Avoidant/Ambivalent Attachment Style as a Mediator between Abusive Childhood Experiences and Adult Relationship Difficulties / Gerard MCCARTHY in Journal of Child Psychology and Psychiatry, 40-3 (March 1999)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 40-3 (March 1999) . - p.465-477 Titre : Avoidant/Ambivalent Attachment Style as a Mediator between Abusive Childhood Experiences and Adult Relationship Difficulties Type de document : Texte imprimé et/ou numérique Auteurs : Gerard MCCARTHY, Auteur ; Alan TAYLOR, Auteur Année de publication : 1999 Article en page(s) : p.465-477 Langues : Anglais (eng) Mots-clés : Child abuse  adult love relationships  mediators  avoidant/ambivalent attachment style Index. décimale : PER Périodiques Résumé : The role of attachment style, self-esteem, and relationship attributions as possible mediators between abusive childhood experiences and difficulties in establishing supportive love relationships in adulthood were investigated in a sample of women known to be at risk of experiencing relationship problems. Measures of child abuse, the quality of love relationships, and the three potential mediators were made concurrently in adulthood. Participants who had experienced child abuse were found to be six times more likely to be experiencing difficulties in the domain of adult love relationships than those who had not. Self-esteem and relationship attributions were not found to be related to child abuse. When both child abuse and avoidant/ambivalent attachment style were considered together avoidant/ambivalent attachment style, but not child abuse, was found to be related to relationship difficulties. These findings indicate that avoidant/ambivalent attachment style, but not self-esteem and relationship attributions, is a mediating factor in the route from child abuse to adult relationship abilities. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 [article] Avoidant/Ambivalent Attachment Style as a Mediator between Abusive Childhood Experiences and Adult Relationship Difficulties [Texte imprimé et/ou numérique] / Gerard MCCARTHY, Auteur ; Alan TAYLOR, Auteur . - 1999 . - p.465-477. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 40-3 (March 1999) . - p.465-477 Mots-clés : Child abuse  adult love relationships  mediators  avoidant/ambivalent attachment style Index. décimale : PER Périodiques Résumé : The role of attachment style, self-esteem, and relationship attributions as possible mediators between abusive childhood experiences and difficulties in establishing supportive love relationships in adulthood were investigated in a sample of women known to be at risk of experiencing relationship problems. Measures of child abuse, the quality of love relationships, and the three potential mediators were made concurrently in adulthood. Participants who had experienced child abuse were found to be six times more likely to be experiencing difficulties in the domain of adult love relationships than those who had not. Self-esteem and relationship attributions were not found to be related to child abuse. When both child abuse and avoidant/ambivalent attachment style were considered together avoidant/ambivalent attachment style, but not child abuse, was found to be related to relationship difficulties. These findings indicate that avoidant/ambivalent attachment style, but not self-esteem and relationship attributions, is a mediating factor in the route from child abuse to adult relationship abilities. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124

