Dépouillements

Transforming the paradigm of child welfare / Catherine CERULLI in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.377-393 Titre : Transforming the paradigm of child welfare Type de document : Texte imprimé et/ou numérique Auteurs : Catherine CERULLI, Auteur ; Dante CICCHETTI, Auteur ; Elizabeth D. HANDLEY, Auteur ; Jody TODD MANLY, Auteur ; Fred A. ROGOSCH, Auteur ; Sheree L. TOTH, Auteur Année de publication : 2021 Article en page(s) : p.377-393 Langues : Anglais (eng) Mots-clés : abuse  child maltreatment  developmental psychopathology  neglect  translational research Index. décimale : PER Périodiques Résumé : As a founder of the field of applied developmental psychology, Dr Edward Zigler promoted public policy that translated scientific knowledge into real-world programs to improve the outcomes of high-risk children and families. Many researchers, practitioners, and public policy proponents have sought to carry on his legacy through integration of empirical research, evidence-based prevention and intervention, and advocacy to address a range of challenges facing families with young children. To advance the field of child maltreatment, a multidisciplinary team of investigators from the Universities of Rochester and Minnesota partnered with the Eunice Kennedy Shriver National Institute of Child Health and Human Development to create the Translational Research that Adapts New Science FOR Maltreatment Prevention Center (Transform). Building on state-of-the-art research methodologies and clinical practices, Transform leverages theoretically grounded research and evidence-based interventions to optimize outcomes for individuals across the life span who have experienced, or may be at risk for, maltreatment. Inspired by the work of Dr Zigler, Transform is committed to bridging science and real-world practice. Therefore, in addition to creating new science, Transform's Community Engagement Core provides translational science to a broad audience of investigators, child-serving professionals, and parental and governmental stakeholders. This article describes Transform's purpose, theoretical framework, current activities, and future directions. En ligne : http://dx.doi.org/10.1017/s0954579420002138 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Transforming the paradigm of child welfare [Texte imprimé et/ou numérique] / Catherine CERULLI, Auteur ; Dante CICCHETTI, Auteur ; Elizabeth D. HANDLEY, Auteur ; Jody TODD MANLY, Auteur ; Fred A. ROGOSCH, Auteur ; Sheree L. TOTH, Auteur . - 2021 . - p.377-393. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.377-393 Mots-clés : abuse  child maltreatment  developmental psychopathology  neglect  translational research Index. décimale : PER Périodiques Résumé : As a founder of the field of applied developmental psychology, Dr Edward Zigler promoted public policy that translated scientific knowledge into real-world programs to improve the outcomes of high-risk children and families. Many researchers, practitioners, and public policy proponents have sought to carry on his legacy through integration of empirical research, evidence-based prevention and intervention, and advocacy to address a range of challenges facing families with young children. To advance the field of child maltreatment, a multidisciplinary team of investigators from the Universities of Rochester and Minnesota partnered with the Eunice Kennedy Shriver National Institute of Child Health and Human Development to create the Translational Research that Adapts New Science FOR Maltreatment Prevention Center (Transform). Building on state-of-the-art research methodologies and clinical practices, Transform leverages theoretically grounded research and evidence-based interventions to optimize outcomes for individuals across the life span who have experienced, or may be at risk for, maltreatment. Inspired by the work of Dr Zigler, Transform is committed to bridging science and real-world practice. Therefore, in addition to creating new science, Transform's Community Engagement Core provides translational science to a broad audience of investigators, child-serving professionals, and parental and governmental stakeholders. This article describes Transform's purpose, theoretical framework, current activities, and future directions. En ligne : http://dx.doi.org/10.1017/s0954579420002138 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Assembling a cohort for in-depth, longitudinal assessments of the biological embedding of child maltreatment: Methods, complexities, and lessons learned / Hannah M. C. SCHREIER in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.394-408 Titre : Assembling a cohort for in-depth, longitudinal assessments of the biological embedding of child maltreatment: Methods, complexities, and lessons learned Type de document : Texte imprimé et/ou numérique Auteurs : Hannah M. C. SCHREIER, Auteur ; Christine M. HEIM, Auteur ; Emma J. ROSE, Auteur ; Idan SHALEV, Auteur ; Chad E. SHENK, Auteur ; Jennie G. NOLL, Auteur Année de publication : 2021 Article en page(s) : p.394-408 Langues : Anglais (eng) Mots-clés : biological embedding  child maltreatment  cohort studies  longitudinal research  under-served populations Index. décimale : PER Périodiques Résumé : As championed by the work of Ed Zigler, investing in nurturing environments for all children is a chief tenet of primary prevention that will have far-reaching benefits to the health and welfare of all members of society. Children who endure child maltreatment (CM) are among society's most vulnerable. Prospective longitudinal research aimed at a comprehensive understanding of the mechanisms linking CM to subsequent adverse health consequences is needed to improve outcomes and to strengthen causal inference. This paper outlines the methods of the Child Health Study (CHS), a large, state-wide longitudinal cohort of recently maltreated and nonmaltreated youth aged 8-13 who will be assessed every 2 years. The CHS is designed to include in-depth assessments of multiple environmental, behavioral, neural, physiological, and molecular mechanisms through which CM may impact a broad spectrum of youth development, including behavioral and physical health outcomes. In addition to describing the conceptual framework and methods underlying the CHS, we provide information on valuable "lessons learned" in the hopes of supporting future research efforts facing similar challenges. The ultimate goal of this research is demonstrating how policies regarding CM impact the well-being, resilience and recovery of survivors and that they are worthy of large public investment. En ligne : http://dx.doi.org/10.1017/s0954579420001510 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Assembling a cohort for in-depth, longitudinal assessments of the biological embedding of child maltreatment: Methods, complexities, and lessons learned [Texte imprimé et/ou numérique] / Hannah M. C. SCHREIER, Auteur ; Christine M. HEIM, Auteur ; Emma J. ROSE, Auteur ; Idan SHALEV, Auteur ; Chad E. SHENK, Auteur ; Jennie G. NOLL, Auteur . - 2021 . - p.394-408. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.394-408 Mots-clés : biological embedding  child maltreatment  cohort studies  longitudinal research  under-served populations Index. décimale : PER Périodiques Résumé : As championed by the work of Ed Zigler, investing in nurturing environments for all children is a chief tenet of primary prevention that will have far-reaching benefits to the health and welfare of all members of society. Children who endure child maltreatment (CM) are among society's most vulnerable. Prospective longitudinal research aimed at a comprehensive understanding of the mechanisms linking CM to subsequent adverse health consequences is needed to improve outcomes and to strengthen causal inference. This paper outlines the methods of the Child Health Study (CHS), a large, state-wide longitudinal cohort of recently maltreated and nonmaltreated youth aged 8-13 who will be assessed every 2 years. The CHS is designed to include in-depth assessments of multiple environmental, behavioral, neural, physiological, and molecular mechanisms through which CM may impact a broad spectrum of youth development, including behavioral and physical health outcomes. In addition to describing the conceptual framework and methods underlying the CHS, we provide information on valuable "lessons learned" in the hopes of supporting future research efforts facing similar challenges. The ultimate goal of this research is demonstrating how policies regarding CM impact the well-being, resilience and recovery of survivors and that they are worthy of large public investment. En ligne : http://dx.doi.org/10.1017/s0954579420001510 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Pathways to a more peaceful and sustainable world: The transformative power of children in families / Pia R. BRITTO in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.409-420 Titre : Pathways to a more peaceful and sustainable world: The transformative power of children in families Type de document : Texte imprimé et/ou numérique Auteurs : Pia R. BRITTO, Auteur ; Suna HANÖZ-PENNEY, Auteur ; Liliana Angelica PONGUTA, Auteur ; Diane SUNAR, Auteur ; Ghassan ISSA, Auteur ; Sascha D. HEIN, Auteur ; Maria Conceição DO ROSARIO, Auteur ; Maha A ALMUNEEF, Auteur ; Irem KORUCU, Auteur ; Yaya TOGO, Auteur ; Jamshed KURBONOV, Auteur ; Nurlan CHOIBEKOV, Auteur ; Hien Thi Thu PHAN, Auteur ; N. Shemrah FALLON, Auteur ; Bekir B. ARTUKOGLU, Auteur ; Franz J. HARTL, Auteur ; Rima SALAH, Auteur ; Siobhán FITZPATRICK, Auteur ; Paul CONNOLLY, Auteur ; Laura DUNNE, Auteur ; Sarah MILLER, Auteur ; Kyle PRUETT, Auteur ; James F. LECKMAN, Auteur Année de publication : 2021 Article en page(s) : p.409-420 Langues : Anglais (eng) Mots-clés : 2030 Sustainable Development Goals  advocacy and social policy  early childhood development  parenting programs  peacebuilding Index. décimale : PER Périodiques Résumé : This article provides an overview of selected ongoing international efforts that have been inspired by Edward Zigler's vision to improve programs and policies for young children and families in the United States. The efforts presented are in close alignment with three strategies articulated by Edward Zigler: (a) conduct research that will inform policy advocacy; (b) design, implement, and revise quality early childhood development (ECD) programs; and (c) invest in building the next generation of scholars and advocates in child development. The intergenerational legacy left by Edward Zigler has had an impact on young children not only in the United States, but also across the globe. More needs to be done. We need to work together with a full commitment to ensure the optimal development of each child. En ligne : http://dx.doi.org/10.1017/s0954579420000681 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Pathways to a more peaceful and sustainable world: The transformative power of children in families [Texte imprimé et/ou numérique] / Pia R. BRITTO, Auteur ; Suna HANÖZ-PENNEY, Auteur ; Liliana Angelica PONGUTA, Auteur ; Diane SUNAR, Auteur ; Ghassan ISSA, Auteur ; Sascha D. HEIN, Auteur ; Maria Conceição DO ROSARIO, Auteur ; Maha A ALMUNEEF, Auteur ; Irem KORUCU, Auteur ; Yaya TOGO, Auteur ; Jamshed KURBONOV, Auteur ; Nurlan CHOIBEKOV, Auteur ; Hien Thi Thu PHAN, Auteur ; N. Shemrah FALLON, Auteur ; Bekir B. ARTUKOGLU, Auteur ; Franz J. HARTL, Auteur ; Rima SALAH, Auteur ; Siobhán FITZPATRICK, Auteur ; Paul CONNOLLY, Auteur ; Laura DUNNE, Auteur ; Sarah MILLER, Auteur ; Kyle PRUETT, Auteur ; James F. LECKMAN, Auteur . - 2021 . - p.409-420. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.409-420 Mots-clés : 2030 Sustainable Development Goals  advocacy and social policy  early childhood development  parenting programs  peacebuilding Index. décimale : PER Périodiques Résumé : This article provides an overview of selected ongoing international efforts that have been inspired by Edward Zigler's vision to improve programs and policies for young children and families in the United States. The efforts presented are in close alignment with three strategies articulated by Edward Zigler: (a) conduct research that will inform policy advocacy; (b) design, implement, and revise quality early childhood development (ECD) programs; and (c) invest in building the next generation of scholars and advocates in child development. The intergenerational legacy left by Edward Zigler has had an impact on young children not only in the United States, but also across the globe. More needs to be done. We need to work together with a full commitment to ensure the optimal development of each child. En ligne : http://dx.doi.org/10.1017/s0954579420000681 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Early institutionalized care disrupts the development of emotion processing in prosody / Lisa K. CHINN in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.421-430 Titre : Early institutionalized care disrupts the development of emotion processing in prosody Type de document : Texte imprimé et/ou numérique Auteurs : Lisa K. CHINN, Auteur ; Irina OVCHINNIKOVA, Auteur ; Anastasia A. SUKMANOVA, Auteur ; Aleksandra O. DAVYDOVA, Auteur ; Elena L. GRIGORENKO, Auteur Année de publication : 2021 Article en page(s) : p.421-430 Langues : Anglais (eng) Mots-clés : Eeg  ERPs  emotion recognition  institutionalized care  prosody Index. décimale : PER Périodiques Résumé : Millions of children worldwide are raised in institutionalized settings. Unfortunately, institutionalized rearing is often characterized by psychosocial deprivation, leading to difficulties in numerous social, emotional, physical, and cognitive skills. One such skill is the ability to recognize emotional facial expressions. Children with a history of institutional rearing tend to be worse at recognizing emotions in facial expressions than their peers, and this deficit likely affects social interactions. However, emotional information is also conveyed vocally, and neither prosodic information processing nor the cross-modal integration of facial and prosodic emotional expressions have been investigated in these children to date. We recorded electroencephalograms (EEG) while 47 children under institutionalized care (IC) (n = 24) or biological family care (BFC) (n = 23) viewed angry, happy, or neutral facial expressions while listening to pseudowords with angry, happy, or neutral prosody. The results indicate that 20- to 40-month-olds living in IC have event-related potentials (ERPs) over midfrontal brain regions that are less sensitive to incongruent facial and prosodic emotions relative to children under BFC, and that their brain responses to prosody are less lateralized. Children under IC also showed midfrontal ERP differences in processing of angry prosody, indicating that institutionalized rearing may specifically affect the processing of anger. En ligne : http://dx.doi.org/10.1017/s0954579420002023 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Early institutionalized care disrupts the development of emotion processing in prosody [Texte imprimé et/ou numérique] / Lisa K. CHINN, Auteur ; Irina OVCHINNIKOVA, Auteur ; Anastasia A. SUKMANOVA, Auteur ; Aleksandra O. DAVYDOVA, Auteur ; Elena L. GRIGORENKO, Auteur . - 2021 . - p.421-430. