Childhood adversity subtypes and depressive symptoms in early and late adolescence / Michelle C. ST CLAIR in Development and Psychopathology, 27-3 (August 2015)  

Public ISBD [article]  inDevelopment and Psychopathology > 27-3 (August 2015) . - p.885-899 Titre : Childhood adversity subtypes and depressive symptoms in early and late adolescence Type de document : texte imprimé Auteurs : Michelle C. ST CLAIR, Auteur ; Tim J. CROUDACE, Auteur ; Valerie J. DUNN, Auteur ; Peter B. JONES, Auteur ; Joe HERBERT, Auteur ; Ian M. GOODYER, Auteur Article en page(s) : p.885-899 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Within a longitudinal study of 1,005 adolescents, we investigated how exposure to childhood psychosocial adversities was associated with the emergence of depressive symptoms between 14 and 17 years of age. The cohort was classified into four empirically determined adversity subtypes for two age periods in childhood (0–5 and 6–11 years). One subtype reflects normative/optimal family environments (n = 692, 69%), while the other three subtypes reflect differential suboptimal family environments (aberrant parenting: n = 71, 7%; discordant: n = 185, 18%; and hazardous: n = 57, 6%). Parent-rated child temperament at 14 years and adolescent self-reported recent negative life events in early and late adolescence were included in models implementing path analysis. There were gender-differentiated associations between childhood adversity subtypes and adolescent depressive symptoms. The discordant and hazardous subtypes were associated with elevated depressive symptoms in both genders but the aberrant parenting subtype only so in girls. Across adolescence the associations between early childhood adversity and depressive symptoms diminished for boys but remained for girls. Emotional temperament was also associated with depressive symptoms in both genders, while proximal negative life events related to depressive symptoms in girls only. There may be neurodevelopmental factors that emerge in adolescence that reduce depressogenic symptoms in boys but increase such formation in girls. En ligne : http://dx.doi.org/10.1017/S0954579414000625 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Childhood adversity subtypes and depressive symptoms in early and late adolescence [texte imprimé] / Michelle C. ST CLAIR, Auteur ; Tim J. CROUDACE, Auteur ; Valerie J. DUNN, Auteur ; Peter B. JONES, Auteur ; Joe HERBERT, Auteur ; Ian M. GOODYER, Auteur . - p.885-899. Langues : Anglais (eng) in Development and Psychopathology > 27-3 (August 2015) . - p.885-899 Index. décimale : PER Périodiques Résumé : Within a longitudinal study of 1,005 adolescents, we investigated how exposure to childhood psychosocial adversities was associated with the emergence of depressive symptoms between 14 and 17 years of age. The cohort was classified into four empirically determined adversity subtypes for two age periods in childhood (0–5 and 6–11 years). One subtype reflects normative/optimal family environments (n = 692, 69%), while the other three subtypes reflect differential suboptimal family environments (aberrant parenting: n = 71, 7%; discordant: n = 185, 18%; and hazardous: n = 57, 6%). Parent-rated child temperament at 14 years and adolescent self-reported recent negative life events in early and late adolescence were included in models implementing path analysis. There were gender-differentiated associations between childhood adversity subtypes and adolescent depressive symptoms. The discordant and hazardous subtypes were associated with elevated depressive symptoms in both genders but the aberrant parenting subtype only so in girls. Across adolescence the associations between early childhood adversity and depressive symptoms diminished for boys but remained for girls. Emotional temperament was also associated with depressive symptoms in both genders, while proximal negative life events related to depressive symptoms in girls only. There may be neurodevelopmental factors that emerge in adolescence that reduce depressogenic symptoms in boys but increase such formation in girls. En ligne : http://dx.doi.org/10.1017/S0954579414000625 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