Genetic and environmental influences on victims, bullies and bully-victims in childhood / Harriet A. BALL in Journal of Child Psychology and Psychiatry, 49-1 (January 2008)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 49-1 (January 2008) . - p.104–112 Titre : Genetic and environmental influences on victims, bullies and bully-victims in childhood Type de document : Texte imprimé et/ou numérique Auteurs : Harriet A. BALL, Auteur ; Terrie E. MOFFITT, Auteur ; Avshalom CASPI, Auteur ; Barbara MAUGHAN, Auteur ; Alan TAYLOR, Auteur ; Louise ARSENEAULT, Auteur Année de publication : 2007 Article en page(s) : p.104–112 Langues : Anglais (eng) Mots-clés : Bullying behavioural-genetics epidemiology environmental-influences peer-relationships twins Index. décimale : PER Périodiques Résumé : Background: Three groups of children are involved in bullying: victims, bullies and bully-victims who are both bullies and victims of bullying. Understanding the origins of these groups is important since they have elevated emotional and behavioural problems, especially the bully-victims. No research has examined the genetic and environmental influences on these social roles. Method: Mother and teacher reports of victimisation and bullying were collected in a nationally representative cohort of 1,116 families with 10-year-old twins. Model-fitting was used to examine the relative influence of genetics and environments on the liability to be a victim, a bully or a bully-victim. Results: Twelve percent of children were severely bullied as victims, 13% were frequent bullies, and 2.5% were heavily involved as bully-victims. Genetic factors accounted for 73% of the variation in victimisation and 61% of the variation in bullying, with the remainder explained by environmental factors not shared between the twins. The covariation between victim and bully roles (r = .25), which characterises bully-victims, was accounted for by genetic factors only. Some genetic factors influenced both victimisation and bullying, although there were also genetic factors specific to each social role. Conclusions: Children's genetic endowments, as well as their surrounding environments, influence which children become victims, bullies and bully-victims. Future research identifying mediating characteristics that link the genetic and environmental influences to these social roles could provide targets for intervention. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01821.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=311 [article] Genetic and environmental influences on victims, bullies and bully-victims in childhood [Texte imprimé et/ou numérique] / Harriet A. BALL, Auteur ; Terrie E. MOFFITT, Auteur ; Avshalom CASPI, Auteur ; Barbara MAUGHAN, Auteur ; Alan TAYLOR, Auteur ; Louise ARSENEAULT, Auteur . - 2007 . - p.104–112. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 49-1 (January 2008) . - p.104–112 Mots-clés : Bullying behavioural-genetics epidemiology environmental-influences peer-relationships twins Index. décimale : PER Périodiques Résumé : Background: Three groups of children are involved in bullying: victims, bullies and bully-victims who are both bullies and victims of bullying. Understanding the origins of these groups is important since they have elevated emotional and behavioural problems, especially the bully-victims. No research has examined the genetic and environmental influences on these social roles. Method: Mother and teacher reports of victimisation and bullying were collected in a nationally representative cohort of 1,116 families with 10-year-old twins. Model-fitting was used to examine the relative influence of genetics and environments on the liability to be a victim, a bully or a bully-victim. Results: Twelve percent of children were severely bullied as victims, 13% were frequent bullies, and 2.5% were heavily involved as bully-victims. Genetic factors accounted for 73% of the variation in victimisation and 61% of the variation in bullying, with the remainder explained by environmental factors not shared between the twins. The covariation between victim and bully roles (r = .25), which characterises bully-victims, was accounted for by genetic factors only. Some genetic factors influenced both victimisation and bullying, although there were also genetic factors specific to each social role. Conclusions: Children's genetic endowments, as well as their surrounding environments, influence which children become victims, bullies and bully-victims. Future research identifying mediating characteristics that link the genetic and environmental influences to these social roles could provide targets for intervention. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01821.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=311