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.421-430 Mots-clés : Eeg  ERPs  emotion recognition  institutionalized care  prosody Index. décimale : PER Périodiques Résumé : Millions of children worldwide are raised in institutionalized settings. Unfortunately, institutionalized rearing is often characterized by psychosocial deprivation, leading to difficulties in numerous social, emotional, physical, and cognitive skills. One such skill is the ability to recognize emotional facial expressions. Children with a history of institutional rearing tend to be worse at recognizing emotions in facial expressions than their peers, and this deficit likely affects social interactions. However, emotional information is also conveyed vocally, and neither prosodic information processing nor the cross-modal integration of facial and prosodic emotional expressions have been investigated in these children to date. We recorded electroencephalograms (EEG) while 47 children under institutionalized care (IC) (n = 24) or biological family care (BFC) (n = 23) viewed angry, happy, or neutral facial expressions while listening to pseudowords with angry, happy, or neutral prosody. The results indicate that 20- to 40-month-olds living in IC have event-related potentials (ERPs) over midfrontal brain regions that are less sensitive to incongruent facial and prosodic emotions relative to children under BFC, and that their brain responses to prosody are less lateralized. Children under IC also showed midfrontal ERP differences in processing of angry prosody, indicating that institutionalized rearing may specifically affect the processing of anger. En ligne : http://dx.doi.org/10.1017/s0954579420002023 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Leveraging science to inform social policy: How Ed Zigler created a movement / Kimber BOGARD in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.431-440 Titre : Leveraging science to inform social policy: How Ed Zigler created a movement Type de document : Texte imprimé et/ou numérique Auteurs : Kimber BOGARD, Auteur ; Ruby TAKANISHI, Auteur Année de publication : 2021 Article en page(s) : p.431-440 Langues : Anglais (eng) Mots-clés : Ed Zigler  mentorship  philanthropy  policy  science Index. décimale : PER Périodiques Résumé : Ed Zigler believed that developmental science should be applied to policy, programs, and practices to improve the lives of children and families. He shared this belief with others and paved the way for alternative career pathways. This paper describes how Ed influenced others to connect science with program development, evaluation, and policy, and created networks of applied scholars. Ed Zigler's influence is broad and spans beyond academia to influencer organizations. We weave our own professional experiences throughout the paper, which we organized around three lessons we learned from Ed: (a) explore alternative career pathways and build the field; (b) start with the science and think application; (c) apply the knowledge and influence policy. En ligne : http://dx.doi.org/10.1017/s0954579420002126 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Leveraging science to inform social policy: How Ed Zigler created a movement [Texte imprimé et/ou numérique] / Kimber BOGARD, Auteur ; Ruby TAKANISHI, Auteur . - 2021 . - p.431-440. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.431-440 Mots-clés : Ed Zigler  mentorship  philanthropy  policy  science Index. décimale : PER Périodiques Résumé : Ed Zigler believed that developmental science should be applied to policy, programs, and practices to improve the lives of children and families. He shared this belief with others and paved the way for alternative career pathways. This paper describes how Ed influenced others to connect science with program development, evaluation, and policy, and created networks of applied scholars. Ed Zigler's influence is broad and spans beyond academia to influencer organizations. We weave our own professional experiences throughout the paper, which we organized around three lessons we learned from Ed: (a) explore alternative career pathways and build the field; (b) start with the science and think application; (c) apply the knowledge and influence policy. En ligne : http://dx.doi.org/10.1017/s0954579420002126 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

The science of humanity and the humanity of science: Perspectives on Ed Zigler's contributions to developmental psychopathology and the study of all children / Jacob A. BURACK in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.441-452 Titre : The science of humanity and the humanity of science: Perspectives on Ed Zigler's contributions to developmental psychopathology and the study of all children Type de document : Texte imprimé et/ou numérique Auteurs : Jacob A. BURACK, Auteur ; David W. EVANS, Auteur ; Jenilee-Sarah NAPOLEON, Auteur ; Vanessa K. WEVA, Auteur ; Natalie RUSSO, Auteur ; Grace IAROCCI, Auteur Année de publication : 2021 Article en page(s) : p.441-452 Langues : Anglais (eng) Mots-clés : Ed Zigler  Indigenous youth  autism spectrum disorder  developmental approach  intellectual disability Index. décimale : PER Périodiques Résumé : We present this article as a testament to Ed Zigler's commitment to science in the service of humanity and to policy based on conceptually compelling theory and methodologically rigorous science. In doing so, we highlight ways that Ed's universal and inclusive developmental world view, early training as a behaviorist, exacting scientific standards, concern for others, and appreciation of his own roots and upbringing all transformed the way that many different groups of people of all ages and backgrounds are studied, viewed, and intervened with by researchers, policy makers, and society at large. Ed's narrative of development rather than defect, universality rather than difference, and holistic rather than reductionist continues to compel us in the quest for a kinder, more inclusive, and enabling society. Conversely, Ed's behaviorist training as a graduate student also influenced him throughout his career and was essential to his career-long commitment to systemic action in the service of improving the lives of others. We cite the lessons that we, as his descendants, learned from Ed and apply them to our own areas of research with populations that Ed did not study, but had considerable interest in - persons with autism spectrum disorder and Indigenous youth. En ligne : http://dx.doi.org/10.1017/s0954579420002011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] The science of humanity and the humanity of science: Perspectives on Ed Zigler's contributions to developmental psychopathology and the study of all children [Texte imprimé et/ou numérique] / Jacob A. BURACK, Auteur ; David W. EVANS, Auteur ; Jenilee-Sarah NAPOLEON, Auteur ; Vanessa K. WEVA, Auteur ; Natalie RUSSO, Auteur ; Grace IAROCCI, Auteur . - 2021 . - p.441-452. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.441-452 Mots-clés : Ed Zigler  Indigenous youth  autism spectrum disorder  developmental approach  intellectual disability Index. décimale : PER Périodiques Résumé : We present this article as a testament to Ed Zigler's commitment to science in the service of humanity and to policy based on conceptually compelling theory and methodologically rigorous science. In doing so, we highlight ways that Ed's universal and inclusive developmental world view, early training as a behaviorist, exacting scientific standards, concern for others, and appreciation of his own roots and upbringing all transformed the way that many different groups of people of all ages and backgrounds are studied, viewed, and intervened with by researchers, policy makers, and society at large. Ed's narrative of development rather than defect, universality rather than difference, and holistic rather than reductionist continues to compel us in the quest for a kinder, more inclusive, and enabling society. Conversely, Ed's behaviorist training as a graduate student also influenced him throughout his career and was essential to his career-long commitment to systemic action in the service of improving the lives of others. We cite the lessons that we, as his descendants, learned from Ed and apply them to our own areas of research with populations that Ed did not study, but had considerable interest in - persons with autism spectrum disorder and Indigenous youth. En ligne : http://dx.doi.org/10.1017/s0954579420002011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Ed Zigler's developmental approach to intellectual disabilities: Past, present, and future contributions / Robert M. HODAPP in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.453-465 Titre : Ed Zigler's developmental approach to intellectual disabilities: Past, present, and future contributions Type de document : Texte imprimé et/ou numérique Auteurs : Robert M. HODAPP, Auteur Année de publication : 2021 Article en page(s) : p.453-465 Langues : Anglais (eng) Mots-clés : Down syndrome  Williams syndrome  behavioral phenotype  cultural–familial ID  developmental approach to intellectual disabilities  personality–motivational factors  two-group approach Index. décimale : PER Périodiques Résumé : Comprising two parts, Ed Zigler's developmental approach has greatly influenced how one conceptualizes children with intellectual disabilities (ID). In part one, Zigler championed a "two-group approach" concerning the cause of children's ID. He distinguished persons with a clear, organic cause of their ID from those displaying no clear cause. Members of this "organic" group often displayed IQs below 50 and co-occurring physical-medical conditions. The second, "cultural-familial" group, mostly showed IQs of 50-70, did not possess co-occurring physical or health problems, and often came from families of lower IQs and lower socioeconomic status. While the presence of these two groups has been supported, recent advances have also further differentiated the organic group, mostly in relation to behavioral phenotypes of persons with several genetic etiologies. In part two, Zigler championed the child with ID as a "whole person." Originally focused on the child's reactions to social deprivation and failure, recent studies directly examine parent-child, within-family, and wider system interactions throughout the life span. For decades a force within the ID field, Zigler's developmental approach to children with ID continues to influence researchers, interventionists, and policymakers. En ligne : http://dx.doi.org/10.1017/s0954579420002084 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Ed Zigler's developmental approach to intellectual disabilities: Past, present, and future contributions [Texte imprimé et/ou numérique] / Robert M. HODAPP, Auteur . - 2021 . - p.453-465. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.453-465 Mots-clés : Down syndrome  Williams syndrome  behavioral phenotype  cultural–familial ID  developmental approach to intellectual disabilities  personality–motivational factors  two-group approach Index. décimale : PER Périodiques Résumé : Comprising two parts, Ed Zigler's developmental approach has greatly influenced how one conceptualizes children with intellectual disabilities (ID). In part one, Zigler championed a "two-group approach" concerning the cause of children's ID. He distinguished persons with a clear, organic cause of their ID from those displaying no clear cause. Members of this "organic" group often displayed IQs below 50 and co-occurring physical-medical conditions. The second, "cultural-familial" group, mostly showed IQs of 50-70, did not possess co-occurring physical or health problems, and often came from families of lower IQs and lower socioeconomic status. While the presence of these two groups has been supported, recent advances have also further differentiated the organic group, mostly in relation to behavioral phenotypes of persons with several genetic etiologies. In part two, Zigler championed the child with ID as a "whole person." Originally focused on the child's reactions to social deprivation and failure, recent studies directly examine parent-child, within-family, and wider system interactions throughout the life span. For decades a force within the ID field, Zigler's developmental approach to children with ID continues to influence researchers, interventionists, and policymakers. En ligne : http://dx.doi.org/10.1017/s0954579420002084 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Child development as social action: Reflections on four underrated contributions of Edward Zigler to science and society / Arthur J. REYNOLDS in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.466-482 Titre : Child development as social action: Reflections on four underrated contributions of Edward Zigler to science and society Type de document : Texte imprimé et/ou numérique Auteurs : Arthur J. REYNOLDS, Auteur Année de publication : 2021 Article en page(s) : p.466-482 Langues : Anglais (eng) Mots-clés : Head Start  developmental psychology  early childhood development  poverty  social programs and policies Index. décimale : PER Périodiques Résumé : In a career spanning six decades, Edward Zigler redefined developmental psychology as the equal integration of scientific inquiry and evidence with social policy formulation and analysis to improve child well-being. The theme of his accumulated work was advancing child development as social action for children and families. Besides early childhood intervention and policy, for which he devoted most of his time, Dr. Zigler did pioneering work in education and school reform, social policy, prevention, child maltreatment, family support, developmental disabilities, and in service to government. In this article, I reflect on four of Dr. Zigler's major contributions to science and society that are underrated and, in many respects, under-appreciated in the larger context of the field. These are (a) historical analysis of Head Start, (b) conceptualization and analysis of motivation as a key component of early childhood program impacts, (c) development of preschool-to-third-grade programs and school reforms, and (d) critical analysis of theory, research, policy, and practice. Together, these and other contributions by Dr. Zigler provide a strong foundation to build a better society for all. En ligne : http://dx.doi.org/10.1017/s0954579420001777 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Child development as social action: Reflections on four underrated contributions of Edward Zigler to science and society [Texte imprimé et/ou numérique] / Arthur J. REYNOLDS, Auteur . - 2021 . - p.466-482. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.466-482 Mots-clés : Head Start  developmental psychology  early childhood development  poverty  social programs and policies Index. décimale : PER Périodiques Résumé : In a career spanning six decades, Edward Zigler redefined developmental psychology as the equal integration of scientific inquiry and evidence with social policy formulation and analysis to improve child well-being. The theme of his accumulated work was advancing child development as social action for children and families. Besides early childhood intervention and policy, for which he devoted most of his time, Dr. Zigler did pioneering work in education and school reform, social policy, prevention, child maltreatment, family support, developmental disabilities, and in service to government. In this article, I reflect on four of Dr. Zigler's major contributions to science and society that are underrated and, in many respects, under-appreciated in the larger context of the field. These are (a) historical analysis of Head Start, (b) conceptualization and analysis of motivation as a key component of early childhood program impacts, (c) development of preschool-to-third-grade programs and school reforms, and (d) critical analysis of theory, research, policy, and practice. Together, these and other contributions by Dr. Zigler provide a strong foundation to build a better society for all. En ligne : http://dx.doi.org/10.1017/s0954579420001777 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Zigler's conceptualization of diversity: Implications for the early childhood development workforce / Cynthia GARCIA COLL in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.483-492 Titre : Zigler's conceptualization of diversity: Implications for the early childhood development workforce Type de document : Texte imprimé et/ou numérique Auteurs : Cynthia GARCIA COLL, Auteur ; Kia L. FERRER, Auteur Année de publication : 2021 Article en page(s) : p.483-492 Langues : Anglais (eng) Mots-clés : Edward Zigler  culture  diversity training  early childhood development  early childhood education  head start  racism Index. décimale : PER Périodiques Résumé : The United States is entering a pivotal period in history, led by extraordinary shifts in the demographic makeup of children who are in need of medical, educational, and developmental services. For the first time in this country's history, the majority of children are being born to non-white populations. Simultaneously, racism (personal, institutional, and systemic) is now being recognized as a powerful social determinant of children's mental and physical health by the time they enter kindergarten. It is crucial to evaluate how early childhood development (ECD) settings are prepared to authentically engage racially diverse children. In this paper, we critically analyze the narratives of the architect of Head Start, Dr. Edward Zigler, and investigate his evolving contributions to early childhood programming. We propose that Zigler's conceptualization of culture and its impact on children's development, although advanced for his time, had historical limitations that have perpetuated the personal, institutional, and systemic racism that children of color experience in early childhood settings. This paper concludes with suggestions to include topics covering implicit bias, white privilege, and the impact of slavery, colonization, and oppression as core principles in professional training. Only then will we be able to eliminate racism across early childhood settings in the United States. En ligne : http://dx.doi.org/10.1017/s0954579420001960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Zigler's conceptualization of diversity: Implications for the early childhood development workforce [Texte imprimé et/ou numérique] / Cynthia GARCIA COLL, Auteur ; Kia L. FERRER, Auteur . - 2021 . - p.483-492. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.483-492 Mots-clés : Edward Zigler  culture  diversity training  early childhood development  early childhood education  head start  racism Index. décimale : PER Périodiques Résumé : The United States is entering a pivotal period in history, led by extraordinary shifts in the demographic makeup of children who are in need of medical, educational, and developmental services. For the first time in this country's history, the majority of children are being born to non-white populations. Simultaneously, racism (personal, institutional, and systemic) is now being recognized as a powerful social determinant of children's mental and physical health by the time they enter kindergarten. It is crucial to evaluate how early childhood development (ECD) settings are prepared to authentically engage racially diverse children. In this paper, we critically analyze the narratives of the architect of Head Start, Dr. Edward Zigler, and investigate his evolving contributions to early childhood programming. We propose that Zigler's conceptualization of culture and its impact on children's development, although advanced for his time, had historical limitations that have perpetuated the personal, institutional, and systemic racism that children of color experience in early childhood settings. This paper concludes with suggestions to include topics covering implicit bias, white privilege, and the impact of slavery, colonization, and oppression as core principles in professional training. Only then will we be able to eliminate racism across early childhood settings in the United States. En ligne : http://dx.doi.org/10.1017/s0954579420001960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Unpacking complexities in ethnic-racial socialization in transracial adoptive families: A process-oriented transactional system / Ellen E. PINDERHUGHES in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.493-505 Titre : Unpacking complexities in ethnic-racial socialization in transracial adoptive families: A process-oriented transactional system Type de document : Texte imprimé et/ou numérique Auteurs : Ellen E. PINDERHUGHES, Auteur ; Jessica A. K. MATTHEWS, Auteur ; Xian ZHANG, Auteur ; Judith C. SCOTT, Auteur Année de publication : 2021 Article en page(s) : p.493-505 Langues : Anglais (eng) Mots-clés : adoptees  adoption  ethnic–racial socialization  parenting  transracial adoption Index. décimale : PER Périodiques Résumé : Over 50% of adoptions are transracial, involving primarily White parents and children of color from different ethnic or racial backgrounds. Transracial adoptive (TRA) parents are tasked with providing ethnic-racial socialization processes (ERS) to support TRA adoptees' ethnic-racial identity development and prepare them to cope with ethnic-racial discrimination. However, unlike nonadoptive families of color, TRA parents lack shared cultural history with adoptees and have limited experience navigating racial discrimination. Knowledge of ERS among TRA families has centered on unidirectional processes between parenting constructs, ERS processes, and children's functioning. However, ERS processes in this population have complexities and nuances that warrant more sensitive and robust conceptualization. This paper proposes a process-oriented dynamic ecological model of the system of ERS, situating transacting processes in and across multiple family levels (parent, adoptee, family) and incorporating developmental and contextual considerations. With its framing of the complexities in ERS among TRA families, the model offers three contributions: a conceptual organization of parenting constructs related to ERS, a more robust understanding of ERS processes that inform how parents provide ERS, and framing of transacting processes within and between parenting constructs, ERS processes, and children's functioning. Implications for research, policy, and practice are discussed. En ligne : http://dx.doi.org/10.1017/s0954579420001741 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Unpacking complexities in ethnic-racial socialization in transracial adoptive families: A process-oriented transactional system [Texte imprimé et/ou numérique] / Ellen E. PINDERHUGHES, Auteur ; Jessica A. K. MATTHEWS, Auteur ; Xian ZHANG, Auteur ; Judith C. SCOTT, Auteur . - 2021 . - p.493-505. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.493-505 Mots-clés : adoptees  adoption  ethnic–racial socialization  parenting  transracial adoption Index. décimale : PER Périodiques Résumé : Over 50% of adoptions are transracial, involving primarily White parents and children of color from different ethnic or racial backgrounds. Transracial adoptive (TRA) parents are tasked with providing ethnic-racial socialization processes (ERS) to support TRA adoptees' ethnic-racial identity development and prepare them to cope with ethnic-racial discrimination. However, unlike nonadoptive families of color, TRA parents lack shared cultural history with adoptees and have limited experience navigating racial discrimination. Knowledge of ERS among TRA families has centered on unidirectional processes between parenting constructs, ERS processes, and children's functioning. However, ERS processes in this population have complexities and nuances that warrant more sensitive and robust conceptualization. This paper proposes a process-oriented dynamic ecological model of the system of ERS, situating transacting processes in and across multiple family levels (parent, adoptee, family) and incorporating developmental and contextual considerations. With its framing of the complexities in ERS among TRA families, the model offers three contributions: a conceptual organization of parenting constructs related to ERS, a more robust understanding of ERS processes that inform how parents provide ERS, and framing of transacting processes within and between parenting constructs, ERS processes, and children's functioning. Implications for research, policy, and practice are discussed. En ligne : http://dx.doi.org/10.1017/s0954579420001741 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Children's learning and development in conflict- and crisis-affected countries: Building a science for action / J. Lawrence ABER in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.506-521 Titre : Children's learning and development in conflict- and crisis-affected countries: Building a science for action Type de document : Texte imprimé et/ou numérique Auteurs : J. Lawrence ABER, Auteur ; Carly TUBBS DOLAN, Auteur ; Ha Yeon KIM, Auteur ; Lindsay BROWN, Auteur Année de publication : 2021 Article en page(s) : p.506-521 Langues : Anglais (eng) Mots-clés : global science for action  refugee education  research–practice partnership  social–emotional learning Index. décimale : PER Périodiques Résumé : This paper critically reviews the opportunities and challenges in designing and conducting actionable research on the learning and development of children in conflict- and crisis-affected countries. We approached our review through two perspectives championed by Edward Zigler: (a) child development and social policy and (b) developmental psychopathology in context. The aim of the work was to answer the following questions: What works to enhance children's learning and development in such contexts? By what mechanisms? For whom? Under what conditions? How do experiences and conditions of crisis affect the basic processes of children's typical development? The review is based on a research-practice partnership started in the Democratic Republic of the Congo in 2010 and expanded to research in Niger and Lebanon in 2016. The focus of the research is on the impact of Healing Classrooms (a set of classroom practices) and Healing Classrooms Plus (an additional set of targeted social and emotional learning activities), developed by the International Rescue Committee, on children's academic outcomes and social and emotional learning. We sought to extract lessons from this decade of research for building a global developmental science for action. Special attention is paid to the importance of research-practice partnerships, conceptual frameworks, measurement and methodology. We conclude by highlighting several essential features of a global developmental science for action. En ligne : http://dx.doi.org/10.1017/s0954579420001789 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Children's learning and development in conflict- and crisis-affected countries: Building a science for action [Texte imprimé et/ou numérique] / J. Lawrence ABER, Auteur ; Carly TUBBS DOLAN, Auteur ; Ha Yeon KIM, Auteur ; Lindsay BROWN, Auteur . - 2021 . - p.506-521. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.506-521 Mots-clés : global science for action  refugee education  research–practice partnership  social–emotional learning Index. décimale : PER Périodiques Résumé : This paper critically reviews the opportunities and challenges in designing and conducting actionable research on the learning and development of children in conflict- and crisis-affected countries. We approached our review through two perspectives championed by Edward Zigler: (a) child development and social policy and (b) developmental psychopathology in context. The aim of the work was to answer the following questions: What works to enhance children's learning and development in such contexts? By what mechanisms? For whom? Under what conditions? How do experiences and conditions of crisis affect the basic processes of children's typical development? The review is based on a research-practice partnership started in the Democratic Republic of the Congo in 2010 and expanded to research in Niger and Lebanon in 2016. The focus of the research is on the impact of Healing Classrooms (a set of classroom practices) and Healing Classrooms Plus (an additional set of targeted social and emotional learning activities), developed by the International Rescue Committee, on children's academic outcomes and social and emotional learning. We sought to extract lessons from this decade of research for building a global developmental science for action. Special attention is paid to the importance of research-practice partnerships, conceptual frameworks, measurement and methodology. We conclude by highlighting several essential features of a global developmental science for action. En ligne : http://dx.doi.org/10.1017/s0954579420001789 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