Reliability Generalization for Childhood Autism Rating Scale / Jonathan BREIDBORD in Journal of Autism and Developmental Disorders, 43-12 (December 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-12 (December 2013) . - p.2855-2865 Titre : Reliability Generalization for Childhood Autism Rating Scale Type de document : texte imprimé Auteurs : Jonathan BREIDBORD, Auteur ; Tim J. CROUDACE, Auteur Article en page(s) : p.2855-2865 Langues : Anglais (eng) Mots-clés : Internal consistency  Meta-analysis  Psychometrics  Questionnaires  Reliability generalisation  Reproducibility of results  Score stability Index. décimale : PER Périodiques Résumé : The Childhood Autism Rating Scale (CARS) is a popular behavior-observation instrument that was developed more than 34 years ago and has since been adopted in a wide variety of contexts for assessing the presence and severity of autism symptomatology in both children and adolescents. This investigation of the reliability of CARS scores involves meta-analysis and meta-regression of empirical data from reports of original research that made use of CARS between 1980 and 2012. Findings of good internal consistency (.896, 95 % CI .877–.913) and good interrater reliability (.796, 95 % CI .736–.844) support use of CARS at least in early-phase, exploratory research. Evidence of heterogeneity among literature data indicates that reliability is a property of CARS scores and is not intrinsic to the instrument itself. As the first of its kind pertaining to autism, this investigation provides guidance for reviews of other instruments’ ratings. En ligne : http://dx.doi.org/10.1007/s10803-013-1832-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] Reliability Generalization for Childhood Autism Rating Scale [texte imprimé] / Jonathan BREIDBORD, Auteur ; Tim J. CROUDACE, Auteur . - p.2855-2865. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-12 (December 2013) . - p.2855-2865 Mots-clés : Internal consistency  Meta-analysis  Psychometrics  Questionnaires  Reliability generalisation  Reproducibility of results  Score stability Index. décimale : PER Périodiques Résumé : The Childhood Autism Rating Scale (CARS) is a popular behavior-observation instrument that was developed more than 34 years ago and has since been adopted in a wide variety of contexts for assessing the presence and severity of autism symptomatology in both children and adolescents. This investigation of the reliability of CARS scores involves meta-analysis and meta-regression of empirical data from reports of original research that made use of CARS between 1980 and 2012. Findings of good internal consistency (.896, 95 % CI .877–.913) and good interrater reliability (.796, 95 % CI .736–.844) support use of CARS at least in early-phase, exploratory research. Evidence of heterogeneity among literature data indicates that reliability is a property of CARS scores and is not intrinsic to the instrument itself. As the first of its kind pertaining to autism, this investigation provides guidance for reviews of other instruments’ ratings. En ligne : http://dx.doi.org/10.1007/s10803-013-1832-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

The effects of maternal postnatal depression and child sex on academic performance at age 16 years: a developmental approach / Lynne MURRAY in Journal of Child Psychology and Psychiatry, 51-10 (October 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-10 (October 2010) . - p.1150-1159 Titre : The effects of maternal postnatal depression and child sex on academic performance at age 16 years: a developmental approach Type de document : texte imprimé Auteurs : Lynne MURRAY, Auteur ; Peter J. COOPER, Auteur ; Richard M. PASCO FEARON, Auteur ; Adriane ARTECHE, Auteur ; Sarah L. HALLIGAN, Auteur ; Tim J. CROUDACE, Auteur Année de publication : 2010 Article en page(s) : p.1150-1159 Langues : Anglais (eng) Mots-clés : Academic-performance cognitive-development IQ postnatal-depression mother–child-interactions Index. décimale : PER Périodiques Résumé : Background:  Postnatal depression (PND) is associated with poor cognitive functioning in infancy and the early school years; long-term effects on academic outcome are not known. Method:  Children of postnatally depressed (N = 50) and non-depressed mothers (N = 39), studied from infancy, were followed up at 16 years. We examined the effects on General Certificate of Secondary Education (GCSE) exam performance of maternal depression (postnatal and subsequent) and IQ, child sex and earlier cognitive development, and mother–child interactions, using structural equation modelling (SEM). Results:  Boys, but not girls, of PND mothers had poorer GCSE results than control children. This was principally accounted for by effects on early child cognitive functioning, which showed strong continuity from infancy. PND had continuing negative effects on maternal interactions through childhood, and these also contributed to poorer GCSE performance. Neither chronic, nor recent, exposure to maternal depression had significant effects. Conclusions:  The adverse effects of PND on male infants’ cognitive functioning may persist through development. Continuing difficulties in mother–child interactions are also important, suggesting that both early intervention and continuing monitoring of mothers with PND may be warranted. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02259.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110 [article] The effects of maternal postnatal depression and child sex on academic performance at age 16 years: a developmental approach [texte imprimé] / Lynne MURRAY, Auteur ; Peter J. COOPER, Auteur ; Richard M. PASCO FEARON, Auteur ; Adriane ARTECHE, Auteur ; Sarah L. HALLIGAN, Auteur ; Tim J. CROUDACE, Auteur . - 2010 . - p.1150-1159. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-10 (October 2010) . - p.1150-1159 Mots-clés : Academic-performance cognitive-development IQ postnatal-depression mother–child-interactions Index. décimale : PER Périodiques Résumé : Background:  Postnatal depression (PND) is associated with poor cognitive functioning in infancy and the early school years; long-term effects on academic outcome are not known. Method:  Children of postnatally depressed (N = 50) and non-depressed mothers (N = 39), studied from infancy, were followed up at 16 years. We examined the effects on General Certificate of Secondary Education (GCSE) exam performance of maternal depression (postnatal and subsequent) and IQ, child sex and earlier cognitive development, and mother–child interactions, using structural equation modelling (SEM). Results:  Boys, but not girls, of PND mothers had poorer GCSE results than control children. This was principally accounted for by effects on early child cognitive functioning, which showed strong continuity from infancy. PND had continuing negative effects on maternal interactions through childhood, and these also contributed to poorer GCSE performance. Neither chronic, nor recent, exposure to maternal depression had significant effects. Conclusions:  The adverse effects of PND on male infants’ cognitive functioning may persist through development. Continuing difficulties in mother–child interactions are also important, suggesting that both early intervention and continuing monitoring of mothers with PND may be warranted. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02259.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110

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