Hyperactivity and Reading Disability: A Longitudinal Study of the Nature of the Association / Oliver CHADWICK in Journal of Child Psychology and Psychiatry, 40-7 (October 1999)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 40-7 (October 1999) . - p.1039-1050 Titre : Hyperactivity and Reading Disability: A Longitudinal Study of the Nature of the Association Type de document : Texte imprimé et/ou numérique Auteurs : Oliver CHADWICK, Auteur ; Eric TAYLOR, Auteur ; Alan TAYLOR, Auteur ; Ellen HEPTINSTALL, Auteur ; Marina DANCKAERTS, Auteur Année de publication : 1999 Article en page(s) : p.1039-1050 Langues : Anglais (eng) Mots-clés : Adolescent outcome  cognitive impairment  comorbidity  hyperactivity  reading disability Index. décimale : PER Périodiques Résumé : In order to investigate the possible causal relationships between hyperactivity and educational underachievement that might account for their frequent co-occurrence, four groups of boys, defined by the presence or absence of hyperactivity and specific reading retardation, were identified in an epidemiological study of 7–8-year-old children. They were examined in detail by means of parental interviews and psychological tests and reassessed 9 years later at the age of 16–18 years on a similar range of measures. The findings provided little support for the idea that persistent reading disabilities either lead to the development of hyperactivity de novo or increased the likelihood that hyperactivity, when present, would persist. Similarly, although features of hyperactivity persisted to follow-up, there was little evidence that they either lead to the development of reading disabilities or increased the likelihood that reading disabilities, when present, would persist. Socioeconomic adversity and a history of speech therapy were more common in the group with both hyperactivity and reading disability, but the strength of these associations made it unlikely that these factors could account for the frequent co-occurrence of the two conditions. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 [article] Hyperactivity and Reading Disability: A Longitudinal Study of the Nature of the Association [Texte imprimé et/ou numérique] / Oliver CHADWICK, Auteur ; Eric TAYLOR, Auteur ; Alan TAYLOR, Auteur ; Ellen HEPTINSTALL, Auteur ; Marina DANCKAERTS, Auteur . - 1999 . - p.1039-1050. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 40-7 (October 1999) . - p.1039-1050 Mots-clés : Adolescent outcome  cognitive impairment  comorbidity  hyperactivity  reading disability Index. décimale : PER Périodiques Résumé : In order to investigate the possible causal relationships between hyperactivity and educational underachievement that might account for their frequent co-occurrence, four groups of boys, defined by the presence or absence of hyperactivity and specific reading retardation, were identified in an epidemiological study of 7–8-year-old children. They were examined in detail by means of parental interviews and psychological tests and reassessed 9 years later at the age of 16–18 years on a similar range of measures. The findings provided little support for the idea that persistent reading disabilities either lead to the development of hyperactivity de novo or increased the likelihood that hyperactivity, when present, would persist. Similarly, although features of hyperactivity persisted to follow-up, there was little evidence that they either lead to the development of reading disabilities or increased the likelihood that reading disabilities, when present, would persist. Socioeconomic adversity and a history of speech therapy were more common in the group with both hyperactivity and reading disability, but the strength of these associations made it unlikely that these factors could account for the frequent co-occurrence of the two conditions. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124

Meta-analysis of gene–environment interactions in developmental psychopathology / Alan TAYLOR in Development and Psychopathology, 19-4 (Fall 2007)  

Public ISBD [article]  inDevelopment and Psychopathology > 19-4 (Fall 2007) . - p.1029-1037 Titre : Meta-analysis of gene–environment interactions in developmental psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : Alan TAYLOR, Auteur ; Julia KIM-COHEN, Auteur Année de publication : 2007 Article en page(s) : p.1029-1037 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : As studies of measured gene–environment interactions (G × E) in developmental psychopathology gain momentum, methods for systematically and quantitatively summarizing effects across multiple studies are urgently needed. Meta-analyses of G × E findings are critical for evaluating the overall statistical and theoretical significance of any given G × E based on cumulative and systematically combined knowledge. Although meta-analytic methods for the combination of study findings based on single effect measures such as odds ratios and mean differences are well established, equivalent methods for the meta-analysis of studies investigating interactions are not well developed. This article describes one simple approach to the meta-analysis of G × E effects using, as a contemporaneous example, the interaction of the monoamine oxidase A (MAOA) gene and the impact of childhood maltreatment on risk for developing antisocial behavior. En ligne : http://dx.doi.org/10.1017/s095457940700051x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=181 [article] Meta-analysis of gene–environment interactions in developmental psychopathology [Texte imprimé et/ou numérique] / Alan TAYLOR, Auteur ; Julia KIM-COHEN, Auteur . - 2007 . - p.1029-1037. Langues : Anglais (eng) in Development and Psychopathology > 19-4 (Fall 2007) . - p.1029-1037 Index. décimale : PER Périodiques Résumé : As studies of measured gene–environment interactions (G × E) in developmental psychopathology gain momentum, methods for systematically and quantitatively summarizing effects across multiple studies are urgently needed. Meta-analyses of G × E findings are critical for evaluating the overall statistical and theoretical significance of any given G × E based on cumulative and systematically combined knowledge. Although meta-analytic methods for the combination of study findings based on single effect measures such as odds ratios and mean differences are well established, equivalent methods for the meta-analysis of studies investigating interactions are not well developed. This article describes one simple approach to the meta-analysis of G × E effects using, as a contemporaneous example, the interaction of the monoamine oxidase A (MAOA) gene and the impact of childhood maltreatment on risk for developing antisocial behavior. En ligne : http://dx.doi.org/10.1017/s095457940700051x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=181

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