"Social policy and intelligence" Redux: a tribute to Edward Zigler / Robert J. STERNBERG in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.522-532 Titre : "Social policy and intelligence" Redux: a tribute to Edward Zigler Type de document : Texte imprimé et/ou numérique Auteurs : Robert J. STERNBERG, Auteur Année de publication : 2021 Article en page(s) : p.522-532 Langues : Anglais (eng) Mots-clés : adaptive intelligence  creative intelligence  intellectual deficiency  practical intelligence  successful intelligence  wisdom Index. décimale : PER Périodiques Résumé : I present a theory of adaptive intelligence and discuss why I believe adaptive intelligence, rather than general intelligence, is the kind of intelligence upon which we should focus in today's world. Adaptive intelligence is the ability to adapt to, shape, and select real-world environments in ways that result in positive outcomes not only for oneself, but also for others and the world. Edward Zigler was among the first to recognize the importance of levels of adaptation to intellectual deficiency, arguing from early on that intellectual challenges needed to be recognized not just in terms of IQ but also in terms of adaptive functioning. Adaptive intelligence is compared to and contrasted with general intelligence, which is usually defined as the first factor in a factor analysis of psychometric tests. I first introduce the main issues in the article. Then I discuss how one even would decide what intelligence is. Next I discuss broader theories of intelligence and especially the theory of adaptive intelligence. Then I talk about the perishability of theories of intelligence and other things-to what extent are they set up so that people are willing and able to move beyond them? Finally, I discuss how individual outcomes do not necessarily predict collective outcomes. En ligne : http://dx.doi.org/10.1017/s0954579420000693 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] "Social policy and intelligence" Redux: a tribute to Edward Zigler [Texte imprimé et/ou numérique] / Robert J. STERNBERG, Auteur . - 2021 . - p.522-532. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.522-532 Mots-clés : adaptive intelligence  creative intelligence  intellectual deficiency  practical intelligence  successful intelligence  wisdom Index. décimale : PER Périodiques Résumé : I present a theory of adaptive intelligence and discuss why I believe adaptive intelligence, rather than general intelligence, is the kind of intelligence upon which we should focus in today's world. Adaptive intelligence is the ability to adapt to, shape, and select real-world environments in ways that result in positive outcomes not only for oneself, but also for others and the world. Edward Zigler was among the first to recognize the importance of levels of adaptation to intellectual deficiency, arguing from early on that intellectual challenges needed to be recognized not just in terms of IQ but also in terms of adaptive functioning. Adaptive intelligence is compared to and contrasted with general intelligence, which is usually defined as the first factor in a factor analysis of psychometric tests. I first introduce the main issues in the article. Then I discuss how one even would decide what intelligence is. Next I discuss broader theories of intelligence and especially the theory of adaptive intelligence. Then I talk about the perishability of theories of intelligence and other things-to what extent are they set up so that people are willing and able to move beyond them? Finally, I discuss how individual outcomes do not necessarily predict collective outcomes. En ligne : http://dx.doi.org/10.1017/s0954579420000693 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

The heart of the matter: Developing the whole child through community resources and caregiver relationships / Amanda SHEFFIELD MORRIS in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.533-544 Titre : The heart of the matter: Developing the whole child through community resources and caregiver relationships Type de document : Texte imprimé et/ou numérique Auteurs : Amanda SHEFFIELD MORRIS, Auteur ; Jennifer HAYS-GRUDO, Auteur ; Kara L. KERR, Auteur ; Lana O. BEASLEY, Auteur Année de publication : 2021 Article en page(s) : p.533-544 Langues : Anglais (eng) Mots-clés : childhood adversity  parenting  prevention  protective experiences  resilience Index. décimale : PER Périodiques Résumé : Numerous developmental scholars have been influenced by the research, policies, and thinking of the late Edward Zigler, who was instrumental in founding Head Start and Early Head Start. In line with the research and advocacy work of Zigler, we discuss two models that support the development of the whole child. We begin by reviewing how adverse and protective experiences "get under the skin" and affect developmental trajectories and risk and resilience processes. We then present research and examples of how experiences affect the whole child, the heart and the head (social, emotional, cognitive, and physical development), and consider development within context and across domains. We discuss examples of interventions that strengthen nurturing relationships as the mechanism of change. We offer a public health perspective on promoting optimal development through nurturing relationships and access to resources during early childhood. We end with a discussion of the myth that our current society is child-focused and argue for radical, essential change to make promoting optimal development for all children the cornerstone of our society. En ligne : http://dx.doi.org/10.1017/s0954579420001595 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] The heart of the matter: Developing the whole child through community resources and caregiver relationships [Texte imprimé et/ou numérique] / Amanda SHEFFIELD MORRIS, Auteur ; Jennifer HAYS-GRUDO, Auteur ; Kara L. KERR, Auteur ; Lana O. BEASLEY, Auteur . - 2021 . - p.533-544. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.533-544 Mots-clés : childhood adversity  parenting  prevention  protective experiences  resilience Index. décimale : PER Périodiques Résumé : Numerous developmental scholars have been influenced by the research, policies, and thinking of the late Edward Zigler, who was instrumental in founding Head Start and Early Head Start. In line with the research and advocacy work of Zigler, we discuss two models that support the development of the whole child. We begin by reviewing how adverse and protective experiences "get under the skin" and affect developmental trajectories and risk and resilience processes. We then present research and examples of how experiences affect the whole child, the heart and the head (social, emotional, cognitive, and physical development), and consider development within context and across domains. We discuss examples of interventions that strengthen nurturing relationships as the mechanism of change. We offer a public health perspective on promoting optimal development through nurturing relationships and access to resources during early childhood. We end with a discussion of the myth that our current society is child-focused and argue for radical, essential change to make promoting optimal development for all children the cornerstone of our society. En ligne : http://dx.doi.org/10.1017/s0954579420001595 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

The value added of attachment theory, research, and intervention for US child care and early childhood education: Reflecting and carrying forward the legacy of Edward Zigler / Lisa J. BERLIN in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.545-553 Titre : The value added of attachment theory, research, and intervention for US child care and early childhood education: Reflecting and carrying forward the legacy of Edward Zigler Type de document : Texte imprimé et/ou numérique Auteurs : Lisa J. BERLIN, Auteur Année de publication : 2021 Article en page(s) : p.545-553 Langues : Anglais (eng) Mots-clés : Head Start  Zigler  attachment  child care  prekindergarten Index. décimale : PER Périodiques Résumé : Edward Zigler pioneered and insisted upon the integration of science, practice, and policy development to support vulnerable children and families, reduce poverty, and improve US wellbeing, writ large. His far-reaching scholarship in turn critically shaped developmental science and US policy in multiple areas. This review reflects upon Zigler's influence on US child care, Head Start, Early Head Start, and prekindergarten programs. It describes the integration of one major area of developmental science, the field of attachment theory, research, and intervention, with US child care and early childhood education programs and policy. The integration of attachment into these systems not only epitomizes Zigler's overarching canon but also has improved services and advanced attachment theory and research. Throughout the review, I suggest next steps for leveraging attachment theory, research, and intervention to improve US child care and early childhood education systems in ways that both reflect and carry forward the legacy of Edward Zigler. En ligne : http://dx.doi.org/10.1017/s0954579420001571 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] The value added of attachment theory, research, and intervention for US child care and early childhood education: Reflecting and carrying forward the legacy of Edward Zigler [Texte imprimé et/ou numérique] / Lisa J. BERLIN, Auteur . - 2021 . - p.545-553. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.545-553 Mots-clés : Head Start  Zigler  attachment  child care  prekindergarten Index. décimale : PER Périodiques Résumé : Edward Zigler pioneered and insisted upon the integration of science, practice, and policy development to support vulnerable children and families, reduce poverty, and improve US wellbeing, writ large. His far-reaching scholarship in turn critically shaped developmental science and US policy in multiple areas. This review reflects upon Zigler's influence on US child care, Head Start, Early Head Start, and prekindergarten programs. It describes the integration of one major area of developmental science, the field of attachment theory, research, and intervention, with US child care and early childhood education programs and policy. The integration of attachment into these systems not only epitomizes Zigler's overarching canon but also has improved services and advanced attachment theory and research. Throughout the review, I suggest next steps for leveraging attachment theory, research, and intervention to improve US child care and early childhood education systems in ways that both reflect and carry forward the legacy of Edward Zigler. En ligne : http://dx.doi.org/10.1017/s0954579420001571 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Increasing secure base script knowledge among parents with Attachment and Biobehavioral Catch-up / K. Lee RABY in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.554-564 Titre : Increasing secure base script knowledge among parents with Attachment and Biobehavioral Catch-up Type de document : Texte imprimé et/ou numérique Auteurs : K. Lee RABY, Auteur ; Theodore E. A. WATERS, Auteur ; Alexandra R. TABACHNICK, Auteur ; Lindsay ZAJAC, Auteur ; Mary DOZIER, Auteur Année de publication : 2021 Article en page(s) : p.554-564 Langues : Anglais (eng) Mots-clés : attachment representations  early intervention  parental sensitivity Index. décimale : PER Périodiques Résumé : This study evaluated whether Attachment and Biobehavioral Catch-up (ABC), a parenting intervention, altered the attachment representations of parents (average age of 34.2 years) who had been referred to Child Protective Services (CPS) due to risk for child maltreatment when their children were infants. Approximately 7 years after completing the intervention, parents who had been randomized to receive ABC (n = 43) exhibited greater secure base script knowledge than parents who had been randomized to receive a control intervention (n = 51). Low-risk parents (n = 79) exhibited greater secure base script knowledge than CPS-referred parents who had received a control intervention. However, levels of secure base script knowledge did not differ between low-risk parents and CPS-referred parents who had received the ABC intervention. In addition, secure base script knowledge was positively associated with parental sensitivity during interactions with their 8-year-old children among low-risk and CPS-referred parents. Mediational analyses supported the idea that the ABC intervention enhanced parents' sensitivity 7 years later indirectly via increases in parents' secure base script knowledge. En ligne : http://dx.doi.org/10.1017/s0954579420001765 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Increasing secure base script knowledge among parents with Attachment and Biobehavioral Catch-up [Texte imprimé et/ou numérique] / K. Lee RABY, Auteur ; Theodore E. A. WATERS, Auteur ; Alexandra R. TABACHNICK, Auteur ; Lindsay ZAJAC, Auteur ; Mary DOZIER, Auteur . - 2021 . - p.554-564. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.554-564 Mots-clés : attachment representations  early intervention  parental sensitivity Index. décimale : PER Périodiques Résumé : This study evaluated whether Attachment and Biobehavioral Catch-up (ABC), a parenting intervention, altered the attachment representations of parents (average age of 34.2 years) who had been referred to Child Protective Services (CPS) due to risk for child maltreatment when their children were infants. Approximately 7 years after completing the intervention, parents who had been randomized to receive ABC (n = 43) exhibited greater secure base script knowledge than parents who had been randomized to receive a control intervention (n = 51). Low-risk parents (n = 79) exhibited greater secure base script knowledge than CPS-referred parents who had received a control intervention. However, levels of secure base script knowledge did not differ between low-risk parents and CPS-referred parents who had received the ABC intervention. In addition, secure base script knowledge was positively associated with parental sensitivity during interactions with their 8-year-old children among low-risk and CPS-referred parents. Mediational analyses supported the idea that the ABC intervention enhanced parents' sensitivity 7 years later indirectly via increases in parents' secure base script knowledge. En ligne : http://dx.doi.org/10.1017/s0954579420001765 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Risk and resilience during COVID-19: A new study in the Zigler paradigm of developmental science / Suniya S. LUTHAR in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.565-580 Titre : Risk and resilience during COVID-19: A new study in the Zigler paradigm of developmental science Type de document : Texte imprimé et/ou numérique Auteurs : Suniya S. LUTHAR, Auteur ; Ashley M. EBBERT, Auteur ; Nina L. KUMAR, Auteur Année de publication : 2021 Article en page(s) : p.565-580 Langues : Anglais (eng) Mots-clés : Adolescent  Adult  Anxiety  Covid-19  Child  Humans  Mental Health  Pandemics  SARS-CoV-2  adolescents  families  pandemic  resilience  schools Index. décimale : PER Périodiques Résumé : When children are exposed to serious life adversities, Ed Zigler believed that developmental scientists must expediently strive to illuminate the most critical directions for beneficial interventions. In this paper, we present a new study on risk and resilience on adolescents during COVID-19, bookended - in introductory and concluding discussions - by descriptions of programmatic work anchored in lessons learned from Zigler. The new study was conducted during the first two months of the pandemic, using a mixed-methods approach with a sample of over 2,000 students across five high schools. Overall, rates of clinically significant symptoms were generally lower as compared to norms documented in 2019. Multivariate regressions showed that the most robust, unique associations with teens' distress were with feelings of stress around parents and support received from them. Open ended responses to three questions highlighted concerns about schoolwork and college, but equally, emphasized worries about families' well-being, and positive outreach from school adults. The findings have recurred across subsequent school assessments, and strongly resonate with contemporary perspectives on resilience in science and policy. If serious distress is to be averted among youth under high stress, interventions must attend not just to the children's mental health but that of salient caregiving adults at home and school. The article concludes with some specific recommendations for community-based initiatives to address mental health through continued uncertainties of the pandemic. En ligne : http://dx.doi.org/10.1017/s0954579420001388 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Risk and resilience during COVID-19: A new study in the Zigler paradigm of developmental science [Texte imprimé et/ou numérique] / Suniya S. LUTHAR, Auteur ; Ashley M. EBBERT, Auteur ; Nina L. KUMAR, Auteur . - 2021 . - p.565-580. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.565-580 Mots-clés : Adolescent  Adult  Anxiety  Covid-19  Child  Humans  Mental Health  Pandemics  SARS-CoV-2  adolescents  families  pandemic  resilience  schools Index. décimale : PER Périodiques Résumé : When children are exposed to serious life adversities, Ed Zigler believed that developmental scientists must expediently strive to illuminate the most critical directions for beneficial interventions. In this paper, we present a new study on risk and resilience on adolescents during COVID-19, bookended - in introductory and concluding discussions - by descriptions of programmatic work anchored in lessons learned from Zigler. The new study was conducted during the first two months of the pandemic, using a mixed-methods approach with a sample of over 2,000 students across five high schools. Overall, rates of clinically significant symptoms were generally lower as compared to norms documented in 2019. Multivariate regressions showed that the most robust, unique associations with teens' distress were with feelings of stress around parents and support received from them. Open ended responses to three questions highlighted concerns about schoolwork and college, but equally, emphasized worries about families' well-being, and positive outreach from school adults. The findings have recurred across subsequent school assessments, and strongly resonate with contemporary perspectives on resilience in science and policy. If serious distress is to be averted among youth under high stress, interventions must attend not just to the children's mental health but that of salient caregiving adults at home and school. The article concludes with some specific recommendations for community-based initiatives to address mental health through continued uncertainties of the pandemic. En ligne : http://dx.doi.org/10.1017/s0954579420001388 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Confía en mí, Confío en ti: Applying developmental theory to mitigate sociocultural risk in Latinx families / Jessica L. BORELLI in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.581-597 Titre : Confía en mí, Confío en ti: Applying developmental theory to mitigate sociocultural risk in Latinx families Type de document : Texte imprimé et/ou numérique Auteurs : Jessica L. BORELLI, Auteur ; Tuppett M. YATES, Auteur ; Hannah K. HECHT, Auteur ; Breana R. CERVANTES, Auteur ; Lyric N. RUSSO, Auteur ; Jose ARREOLA, Auteur ; Francisca LEAL, Auteur ; Gina TORRES, Auteur ; Nancy GUERRA, Auteur Année de publication : 2021 Article en page(s) : p.581-597 Langues : Anglais (eng) Mots-clés : Latinx  attachment  intervention  promotoras  reflective functioning Index. décimale : PER Périodiques Résumé : Ed Zigler was a champion for underprivileged youth, one who worked alongside communities to fight for long-lasting systemic changes that were informed by his lifespan and ecological perspective on the development of the whole child. This paper reports on the development, implementation, and preliminary outcomes of an intervention that embodied the Zigler approach by adopting a community participatory research lens to integrate complementary insights across community-based providers (promotoras), Latinx immigrant families, and developmental psychologists in the service of promoting parent-child relationship quality and preventing youth aggression and violence. Analyses from the first 112 Latinx mother-youth dyad participants (46% female children, ages 8-17) in the resultant, Confía en mí, Confío en ti, eight-week intervention revealed significant pre-post increases in purported mechanisms of change (i.e., attachment security, reflective functioning) and early intervention outcomes (i.e., depressive, anxiety, and externalizing problems). Treatment responses varied by youth age. A case analysis illustrated the lived experiences of the women and children served by this intervention. We discuss future directions for the program, as well as challenges to its sustainability. Finally, we consider Ed's legacy as we discuss the contributions of this work to developmental science and our understanding of attachment relationships among low-income immigrant Latinx families. En ligne : http://dx.doi.org/10.1017/s0954579420001364 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Confía en mí, Confío en ti: Applying developmental theory to mitigate sociocultural risk in Latinx families [Texte imprimé et/ou numérique] / Jessica L. BORELLI, Auteur ; Tuppett M. YATES, Auteur ; Hannah K. HECHT, Auteur ; Breana R. CERVANTES, Auteur ; Lyric N. RUSSO, Auteur ; Jose ARREOLA, Auteur ; Francisca LEAL, Auteur ; Gina TORRES, Auteur ; Nancy GUERRA, Auteur . - 2021 . - p.581-597. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.581-597 Mots-clés : Latinx  attachment  intervention  promotoras  reflective functioning Index. décimale : PER Périodiques Résumé : Ed Zigler was a champion for underprivileged youth, one who worked alongside communities to fight for long-lasting systemic changes that were informed by his lifespan and ecological perspective on the development of the whole child. This paper reports on the development, implementation, and preliminary outcomes of an intervention that embodied the Zigler approach by adopting a community participatory research lens to integrate complementary insights across community-based providers (promotoras), Latinx immigrant families, and developmental psychologists in the service of promoting parent-child relationship quality and preventing youth aggression and violence. Analyses from the first 112 Latinx mother-youth dyad participants (46% female children, ages 8-17) in the resultant, Confía en mí, Confío en ti, eight-week intervention revealed significant pre-post increases in purported mechanisms of change (i.e., attachment security, reflective functioning) and early intervention outcomes (i.e., depressive, anxiety, and externalizing problems). Treatment responses varied by youth age. A case analysis illustrated the lived experiences of the women and children served by this intervention. We discuss future directions for the program, as well as challenges to its sustainability. Finally, we consider Ed's legacy as we discuss the contributions of this work to developmental science and our understanding of attachment relationships among low-income immigrant Latinx families. En ligne : http://dx.doi.org/10.1017/s0954579420001364 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Building Healthy Children: A preventive intervention for high-risk young families / Elizabeth M. DEMEUSY in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.598-613 Titre : Building Healthy Children: A preventive intervention for high-risk young families Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth M. DEMEUSY, Auteur ; Elizabeth D. HANDLEY, Auteur ; Jody TODD MANLY, Auteur ; Robin STURM, Auteur ; Sheree L. TOTH, Auteur Année de publication : 2021 Article en page(s) : p.598-613 Langues : Anglais (eng) Mots-clés : Building Healthy Children  child behavior  home visiting  preventive intervention  young mothers Index. décimale : PER Périodiques Résumé : The Building Healthy Children (BHC) home-visiting preventive intervention was designed to provide concrete support and evidence-based intervention to young mothers and their infants who were at heightened risk for child maltreatment and poor developmental outcomes. This paper presents two studies examining the short- and long-term effectiveness of this program at promoting positive parenting and maternal mental health, while preventing child maltreatment and harsh parenting. It also examines the intervention's sustained effect on child symptomatology and self-regulation. At baseline, young mothers and their infants were randomly assigned to receive BHC or Enhanced Community Standard. Families were assessed longitudinally across four time points. Data were also collected from the child's teacher at follow-up. Mothers who received BHC evidenced significant reductions in depressive symptoms at mid-intervention, which was associated with improvements in parenting self-efficacy and stress as well as decreased child internalizing and externalizing symptoms at postintervention. The follow-up study found that BHC mothers exhibited less harsh and inconsistent parenting, and marginally less psychological aggression. BHC children also exhibited less externalizing behavior and self-regulatory difficulties across parent and teacher report. Following the impactful legacy of Dr. Edward Zigler, these findings underline the importance of early, evidence-based prevention to promote well-being in high-risk children and families. En ligne : http://dx.doi.org/10.1017/s0954579420001625 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Building Healthy Children: A preventive intervention for high-risk young families [Texte imprimé et/ou numérique] / Elizabeth M. DEMEUSY, Auteur ; Elizabeth D. HANDLEY, Auteur ; Jody TODD MANLY, Auteur ; Robin STURM, Auteur ; Sheree L. TOTH, Auteur . - 2021 . - p.598-613. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.598-613 Mots-clés : Building Healthy Children  child behavior  home visiting  preventive intervention  young mothers Index. décimale : PER Périodiques Résumé : The Building Healthy Children (BHC) home-visiting preventive intervention was designed to provide concrete support and evidence-based intervention to young mothers and their infants who were at heightened risk for child maltreatment and poor developmental outcomes. This paper presents two studies examining the short- and long-term effectiveness of this program at promoting positive parenting and maternal mental health, while preventing child maltreatment and harsh parenting. It also examines the intervention's sustained effect on child symptomatology and self-regulation. At baseline, young mothers and their infants were randomly assigned to receive BHC or Enhanced Community Standard. Families were assessed longitudinally across four time points. Data were also collected from the child's teacher at follow-up. Mothers who received BHC evidenced significant reductions in depressive symptoms at mid-intervention, which was associated with improvements in parenting self-efficacy and stress as well as decreased child internalizing and externalizing symptoms at postintervention. The follow-up study found that BHC mothers exhibited less harsh and inconsistent parenting, and marginally less psychological aggression. BHC children also exhibited less externalizing behavior and self-regulatory difficulties across parent and teacher report. Following the impactful legacy of Dr. Edward Zigler, these findings underline the importance of early, evidence-based prevention to promote well-being in high-risk children and families. En ligne : http://dx.doi.org/10.1017/s0954579420001625 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Resilience-promoting policies and contexts for children of color in the United States: Existing research and future priorities / Natalie SLOPEN in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.614-624 Titre : Resilience-promoting policies and contexts for children of color in the United States: Existing research and future priorities Type de document : Texte imprimé et/ou numérique Auteurs : Natalie SLOPEN, Auteur ; David R. WILLIAMS, Auteur Année de publication : 2021 Article en page(s) : p.614-624 Langues : Anglais (eng) Mots-clés : adolescents  children  health disparities  interventions  racism  resilience Index. décimale : PER Périodiques Résumé : The health status of children in the United States varies by racial and ethnic, shaped by an interrelated set of systems that disadvantage children of color in the United States. In this article, we argue for a broad view of resilience, in both research and policy, that views resilience not just as a property of individuals but also as a characteristic of social contexts and policies. Accordingly, we describe the empirical evidence for policies and contexts as factors that can improve health among children and families that are deprived of equal opportunities and resources due to structural racism. We discuss the evidence and opportunities for policies and interventions across a variety of societal systems, including programs to promote economic and food security, early education, health care, and the neighborhood and community context. Based on this evidence and other research on racism and resilience, we conclude by outlining some directions for future research. En ligne : http://dx.doi.org/10.1017/s095457942000173x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Resilience-promoting policies and contexts for children of color in the United States: Existing research and future priorities [Texte imprimé et/ou numérique] / Natalie SLOPEN, Auteur ; David R. WILLIAMS, Auteur . - 2021 . - p.614-624. