texte imprimé Auteurs : Seth D. POLLAK, Auteur Année de publication : 2024 Article en page(s) : p.2051-2055 Langues : Anglais (eng) Mots-clés : child development  developmental psychopathology  psychopathology research Index. décimale : PER Périodiques Résumé : The field of developmental psychopathology has grown broadly. Here, I draw upon lessons learned from Dante Cicchetti to highlight areas that show promise for continued disciplinary advancement. These include attention to equifinality and multifinality in the conceptualization of initial study designs, and more emphasis on specificity in accounting for developmental change. A shift from reliance on external events and towards greater diversity of research approaches will allow researchers to devote attention to the variety of ways that individuals come to understand and then respond to their own life experiences. The field of developmental psychopathology holds tremendous promise for advancing basic science about human development that can be applied to create interventions that improve the well-being of individuals and address significant societal issues. En ligne : https://dx.doi.org/10.1017/S0954579424001755 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545 [article] Continuing the momentum of developmental psychopathology: Lessons learned from the seminal contributions of Dante Cicchetti : Development and Psychopathology [texte imprimé] / Seth D. POLLAK, Auteur . - 2024 . - p.2051-2055. Langues : Anglais (eng) in Development and Psychopathology > 36-5 (December 2024) . - p.2051-2055 Mots-clés : child development  developmental psychopathology  psychopathology research Index. décimale : PER Périodiques Résumé : The field of developmental psychopathology has grown broadly. Here, I draw upon lessons learned from Dante Cicchetti to highlight areas that show promise for continued disciplinary advancement. These include attention to equifinality and multifinality in the conceptualization of initial study designs, and more emphasis on specificity in accounting for developmental change. A shift from reliance on external events and towards greater diversity of research approaches will allow researchers to devote attention to the variety of ways that individuals come to understand and then respond to their own life experiences. The field of developmental psychopathology holds tremendous promise for advancing basic science about human development that can be applied to create interventions that improve the well-being of individuals and address significant societal issues. En ligne : https://dx.doi.org/10.1017/S0954579424001755 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545

Early adversity and learning: implications for typical and atypical behavioral development / Jamie L. HANSON in Journal of Child Psychology and Psychiatry, 58-7 (July 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-7 (July 2017) . - p.770-778 Titre : Early adversity and learning: implications for typical and atypical behavioral development Type de document : texte imprimé Auteurs : Jamie L. HANSON, Auteur ; Wouter VAN DEN BOS, Auteur ; Barbara J. ROEBER, Auteur ; Karen D. RUDOLPH, Auteur ; Richard J. DAVIDSON, Auteur ; Seth D. POLLAK, Auteur Article en page(s) : p.770-778 Langues : Anglais (eng) Mots-clés : Learning  child development  social behavior  early life experience  child abuse Index. décimale : PER Périodiques Résumé : Background Children who experience early adversity often develop emotion regulatory problems, but little is known about the mechanisms that mediate this relation. We tested whether general associative learning processes contribute to associations between adversity, in the form of child maltreatment, and negative behavioral outcomes. Methods Eighty-one participants between 12 and 17 years of age were recruited for this study and completed a probabilistic learning Task. Forty-one of these participants had been exposed to physical abuse, a form of early adversity. Forty additional participants without any known history of maltreatment served as a comparison group. All participants (and their parents) also completed portions of the Youth Life Stress Interview to understand adolescent's behavior. We calculated measures of associative learning, and also constructed mathematical models of learning. Results We found that adolescents exposed to high levels of adversity early in their lives had lower levels of associative learning than comparison adolescents. In addition, we found that impaired associative learning partially explained the higher levels of behavioral problems among youth who suffered early adversity. Using mathematical models, we also found that two components of learning were specifically affected in children exposed to adversity: choice variability and biases in their beliefs about the likelihood of rewards in the environment. Conclusions Participants who had been exposed to early adversity were less able than their peers to correctly learn which stimuli were likely to result in reward, even after repeated feedback. These individuals also used information about known rewards in their environments less often. In addition, individuals exposed to adversity made decisions early in the learning process as if rewards were less consistent and occurred more at random. These data suggest one mechanism through which early life experience shapes behavioral development. En ligne : http://dx.doi.org/10.1111/jcpp.12694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316 [article] Early adversity and learning: implications for typical and atypical behavioral development [texte imprimé] / Jamie L. HANSON, Auteur ; Wouter VAN DEN BOS, Auteur ; Barbara J. ROEBER, Auteur ; Karen D. RUDOLPH, Auteur ; Richard J. DAVIDSON, Auteur ; Seth D. POLLAK, Auteur . - p.770-778. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-7 (July 2017) . - p.770-778 Mots-clés : Learning  child development  social behavior  early life experience  child abuse Index. décimale : PER Périodiques Résumé : Background Children who experience early adversity often develop emotion regulatory problems, but little is known about the mechanisms that mediate this relation. We tested whether general associative learning processes contribute to associations between adversity, in the form of child maltreatment, and negative behavioral outcomes. Methods Eighty-one participants between 12 and 17 years of age were recruited for this study and completed a probabilistic learning Task. Forty-one of these participants had been exposed to physical abuse, a form of early adversity. Forty additional participants without any known history of maltreatment served as a comparison group. All participants (and their parents) also completed portions of the Youth Life Stress Interview to understand adolescent's behavior. We calculated measures of associative learning, and also constructed mathematical models of learning. Results We found that adolescents exposed to high levels of adversity early in their lives had lower levels of associative learning than comparison adolescents. In addition, we found that impaired associative learning partially explained the higher levels of behavioral problems among youth who suffered early adversity. Using mathematical models, we also found that two components of learning were specifically affected in children exposed to adversity: choice variability and biases in their beliefs about the likelihood of rewards in the environment. Conclusions Participants who had been exposed to early adversity were less able than their peers to correctly learn which stimuli were likely to result in reward, even after repeated feedback. These individuals also used information about known rewards in their environments less often. In addition, individuals exposed to adversity made decisions early in the learning process as if rewards were less consistent and occurred more at random. These data suggest one mechanism through which early life experience shapes behavioral development. En ligne : http://dx.doi.org/10.1111/jcpp.12694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316

