Heterogeneity in development of adolescent anxiety disorder symptoms in an 8-year longitudinal community study / Stefanie A. NELEMANS in Development and Psychopathology, 26-1 (February 2014)  

Public ISBD [article]  inDevelopment and Psychopathology > 26-1 (February 2014) . - p.181-202 Titre : Heterogeneity in development of adolescent anxiety disorder symptoms in an 8-year longitudinal community study Type de document : Texte imprimé et/ou numérique Auteurs : Stefanie A. NELEMANS, Auteur ; William W. HALE, Auteur ; Susan J. T. BRANJE, Auteur ; Quinten A. W. RAAIJMAKERS, Auteur ; Tom FRIJNS, Auteur ; Pol A. C. VAN LIER, Auteur ; Wim H. J. MEEUS, Auteur Article en page(s) : p.181-202 Langues : Français (fre) Index. décimale : PER Périodiques Résumé : In this study, we prospectively examined developmental trajectories of five anxiety disorder symptom dimensions (generalized anxiety disorder, panic disorder, school anxiety, separation anxiety disorder, and social anxiety disorder) from early to late adolescence in a community sample of 239 adolescents, assessed annually over 8 years. Latent growth modeling indicated different developmental trajectories from early into late adolescence for the different anxiety disorder symptoms, with some symptoms decreasing and other symptoms increasing over time. Sex differences in developmental trajectories were found for some symptoms, but not all. Furthermore, latent class growth analysis identified a normal developmental profile (including a majority of adolescents reporting persistent low anxiety disorder symptoms over 8 years) and an at-risk developmental profile (including a minority of adolescents reporting persistent high anxiety disorder symptoms over 8 years) for all of the anxiety disorder symptom dimensions except panic disorder. Additional analyses longitudinally supported the validity of these normal and at-risk developmental profiles and suggested differential associations between different anxiety disorder symptom dimensions and developmental trajectories of substance use, parenting, and identity development. Taken together, our results emphasize the importance of examining separate dimensions of anxiety disorder symptoms in contrast to a using a global, one-dimensional approach to anxiety. En ligne : http://dx.doi.org/10.1017/S0954579413000503 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224 [article] Heterogeneity in development of adolescent anxiety disorder symptoms in an 8-year longitudinal community study [Texte imprimé et/ou numérique] / Stefanie A. NELEMANS, Auteur ; William W. HALE, Auteur ; Susan J. T. BRANJE, Auteur ; Quinten A. W. RAAIJMAKERS, Auteur ; Tom FRIJNS, Auteur ; Pol A. C. VAN LIER, Auteur ; Wim H. J. MEEUS, Auteur . - p.181-202. Langues : Français (fre) in Development and Psychopathology > 26-1 (February 2014) . - p.181-202 Index. décimale : PER Périodiques Résumé : In this study, we prospectively examined developmental trajectories of five anxiety disorder symptom dimensions (generalized anxiety disorder, panic disorder, school anxiety, separation anxiety disorder, and social anxiety disorder) from early to late adolescence in a community sample of 239 adolescents, assessed annually over 8 years. Latent growth modeling indicated different developmental trajectories from early into late adolescence for the different anxiety disorder symptoms, with some symptoms decreasing and other symptoms increasing over time. Sex differences in developmental trajectories were found for some symptoms, but not all. Furthermore, latent class growth analysis identified a normal developmental profile (including a majority of adolescents reporting persistent low anxiety disorder symptoms over 8 years) and an at-risk developmental profile (including a minority of adolescents reporting persistent high anxiety disorder symptoms over 8 years) for all of the anxiety disorder symptom dimensions except panic disorder. Additional analyses longitudinally supported the validity of these normal and at-risk developmental profiles and suggested differential associations between different anxiety disorder symptom dimensions and developmental trajectories of substance use, parenting, and identity development. Taken together, our results emphasize the importance of examining separate dimensions of anxiety disorder symptoms in contrast to a using a global, one-dimensional approach to anxiety. En ligne : http://dx.doi.org/10.1017/S0954579413000503 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224

Individual differences in anxiety trajectories from Grades 2 to 8: Impact of the middle school transition / Stefanie A. NELEMANS in Development and Psychopathology, 30-4 (October 2018)  

Public ISBD [article]  inDevelopment and Psychopathology > 30-4 (October 2018) . - p.1487-1501 Titre : Individual differences in anxiety trajectories from Grades 2 to 8: Impact of the middle school transition Type de document : Texte imprimé et/ou numérique Auteurs : Stefanie A. NELEMANS, Auteur ; William W. HALE, Auteur ; Susan J. T. BRANJE, Auteur ; Wim H. J. MEEUS, Auteur ; Karen D. RUDOLPH, Auteur Article en page(s) : p.1487-1501 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined the impact of the middle school transition on general anxiety trajectories from middle childhood to middle adolescence, as well as how youths’ individual vulnerability and exposure to contextual stressors were associated with anxiety trajectories. Participants were 631 youth (47% boys, M age = 7.96 years at Time 1), followed for 7 successive years from second to eighth grade. Teachers reported on youths’ individual vulnerability to anxiety (anxious solitude) in second grade; youth reported on their anxiety in second to eighth grade and aspects of their social contexts particularly relevant to the school transition (school hassles, peer victimization, parent–child relationship quality, and friendship quality) in sixth to eighth grade. The results revealed two subgroups that showed either strongly increasing (5%) or decreasing (14%) levels of anxiety across the transition and two subgroups with fairly stable levels of either high (11%) or low (70%) anxiety over time. Youth in the latter two subgroups could be distinguished based on their individual vulnerability to anxiety, whereas youth with increasing anxiety reported more contextual stressors and less contextual support than youth with decreasing anxiety. In sum, findings suggest that the middle school transition has the potential to alter developmental trajectories of anxiety for some youth, for better or for worse. En ligne : http://dx.doi.org/10.1017/S0954579417001584 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 [article] Individual differences in anxiety trajectories from Grades 2 to 8: Impact of the middle school transition [Texte imprimé et/ou numérique] / Stefanie A. NELEMANS, Auteur ; William W. HALE, Auteur ; Susan J. T. BRANJE, Auteur ; Wim H. J. MEEUS, Auteur ; Karen D. RUDOLPH, Auteur . - p.1487-1501. Langues : Anglais (eng) in Development and Psychopathology > 30-4 (October 2018) . - p.1487-1501 Index. décimale : PER Périodiques Résumé : This study examined the impact of the middle school transition on general anxiety trajectories from middle childhood to middle adolescence, as well as how youths’ individual vulnerability and exposure to contextual stressors were associated with anxiety trajectories. Participants were 631 youth (47% boys, M age = 7.96 years at Time 1), followed for 7 successive years from second to eighth grade. Teachers reported on youths’ individual vulnerability to anxiety (anxious solitude) in second grade; youth reported on their anxiety in second to eighth grade and aspects of their social contexts particularly relevant to the school transition (school hassles, peer victimization, parent–child relationship quality, and friendship quality) in sixth to eighth grade. The results revealed two subgroups that showed either strongly increasing (5%) or decreasing (14%) levels of anxiety across the transition and two subgroups with fairly stable levels of either high (11%) or low (70%) anxiety over time. Youth in the latter two subgroups could be distinguished based on their individual vulnerability to anxiety, whereas youth with increasing anxiety reported more contextual stressors and less contextual support than youth with decreasing anxiety. In sum, findings suggest that the middle school transition has the potential to alter developmental trajectories of anxiety for some youth, for better or for worse. En ligne : http://dx.doi.org/10.1017/S0954579417001584 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368

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