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.614-624 Mots-clés : adolescents  children  health disparities  interventions  racism  resilience Index. décimale : PER Périodiques Résumé : The health status of children in the United States varies by racial and ethnic, shaped by an interrelated set of systems that disadvantage children of color in the United States. In this article, we argue for a broad view of resilience, in both research and policy, that views resilience not just as a property of individuals but also as a characteristic of social contexts and policies. Accordingly, we describe the empirical evidence for policies and contexts as factors that can improve health among children and families that are deprived of equal opportunities and resources due to structural racism. We discuss the evidence and opportunities for policies and interventions across a variety of societal systems, including programs to promote economic and food security, early education, health care, and the neighborhood and community context. Based on this evidence and other research on racism and resilience, we conclude by outlining some directions for future research. En ligne : http://dx.doi.org/10.1017/s095457942000173x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Seeing the forest and the trees: Disentangling autism phenotypes in the age of DSM-5 / Fred R. VOLKMAR in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.625-633 Titre : Seeing the forest and the trees: Disentangling autism phenotypes in the age of DSM-5 Type de document : Texte imprimé et/ou numérique Auteurs : Fred R. VOLKMAR, Auteur ; Marc WOODBURY-SMITH, Auteur ; Suzanne L. MACARI, Auteur ; Roald A. ØIEN, Auteur Année de publication : 2021 Article en page(s) : p.625-633 Langues : Anglais (eng) Mots-clés : Asperger syndrome  autism spectrum disorder  broader autism phenotype  diagnosis Index. décimale : PER Périodiques Résumé : This paper, written in honor of Professor Ed Zigler, focuses on some of the themes in developmental disabilities research that were so central to his work. It has now been nearly 80 years since Leo Kanner first identified the prototypic form - early infantile autism - of what is now autism spectrum disorder. In this article we summarize the development of the concept and the important accumulation of knowledge over time that has now led us to the recognition of a broader autism phenotype just as, at the same time, the current official diagnostic system in the USA has narrowed the concept. We also address current controversies regarding autism as the diagnosis is impacted by age and developmental factors, gender, and cultural issues. In parallel to the work on intellectual deficiency and development pioneered by Zigler and his colleagues, we summarize some of the challenges for the years ahead. En ligne : http://dx.doi.org/10.1017/s0954579420002047 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Seeing the forest and the trees: Disentangling autism phenotypes in the age of DSM-5 [Texte imprimé et/ou numérique] / Fred R. VOLKMAR, Auteur ; Marc WOODBURY-SMITH, Auteur ; Suzanne L. MACARI, Auteur ; Roald A. ØIEN, Auteur . - 2021 . - p.625-633. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.625-633 Mots-clés : Asperger syndrome  autism spectrum disorder  broader autism phenotype  diagnosis Index. décimale : PER Périodiques Résumé : This paper, written in honor of Professor Ed Zigler, focuses on some of the themes in developmental disabilities research that were so central to his work. It has now been nearly 80 years since Leo Kanner first identified the prototypic form - early infantile autism - of what is now autism spectrum disorder. In this article we summarize the development of the concept and the important accumulation of knowledge over time that has now led us to the recognition of a broader autism phenotype just as, at the same time, the current official diagnostic system in the USA has narrowed the concept. We also address current controversies regarding autism as the diagnosis is impacted by age and developmental factors, gender, and cultural issues. In parallel to the work on intellectual deficiency and development pioneered by Zigler and his colleagues, we summarize some of the challenges for the years ahead. En ligne : http://dx.doi.org/10.1017/s0954579420002047 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Addressing challenging behaviors in challenging environments: Findings from Ohio's early childhood mental health consultation system / Chin R. REYES in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.634-646 Titre : Addressing challenging behaviors in challenging environments: Findings from Ohio's early childhood mental health consultation system Type de document : Texte imprimé et/ou numérique Auteurs : Chin R. REYES, Auteur ; Walter S. GILLIAM, Auteur Année de publication : 2021 Article en page(s) : p.634-646 Langues : Anglais (eng) Mots-clés : Edward Zigler  behavioral outcomes  early childhood education  early childhood mental health consultation  preschool children  preschool expulsion Index. décimale : PER Périodiques Résumé : Early childhood mental health consultation (ECMHC) has been promoted by the federal government as a promising model for reducing early childhood expulsions and suspensions and is now implemented by numerous states. Despite growing ECMHC proliferation, this study is only the second randomized controlled trial of ECMHC, extending the methodologies of the first to include assessment of effects on random peers. Classrooms were assigned randomly to treatment or waitlist-control condition (n = 51 classrooms, 57 preschool teachers, and 190 preschoolers). Evaluation measures were collected at both pretreatment and posttreatment, following approximately six consultation visits. Classroom and teacher outcomes were evaluated with ordinary least squares regressions, while hierarchical linear modeling was used to evaluate child-level outcomes, accounting for the nested study design. Treatment children (both the target children who prompted the referral for ECMHC and random peers) evidenced significant improvements in social and emotional skills. Promising trend findings were noted for child behavior problem reduction and teacher pedagogical approach and locus of control. No significant effects were found on likelihood of expulsion and classroom mental health climate. This is the first ECMHC to demonstrate effects on nontarget peers in a rigorous randomized controlled trial. Programmatic and methodologic limitations and implications are discussed. En ligne : http://dx.doi.org/10.1017/s0954579420001790 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Addressing challenging behaviors in challenging environments: Findings from Ohio's early childhood mental health consultation system [Texte imprimé et/ou numérique] / Chin R. REYES, Auteur ; Walter S. GILLIAM, Auteur . - 2021 . - p.634-646. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.634-646 Mots-clés : Edward Zigler  behavioral outcomes  early childhood education  early childhood mental health consultation  preschool children  preschool expulsion Index. décimale : PER Périodiques Résumé : Early childhood mental health consultation (ECMHC) has been promoted by the federal government as a promising model for reducing early childhood expulsions and suspensions and is now implemented by numerous states. Despite growing ECMHC proliferation, this study is only the second randomized controlled trial of ECMHC, extending the methodologies of the first to include assessment of effects on random peers. Classrooms were assigned randomly to treatment or waitlist-control condition (n = 51 classrooms, 57 preschool teachers, and 190 preschoolers). Evaluation measures were collected at both pretreatment and posttreatment, following approximately six consultation visits. Classroom and teacher outcomes were evaluated with ordinary least squares regressions, while hierarchical linear modeling was used to evaluate child-level outcomes, accounting for the nested study design. Treatment children (both the target children who prompted the referral for ECMHC and random peers) evidenced significant improvements in social and emotional skills. Promising trend findings were noted for child behavior problem reduction and teacher pedagogical approach and locus of control. No significant effects were found on likelihood of expulsion and classroom mental health climate. This is the first ECMHC to demonstrate effects on nontarget peers in a rigorous randomized controlled trial. Programmatic and methodologic limitations and implications are discussed. En ligne : http://dx.doi.org/10.1017/s0954579420001790 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

The Connection Project: Changing the peer environment to improve outcomes for marginalized adolescents / Joseph P. ALLEN in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.647-657 Titre : The Connection Project: Changing the peer environment to improve outcomes for marginalized adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Joseph P. ALLEN, Auteur ; Rachel K. NARR, Auteur ; Alison G. NAGEL, Auteur ; Meghan A. COSTELLO, Auteur ; Karen GUSKIN, Auteur Année de publication : 2021 Article en page(s) : p.647-657 Langues : Anglais (eng) Mots-clés : academic engagement  adolescent peer relationships  depressive symptoms  school-based intervention  social–emotional learning Index. décimale : PER Périodiques Résumé : This study evaluated a school-based intervention to enhance adolescent peer relationships and improve functional outcomes, building upon Ed Zigler's seminal contribution in recognizing the potential of academic contexts to enhance social and emotional development. Adolescents (N = 610) primarily from economically or racially/ethnically marginalized groups were assessed preintervention, postintervention, and at 4-month follow-up in a randomized controlled trial. At program completion, intervention participants reported significantly increased quality of peer relationships; by 4-month follow-up, this increased quality was also observable by peers outside of the program, and program participants also displayed higher levels of academic engagement and lower levels of depressive symptoms. These latter effects appear to have potentially been mediated via participants' increased use of social support. The potential of the Connection Project intervention specifically, and of broader efforts to activate adolescent peer relationships as potent sources of social support and growth more generally within the secondary school context, is discussed. En ligne : http://dx.doi.org/10.1017/s0954579419001731 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] The Connection Project: Changing the peer environment to improve outcomes for marginalized adolescents [Texte imprimé et/ou numérique] / Joseph P. ALLEN, Auteur ; Rachel K. NARR, Auteur ; Alison G. NAGEL, Auteur ; Meghan A. COSTELLO, Auteur ; Karen GUSKIN, Auteur . - 2021 . - p.647-657. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.647-657 Mots-clés : academic engagement  adolescent peer relationships  depressive symptoms  school-based intervention  social–emotional learning Index. décimale : PER Périodiques Résumé : This study evaluated a school-based intervention to enhance adolescent peer relationships and improve functional outcomes, building upon Ed Zigler's seminal contribution in recognizing the potential of academic contexts to enhance social and emotional development. Adolescents (N = 610) primarily from economically or racially/ethnically marginalized groups were assessed preintervention, postintervention, and at 4-month follow-up in a randomized controlled trial. At program completion, intervention participants reported significantly increased quality of peer relationships; by 4-month follow-up, this increased quality was also observable by peers outside of the program, and program participants also displayed higher levels of academic engagement and lower levels of depressive symptoms. These latter effects appear to have potentially been mediated via participants' increased use of social support. The potential of the Connection Project intervention specifically, and of broader efforts to activate adolescent peer relationships as potent sources of social support and growth more generally within the secondary school context, is discussed. En ligne : http://dx.doi.org/10.1017/s0954579419001731 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

From early care and education to adult problem behaviors: A prevention pathway through after-school organized activities / Deborah L. VANDELL in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.658-669 Titre : From early care and education to adult problem behaviors: A prevention pathway through after-school organized activities Type de document : Texte imprimé et/ou numérique Auteurs : Deborah L. VANDELL, Auteur ; Sandra D. SIMPKINS, Auteur ; Yangyang LIU, Auteur Année de publication : 2021 Article en page(s) : p.658-669 Langues : Anglais (eng) Mots-clés : behavior problems  childcare  early care and education  organized activities Index. décimale : PER Périodiques Résumé : Motivated by Edward Zigler's proposition that programs serving children (birth through 12 years) can have long-term effects on well-being and development, we used data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (N = 1,258) to test two pathways by which early care and education (ECE) are linked to after-school organized activities in middle childhood and to problem behaviors in late adolescence and adulthood. In support of an activities pathway, we found children with more ECE hours and more epochs in center-based ECE settings from 1 to 54 months had more epochs in after-school organized activities from kindergarten to 5th grade, which then predicted less impulsivity and less police contact at age 26. In support of a child pathway, we found that more ECE hours and more epochs in center-based ECE settings were linked to externalizing problems in early childhood, which then predicted higher problem behaviors in middle childhood, late adolescence, and adulthood. Together, these pathways underscored the potential of direct and indirect links of ECE and after-school organized activities in relation to later development. En ligne : http://dx.doi.org/10.1017/s0954579420001376 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] From early care and education to adult problem behaviors: A prevention pathway through after-school organized activities [Texte imprimé et/ou numérique] / Deborah L. VANDELL, Auteur ; Sandra D. SIMPKINS, Auteur ; Yangyang LIU, Auteur . - 2021 . - p.658-669. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.658-669 Mots-clés : behavior problems  childcare  early care and education  organized activities Index. décimale : PER Périodiques Résumé : Motivated by Edward Zigler's proposition that programs serving children (birth through 12 years) can have long-term effects on well-being and development, we used data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (N = 1,258) to test two pathways by which early care and education (ECE) are linked to after-school organized activities in middle childhood and to problem behaviors in late adolescence and adulthood. In support of an activities pathway, we found children with more ECE hours and more epochs in center-based ECE settings from 1 to 54 months had more epochs in after-school organized activities from kindergarten to 5th grade, which then predicted less impulsivity and less police contact at age 26. In support of a child pathway, we found that more ECE hours and more epochs in center-based ECE settings were linked to externalizing problems in early childhood, which then predicted higher problem behaviors in middle childhood, late adolescence, and adulthood. Together, these pathways underscored the potential of direct and indirect links of ECE and after-school organized activities in relation to later development. En ligne : http://dx.doi.org/10.1017/s0954579420001376 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Leveraging the developmental science of psychosocial risk to strengthen youth psychotherapy / Rachel A. VAUGHN-COAXUM in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.670-683 Titre : Leveraging the developmental science of psychosocial risk to strengthen youth psychotherapy Type de document : Texte imprimé et/ou numérique Auteurs : Rachel A. VAUGHN-COAXUM, Auteur ; John R. WEISZ, Auteur Année de publication : 2021 Article en page(s) : p.670-683 Langues : Anglais (eng) Mots-clés : child  childhood adversity  psychopathology  psychotherapy outcomes  risk factors Index. décimale : PER Périodiques Résumé : More than 50 years of randomized clinical trials for youth psychotherapies have resulted in moderate effect sizes for treatments targeting the most common mental health problems in children and adolescents (i.e., anxiety, depression, conduct problems, and attention disorders). Despite having psychotherapies that are effective for many children, there has been a dearth of progress in identifying the contextual factors that likely influence who will respond to a given psychotherapy, and under what conditions. The developmental psychopathology evidence base consistently demonstrates that psychosocial risk exposures (e.g., childhood adversities, interpersonal stressors, family dysfunction) significantly influence the onset and course of youth psychopathology. However, the developmental psychopathology framework remains to be well integrated into treatment development and psychotherapy research. We argue that advances in basic developmental psychopathology research carry promising implications for the design and content of youth psychotherapies. Research probing the effects of psychosocial risks on youth development can enrich efforts to identify contextual factors in psychotherapy effectiveness and to personalize treatment. In this article we review empirically supported and hypothesized influences of individual- and family-level risk factors on youth psychotherapy outcomes, and we propose a framework for leveraging developmental psychopathology to strengthen psychotherapies. En ligne : http://dx.doi.org/10.1017/s0954579420002035 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Leveraging the developmental science of psychosocial risk to strengthen youth psychotherapy [Texte imprimé et/ou numérique] / Rachel A. VAUGHN-COAXUM, Auteur ; John R. WEISZ, Auteur . - 2021 . - p.670-683. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.670-683 Mots-clés : child  childhood adversity  psychopathology  psychotherapy outcomes  risk factors Index. décimale : PER Périodiques Résumé : More than 50 years of randomized clinical trials for youth psychotherapies have resulted in moderate effect sizes for treatments targeting the most common mental health problems in children and adolescents (i.e., anxiety, depression, conduct problems, and attention disorders). Despite having psychotherapies that are effective for many children, there has been a dearth of progress in identifying the contextual factors that likely influence who will respond to a given psychotherapy, and under what conditions. The developmental psychopathology evidence base consistently demonstrates that psychosocial risk exposures (e.g., childhood adversities, interpersonal stressors, family dysfunction) significantly influence the onset and course of youth psychopathology. However, the developmental psychopathology framework remains to be well integrated into treatment development and psychotherapy research. We argue that advances in basic developmental psychopathology research carry promising implications for the design and content of youth psychotherapies. Research probing the effects of psychosocial risks on youth development can enrich efforts to identify contextual factors in psychotherapy effectiveness and to personalize treatment. In this article we review empirically supported and hypothesized influences of individual- and family-level risk factors on youth psychotherapy outcomes, and we propose a framework for leveraging developmental psychopathology to strengthen psychotherapies. En ligne : http://dx.doi.org/10.1017/s0954579420002035 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Vulnerability and resiliency implications of human capital and linked inequality presence denial perspectives: Acknowledging Zigler's contributions to child well-being / Bronwyn NICHOLS LODATO in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.684-699 Titre : Vulnerability and resiliency implications of human capital and linked inequality presence denial perspectives: Acknowledging Zigler's contributions to child well-being Type de document : Texte imprimé et/ou numérique Auteurs : Bronwyn NICHOLS LODATO, Auteur ; Jennifer HALL, Auteur ; Margaret BEALE SPENCER, Auteur Année de publication : 2021 Article en page(s) : p.684-699 Langues : Anglais (eng) Mots-clés : Covid-19  Child  Child Development  Child Health  Child, Preschool  Female  Humans  Poverty  SARS-CoV-2  human development  identity  inequality  vulnerability Index. décimale : PER Périodiques Résumé : Edward Zigler's groundbreaking research on child development resulted in the historic Head Start program. It is useful to examine the theoretical implications of his work by applying a human development theoretical perspective. Phenomenological variant of ecological systems theory (PVEST) is a strengths-based theoretical framework that engages the variability of resource access and coping strategies that promote positive identity development for diverse children. While skill acquisition is a key focus of human capital theory's engagement of early childhood needs, this article highlights the on-going status of human vulnerability that undergirds identity development over the life course. The authors note that "inequality presence denial" combines with high-risk contexts, framed by geography and psychohistoric moments (e.g., The Great Recession, COVID-19), to alter diverse children's developmental pathways. The acknowledgement of "morbid risk" motivates the urgency for research that builds upon Zigler's innovations and privileges human development imperatives. The case study explores these concepts by examining the challenges and assets available to mothers in a low-income community. The article's closing notes developments in the field of economics that ameliorate human capital theory's conceptual limitations, underscoring human development's theoretical strength in motivating research and policies that are maximally responsive to children's positive identity development. En ligne : http://dx.doi.org/10.1017/s0954579420001893 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Vulnerability and resiliency implications of human capital and linked inequality presence denial perspectives: Acknowledging Zigler's contributions to child well-being [Texte imprimé et/ou numérique] / Bronwyn NICHOLS LODATO, Auteur ; Jennifer HALL, Auteur ; Margaret BEALE SPENCER, Auteur . - 2021 . - p.684-699. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.684-699 Mots-clés : Covid-19  Child  Child Development  Child Health  Child, Preschool  Female  Humans  Poverty  SARS-CoV-2  human development  identity  inequality  vulnerability Index. décimale : PER Périodiques Résumé : Edward Zigler's groundbreaking research on child development resulted in the historic Head Start program. It is useful to examine the theoretical implications of his work by applying a human development theoretical perspective. Phenomenological variant of ecological systems theory (PVEST) is a strengths-based theoretical framework that engages the variability of resource access and coping strategies that promote positive identity development for diverse children. While skill acquisition is a key focus of human capital theory's engagement of early childhood needs, this article highlights the on-going status of human vulnerability that undergirds identity development over the life course. The authors note that "inequality presence denial" combines with high-risk contexts, framed by geography and psychohistoric moments (e.g., The Great Recession, COVID-19), to alter diverse children's developmental pathways. The acknowledgement of "morbid risk" motivates the urgency for research that builds upon Zigler's innovations and privileges human development imperatives. The case study explores these concepts by examining the challenges and assets available to mothers in a low-income community. The article's closing notes developments in the field of economics that ameliorate human capital theory's conceptual limitations, underscoring human development's theoretical strength in motivating research and policies that are maximally responsive to children's positive identity development. En ligne : http://dx.doi.org/10.1017/s0954579420001893 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Crossroads in juvenile justice: The impact of initial processing decision on youth 5 years after first arrest / Elizabeth CAUFFMAN in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.700-713 Titre : Crossroads in juvenile justice: The impact of initial processing decision on youth 5 years after first arrest Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth CAUFFMAN, Auteur ; Jordan BEARDSLEE, Auteur ; Adam FINE, Auteur ; Paul J. FRICK, Auteur ; Laurence STEINBERG, Auteur Année de publication : 2021 Article en page(s) : p.700-713 Langues : Anglais (eng) Mots-clés : adolescence  diversion  inverse probability weighting  juvenile justice policy  processing decision  recidivism  risk-taking  social policy Index. décimale : PER Périodiques Résumé : The current study advances past research by studying the impact of juvenile justice decision making with a geographically and ethnically diverse sample (N = 1,216) of adolescent boys (ages 13-17 years) for the 5 years following their first arrest. Importantly, all youth in the study were arrested for an eligible offense of moderate severity (e.g., assault, theft) to evaluate whether the initial decision to formally (i.e., sentenced before a judge) or informally (i.e., diverted to community service) process the youth led to differences in outcomes. The current study also advanced past research by using a statistical approach that controlled for a host of potential preexisting vulnerabilities that could influence both the processing decision and the youth's outcomes. Our findings indicated that youth who were formally processed during adolescence were more likely to be re-arrested, more likely to be incarcerated, engaged in more violence, reported a greater affiliation with delinquent peers, reported lower school enrollment, were less likely to graduate high school within 5 years, reported less ability to suppress aggression, and had lower perceptions of opportunities than informally processed youth. Importantly, these findings were not moderated by the age of the youth at his first arrest or his race and ethnicity. These results have important implications for juvenile justice policy by indicating that formally processing youth not only is costly, but it can reduce public safety and reduce the adolescent's later potential contributions to society. En ligne : http://dx.doi.org/10.1017/s095457942000200x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Crossroads in juvenile justice: The impact of initial processing decision on youth 5 years after first arrest [Texte imprimé et/ou numérique] / Elizabeth CAUFFMAN, Auteur ; Jordan BEARDSLEE, Auteur ; Adam FINE, Auteur ; Paul J. FRICK, Auteur ; Laurence STEINBERG, Auteur . - 2021 . - p.700-713. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.700-713 Mots-clés : adolescence  diversion  inverse probability weighting  juvenile justice policy  processing decision  recidivism  risk-taking  social policy Index. décimale : PER Périodiques Résumé : The current study advances past research by studying the impact of juvenile justice decision making with a geographically and ethnically diverse sample (N = 1,216) of adolescent boys (ages 13-17 years) for the 5 years following their first arrest. Importantly, all youth in the study were arrested for an eligible offense of moderate severity (e.g., assault, theft) to evaluate whether the initial decision to formally (i.e., sentenced before a judge) or informally (i.e., diverted to community service) process the youth led to differences in outcomes. The current study also advanced past research by using a statistical approach that controlled for a host of potential preexisting vulnerabilities that could influence both the processing decision and the youth's outcomes. Our findings indicated that youth who were formally processed during adolescence were more likely to be re-arrested, more likely to be incarcerated, engaged in more violence, reported a greater affiliation with delinquent peers, reported lower school enrollment, were less likely to graduate high school within 5 years, reported less ability to suppress aggression, and had lower perceptions of opportunities than informally processed youth. Importantly, these findings were not moderated by the age of the youth at his first arrest or his race and ethnicity. These results have important implications for juvenile justice policy by indicating that formally processing youth not only is costly, but it can reduce public safety and reduce the adolescent's later potential contributions to society. En ligne : http://dx.doi.org/10.1017/s095457942000200x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