Early life stress and development: potential mechanisms for adverse outcomes / Karen E. SMITH in Journal of Neurodevelopmental Disorders, 12 (2020)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 12 (2020) Titre : Early life stress and development: potential mechanisms for adverse outcomes Type de document : texte imprimé Auteurs : Karen E. SMITH, Auteur ; Seth D. POLLAK, Auteur Langues : Anglais (eng) Mots-clés : Adverse Childhood Experiences  Amygdala  Child  Humans  Hypothalamo-Hypophyseal System  Pituitary-Adrenal System  Stress, Psychological  Developmental disorders  Early adversity  Early life stress  Neurobiological development Index. décimale : PER Périodiques Résumé : BACKGROUND: Chronic and/or extreme stress in early life, often referred to as early adversity, childhood trauma, or early life stress, has been associated with a wide range of adverse effects on development. However, while early life stress has been linked to negative effects on a number of neural systems, the specific mechanisms through which early life stress influences development and individual differences in children's outcomes are still not well understood. MAIN TEXT: The current paper reviews the existing literature on the neurobiological effects of early life stress and their ties to children's psychological and behavioral development. CONCLUSIONS: Early life stress has persistent and pervasive effects on prefrontal-hypothalamic-amygdala and dopaminergic circuits that are at least partially mediated by alterations in hypothalamic-pituitary-adrenal axis function. However, to date, this research has primarily utilized methods of assessment that focus solely on children's event exposures. Incorporating assessment of factors that influence children's interpretation of stressors, along with stressful events, has the potential to provide further insight into the mechanisms contributing to individual differences in neurodevelopmental effects of early life stress. This can aid in further elucidating specific mechanisms through which these neurobiological changes influence development and contribute to risk for psychopathology and health disorders. En ligne : https://dx.doi.org/10.1186/s11689-020-09337-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=573 [article] Early life stress and development: potential mechanisms for adverse outcomes [texte imprimé] / Karen E. SMITH, Auteur ; Seth D. POLLAK, Auteur. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 12 (2020) Mots-clés : Adverse Childhood Experiences  Amygdala  Child  Humans  Hypothalamo-Hypophyseal System  Pituitary-Adrenal System  Stress, Psychological  Developmental disorders  Early adversity  Early life stress  Neurobiological development Index. décimale : PER Périodiques Résumé : BACKGROUND: Chronic and/or extreme stress in early life, often referred to as early adversity, childhood trauma, or early life stress, has been associated with a wide range of adverse effects on development. However, while early life stress has been linked to negative effects on a number of neural systems, the specific mechanisms through which early life stress influences development and individual differences in children's outcomes are still not well understood. MAIN TEXT: The current paper reviews the existing literature on the neurobiological effects of early life stress and their ties to children's psychological and behavioral development. CONCLUSIONS: Early life stress has persistent and pervasive effects on prefrontal-hypothalamic-amygdala and dopaminergic circuits that are at least partially mediated by alterations in hypothalamic-pituitary-adrenal axis function. However, to date, this research has primarily utilized methods of assessment that focus solely on children's event exposures. Incorporating assessment of factors that influence children's interpretation of stressors, along with stressful events, has the potential to provide further insight into the mechanisms contributing to individual differences in neurodevelopmental effects of early life stress. This can aid in further elucidating specific mechanisms through which these neurobiological changes influence development and contribute to risk for psychopathology and health disorders. En ligne : https://dx.doi.org/10.1186/s11689-020-09337-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=573

Early life stress, FK506 binding protein 5 gene (FKBP5) methylation, and inhibition-related prefrontal function: A prospective longitudinal study / Madeline B. HARMS in Development and Psychopathology, 29-5 (December 2017)  

Permalink

Emotion regulation predicts attention bias in maltreated children at-risk for depression / Sarah E. ROMENS in Journal of Child Psychology and Psychiatry, 53-2 (February 2012)  

Permalink

How developmental neuroscience can help address the problem of child poverty / Seth D. POLLAK in Development and Psychopathology, 32-5 (December 2020)  

Permalink

Impact of physical maltreatment on the regulation of negative affect and aggression / Jessica E. SHACKMAN in Development and Psychopathology, 26-4 (Part 1) (November 2014)  

Permalink

Multilevel developmental approaches to understanding the effects of child maltreatment: Recent advances and future challenges / Seth D. POLLAK in Development and Psychopathology, 27-4 (Part 2) (November 2015)  

Permalink

Sensory processing in internationally adopted, post-institutionalized children / Julia WILBARGER in Journal of Child Psychology and Psychiatry, 51-10 (October 2010)  

Permalink

The effect of early deprivation on executive attention in middle childhood / Michelle M. LOMAN in Journal of Child Psychology and Psychiatry, 54-1 (January 2013)  

Permalink

---

1 (1 - 12 / 12) Par page : 25 50 100 200