A bioecocultural approach to supporting adolescent mothers and their young children in conflict-affected contexts / Alice J. WUERMLI in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.714-726 Titre : A bioecocultural approach to supporting adolescent mothers and their young children in conflict-affected contexts Type de document : Texte imprimé et/ou numérique Auteurs : Alice J. WUERMLI, Auteur ; Hirokazu YOSHIKAWA, Auteur ; Paul D. HASTINGS, Auteur Année de publication : 2021 Article en page(s) : p.714-726 Langues : Anglais (eng) Mots-clés : adolescent mothers  adolescent pregnancy  conflict  culture  humanitarian  intervention  low- and middle-income countries  resilience  stress Index. décimale : PER Périodiques Résumé : An estimated 12 million girls aged 15-19 years, and 777,000 girls younger than 15 give birth globally each year. Contexts of war and displacement increase the likelihood of early marriage and childbearing. Given the developmentally sensitive periods of early childhood and adolescence, adolescent motherhood in conflict-affected contexts may put a family at risk intergenerationally. We propose that the specifics of normative neuroendocrine development during adolescence, including increased sensitivity to stress, pose additional risks to adolescent girls and their young children in the face of war and displacement, with potential lifelong consequences for health and development. This paper proposes a developmental, dual-generational framework for research and policies to better understand and address the needs of adolescent mothers and their small children. We draw from the literature on developmental stress physiology, adolescent parenthood in contexts of war and displacement internationally, and developmental cultural neurobiology. We also identify culturally meaningful sources of resilience and provide a review of the existing literature on interventions supporting adolescent mothers and their offspring. We aim to honor Edward Zigler's groundbreaking life and career by integrating basic developmental science with applied intervention and policy. En ligne : http://dx.doi.org/10.1017/s095457942000156x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] A bioecocultural approach to supporting adolescent mothers and their young children in conflict-affected contexts [Texte imprimé et/ou numérique] / Alice J. WUERMLI, Auteur ; Hirokazu YOSHIKAWA, Auteur ; Paul D. HASTINGS, Auteur . - 2021 . - p.714-726. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.714-726 Mots-clés : adolescent mothers  adolescent pregnancy  conflict  culture  humanitarian  intervention  low- and middle-income countries  resilience  stress Index. décimale : PER Périodiques Résumé : An estimated 12 million girls aged 15-19 years, and 777,000 girls younger than 15 give birth globally each year. Contexts of war and displacement increase the likelihood of early marriage and childbearing. Given the developmentally sensitive periods of early childhood and adolescence, adolescent motherhood in conflict-affected contexts may put a family at risk intergenerationally. We propose that the specifics of normative neuroendocrine development during adolescence, including increased sensitivity to stress, pose additional risks to adolescent girls and their young children in the face of war and displacement, with potential lifelong consequences for health and development. This paper proposes a developmental, dual-generational framework for research and policies to better understand and address the needs of adolescent mothers and their small children. We draw from the literature on developmental stress physiology, adolescent parenthood in contexts of war and displacement internationally, and developmental cultural neurobiology. We also identify culturally meaningful sources of resilience and provide a review of the existing literature on interventions supporting adolescent mothers and their offspring. We aim to honor Edward Zigler's groundbreaking life and career by integrating basic developmental science with applied intervention and policy. En ligne : http://dx.doi.org/10.1017/s095457942000156x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Choices, challenges, and constraints: a pragmatic examination of the limits of mental age matching in empirical research / N. RUSSO in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.727-738 Titre : Choices, challenges, and constraints: a pragmatic examination of the limits of mental age matching in empirical research Type de document : Texte imprimé et/ou numérique Auteurs : N. RUSSO, Auteur ; Elizabeth A. KAPLAN-KAHN, Auteur ; J. WILSON, Auteur ; A. CRISS, Auteur ; Jacob A. BURACK, Auteur Année de publication : 2021 Article en page(s) : p.727-738 Langues : Anglais (eng) Mots-clés : Iq  developmental approach  intellectual disability  mental age matching Index. décimale : PER Périodiques Résumé : The work of Ed Zigler spans decades of research all singularly dedicated to using science to improve the lives of children facing different challenges. The focus of this article is on one of Zigler's numerous lines of work: advocating for the practice of mental age (MA) matching in empirical research, wherein groups of individuals are matched on the basis of developmental level, rather than chronological age. While MA matching practices represented a paradigm shift that provided the seeds from which the developmental approach to developmental disability sprouted, it is not without its own limits. Here, we examine and test the underlying assumption of linearity inherent in MA matching using three commonly used IQ measures. Results provide practical constraints of using MA matching, a solution which we hope refines future clinical and empirical practices, furthering Zigler's legacy of continued commitment to compassionate, meaningful, and rigorous science in the service of children. En ligne : http://dx.doi.org/10.1017/s0954579420001480 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Choices, challenges, and constraints: a pragmatic examination of the limits of mental age matching in empirical research [Texte imprimé et/ou numérique] / N. RUSSO, Auteur ; Elizabeth A. KAPLAN-KAHN, Auteur ; J. WILSON, Auteur ; A. CRISS, Auteur ; Jacob A. BURACK, Auteur . - 2021 . - p.727-738. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.727-738 Mots-clés : Iq  developmental approach  intellectual disability  mental age matching Index. décimale : PER Périodiques Résumé : The work of Ed Zigler spans decades of research all singularly dedicated to using science to improve the lives of children facing different challenges. The focus of this article is on one of Zigler's numerous lines of work: advocating for the practice of mental age (MA) matching in empirical research, wherein groups of individuals are matched on the basis of developmental level, rather than chronological age. While MA matching practices represented a paradigm shift that provided the seeds from which the developmental approach to developmental disability sprouted, it is not without its own limits. Here, we examine and test the underlying assumption of linearity inherent in MA matching using three commonly used IQ measures. Results provide practical constraints of using MA matching, a solution which we hope refines future clinical and empirical practices, furthering Zigler's legacy of continued commitment to compassionate, meaningful, and rigorous science in the service of children. En ligne : http://dx.doi.org/10.1017/s0954579420001480 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

The dynamics of two-session interviews with suspected victims of abuse who are reluctant to make allegations / Irit HERSHKOWITZ in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.739-747 Titre : The dynamics of two-session interviews with suspected victims of abuse who are reluctant to make allegations Type de document : Texte imprimé et/ou numérique Auteurs : Irit HERSHKOWITZ, Auteur ; Michael E. LAMB, Auteur ; Uri BLASBALG, Auteur ; Yael KARNI-VISEL, Auteur Année de publication : 2021 Article en page(s) : p.739-747 Langues : Anglais (eng) Mots-clés : child abuse  forensic investigation  rapport  social support  two-session interviews Index. décimale : PER Périodiques Résumé : Supportive forensic interviews conducted in accordance with the National Institute of Child Health and Human Development Revised Protocol (RP) help many alleged victims describe abusive experiences. When children remain reluctant to make allegations, the RP guides interviewers to (a) focus on rapport building and nonsuggestive support in a first interview, and (b) plan a second interview to allow continued rapport building before exploring for possible abuse. We explored the dynamics of such two-session RP interviews. Of 204 children who remained reluctant in an initial interview, we focused on 104 who made allegations when re-interviewed a few days later. A structural equation model revealed that interviewer support during the first session predicted children's cooperation during the rapport-building phase of the second session, which, in turn, predicted more spontaneous allegations, which were associated with the interviewers' enhanced use of open-ended questions. Together, these factors mediated the effects of support on children's free recall of forensically important information. This highlighted the importance of emphasizing rapport with reluctant children, confirming that some children may need more time to build rapport even with supportive interviewers. En ligne : http://dx.doi.org/10.1017/s0954579420001820 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] The dynamics of two-session interviews with suspected victims of abuse who are reluctant to make allegations [Texte imprimé et/ou numérique] / Irit HERSHKOWITZ, Auteur ; Michael E. LAMB, Auteur ; Uri BLASBALG, Auteur ; Yael KARNI-VISEL, Auteur . - 2021 . - p.739-747. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.739-747 Mots-clés : child abuse  forensic investigation  rapport  social support  two-session interviews Index. décimale : PER Périodiques Résumé : Supportive forensic interviews conducted in accordance with the National Institute of Child Health and Human Development Revised Protocol (RP) help many alleged victims describe abusive experiences. When children remain reluctant to make allegations, the RP guides interviewers to (a) focus on rapport building and nonsuggestive support in a first interview, and (b) plan a second interview to allow continued rapport building before exploring for possible abuse. We explored the dynamics of such two-session RP interviews. Of 204 children who remained reluctant in an initial interview, we focused on 104 who made allegations when re-interviewed a few days later. A structural equation model revealed that interviewer support during the first session predicted children's cooperation during the rapport-building phase of the second session, which, in turn, predicted more spontaneous allegations, which were associated with the interviewers' enhanced use of open-ended questions. Together, these factors mediated the effects of support on children's free recall of forensically important information. This highlighted the importance of emphasizing rapport with reluctant children, confirming that some children may need more time to build rapport even with supportive interviewers. En ligne : http://dx.doi.org/10.1017/s0954579420001820 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Identifying intervention strategies for preventing the mental health consequences of childhood adversity: A modified Delphi study / Leslie R. RITH-NAJARIAN in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.748-765 Titre : Identifying intervention strategies for preventing the mental health consequences of childhood adversity: A modified Delphi study Type de document : Texte imprimé et/ou numérique Auteurs : Leslie R. RITH-NAJARIAN, Auteur ; Noah S. TRIPLETT, Auteur ; John R. WEISZ, Auteur ; Katie A. MCLAUGHLIN, Auteur Année de publication : 2021 Article en page(s) : p.748-765 Langues : Anglais (eng) Mots-clés : Delphi study  childhood adversity  intervention development  prevention  psychopathology Index. décimale : PER Périodiques Résumé : Exposure to childhood adversity is a powerful risk factor for psychopathology. Despite extensive efforts, we have not yet identified effective or scalable interventions that prevent the emergence of mental health problems in children who have experienced adversity. In this modified Delphi study, we identified intervention strategies for effectively targeting both the neurodevelopmental mechanisms linking childhood adversity and psychopathology - including heightened emotional reactivity, difficulties with emotion regulation, blunted reward processing, and social information processing biases, as well as a range of psychopathology symptoms. We iteratively synthesized information from experts in the field and relevant meta-analyses through three surveys, first with experts in intervention development, prevention, and childhood adversity (n = 32), and then within our study team (n = 8). The results produced increasing stability and good consensus on intervention strategy recommendations for specific neurodevelopmental mechanisms and symptom presentations and on strength of evidence ratings of intervention strategies targeting youth and parents. More broadly, our findings highlight how intervention decision making can be informed by meta-analyses, enhanced by aggregate group feedback, saturated before consensus, and persistently subjective or even contradictory. Ultimately, the results converged on several promising intervention strategies for prevention programming with adversity-exposed youth, which will be tested in an upcoming clinical trial. En ligne : http://dx.doi.org/10.1017/s0954579420002059 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Identifying intervention strategies for preventing the mental health consequences of childhood adversity: A modified Delphi study [Texte imprimé et/ou numérique] / Leslie R. RITH-NAJARIAN, Auteur ; Noah S. TRIPLETT, Auteur ; John R. WEISZ, Auteur ; Katie A. MCLAUGHLIN, Auteur . - 2021 . - p.748-765. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.748-765 Mots-clés : Delphi study  childhood adversity  intervention development  prevention  psychopathology Index. décimale : PER Périodiques Résumé : Exposure to childhood adversity is a powerful risk factor for psychopathology. Despite extensive efforts, we have not yet identified effective or scalable interventions that prevent the emergence of mental health problems in children who have experienced adversity. In this modified Delphi study, we identified intervention strategies for effectively targeting both the neurodevelopmental mechanisms linking childhood adversity and psychopathology - including heightened emotional reactivity, difficulties with emotion regulation, blunted reward processing, and social information processing biases, as well as a range of psychopathology symptoms. We iteratively synthesized information from experts in the field and relevant meta-analyses through three surveys, first with experts in intervention development, prevention, and childhood adversity (n = 32), and then within our study team (n = 8). The results produced increasing stability and good consensus on intervention strategy recommendations for specific neurodevelopmental mechanisms and symptom presentations and on strength of evidence ratings of intervention strategies targeting youth and parents. More broadly, our findings highlight how intervention decision making can be informed by meta-analyses, enhanced by aggregate group feedback, saturated before consensus, and persistently subjective or even contradictory. Ultimately, the results converged on several promising intervention strategies for prevention programming with adversity-exposed youth, which will be tested in an upcoming clinical trial. En ligne : http://dx.doi.org/10.1017/s0954579420002059 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444