Evaluating a social problem solving intervention for juvenile detainees: Depressive outcomes and moderators of effectiveness / Gerald J. HAEFFEL in Development and Psychopathology, 29-3 (August 2017)  

Public ISBD [article]  inDevelopment and Psychopathology > 29-3 (August 2017) . - p.1035-1042 Titre : Evaluating a social problem solving intervention for juvenile detainees: Depressive outcomes and moderators of effectiveness Type de document : texte imprimé Auteurs : Gerald J. HAEFFEL, Auteur ; Sascha HEIN, Auteur ; Amanda SQUARE, Auteur ; Donna MACOMBER, Auteur ; Maria LEE, Auteur ; John CHAPMAN, Auteur ; Elena L. GRIGORENKO, Auteur Article en page(s) : p.1035-1042 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract This study reports findings from the administration of a social problem-solving training (SPST) intervention to juvenile detainees in the Connecticut Youth Detainee Program. SPST is a cognitive behavioral intervention that teaches children and youth how to more effectively cope with interpersonal stress and conflict. In the current study, we tested whether SPST could decrease depressive symptoms in a sample of detained adolescent offenders. The study used a randomized-control design with detention staff administering the intervention. The results showed that SPST, as a main effect, was not more effective in reducing depressive symptoms than treatment as usual. However, the effectiveness of SPST was moderated by fluid intelligence. Juvenile detainees with high intelligence scores were most likely to benefit from SPST compared to treatment as usual. It was surprising that, for those with lower intelligence scores, SPST increased depressive symptoms relative to treatment as usual. These results help fill a critical need for intervention effectiveness data on juvenile detainees and indicate that SPST may not be useful for reducing outcomes such as depression. En ligne : http://dx.doi.org/10.1017/s0954579416001000 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=312 [article] Evaluating a social problem solving intervention for juvenile detainees: Depressive outcomes and moderators of effectiveness [texte imprimé] / Gerald J. HAEFFEL, Auteur ; Sascha HEIN, Auteur ; Amanda SQUARE, Auteur ; Donna MACOMBER, Auteur ; Maria LEE, Auteur ; John CHAPMAN, Auteur ; Elena L. GRIGORENKO, Auteur . - p.1035-1042. Langues : Anglais (eng) in Development and Psychopathology > 29-3 (August 2017) . - p.1035-1042 Index. décimale : PER Périodiques Résumé : Abstract This study reports findings from the administration of a social problem-solving training (SPST) intervention to juvenile detainees in the Connecticut Youth Detainee Program. SPST is a cognitive behavioral intervention that teaches children and youth how to more effectively cope with interpersonal stress and conflict. In the current study, we tested whether SPST could decrease depressive symptoms in a sample of detained adolescent offenders. The study used a randomized-control design with detention staff administering the intervention. The results showed that SPST, as a main effect, was not more effective in reducing depressive symptoms than treatment as usual. However, the effectiveness of SPST was moderated by fluid intelligence. Juvenile detainees with high intelligence scores were most likely to benefit from SPST compared to treatment as usual. It was surprising that, for those with lower intelligence scores, SPST increased depressive symptoms relative to treatment as usual. These results help fill a critical need for intervention effectiveness data on juvenile detainees and indicate that SPST may not be useful for reducing outcomes such as depression. En ligne : http://dx.doi.org/10.1017/s0954579416001000 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=312

Exploring interactive effects of genes and environments in etiology of individual differences in reading comprehension / Elena L. GRIGORENKO in Development and Psychopathology, 19-4 (Fall 2007)  

Public ISBD [article]  inDevelopment and Psychopathology > 19-4 (Fall 2007) . - p.1089-1103 Titre : Exploring interactive effects of genes and environments in etiology of individual differences in reading comprehension Type de document : texte imprimé Auteurs : Elena L. GRIGORENKO, Auteur ; Vladislav V. RUCHKIN, Auteur ; Andrew J. PAKSTIS, Auteur ; Lars ORELAND, Auteur ; Roman A. KOPOSOV, Auteur ; Britt A.F. KLINTEBERG, Auteur ; Gerald J. HAEFFEL, Auteur ; Marya GETCHELL, Auteur ; Colin G. DEYOUNG, Auteur ; Carolyn M. YRIGOLLEN, Auteur Année de publication : 2007 Article en page(s) : p.1089-1103 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : It is established that reading and reading-related processes are heritable; genes thus play an important role in the foundation of individual differences in reading. In this article, we focus on one facet of reading–comprehension. Comprehension is a higher order cognitive skill that requires many other cognitive processes for it to unfold completely and successfully. One such process is executive functioning, which has been associated with genetic variation in the catechol-O-methyltransferase (COMT) gene. Genotypes and haplotypes of four single nucleotide polymorphisms in COMT were investigated in 179 incarcerated adolescent delinquents. Four hierarchical logistic regression models predicting the presence/absence of comprehension difficulties were fitted to the data; genetic variation in COMT and the presence/absence of maternal rejection were investigated as main effects and as effects acting interactively. Three out of four interaction terms were found to be important predictors of individual differences in comprehension. These findings were supported by the results of the haplotype analyses, in which the four investigated polymorphisms were considered simultaneously. En ligne : http://dx.doi.org/10.1017/s0954579407000557 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=182 [article] Exploring interactive effects of genes and environments in etiology of individual differences in reading comprehension [texte imprimé] / Elena L. GRIGORENKO, Auteur ; Vladislav V. RUCHKIN, Auteur ; Andrew J. PAKSTIS, Auteur ; Lars ORELAND, Auteur ; Roman A. KOPOSOV, Auteur ; Britt A.F. KLINTEBERG, Auteur ; Gerald J. HAEFFEL, Auteur ; Marya GETCHELL, Auteur ; Colin G. DEYOUNG, Auteur ; Carolyn M. YRIGOLLEN, Auteur . - 2007 . - p.1089-1103. Langues : Anglais (eng) in Development and Psychopathology > 19-4 (Fall 2007) . - p.1089-1103 Index. décimale : PER Périodiques Résumé : It is established that reading and reading-related processes are heritable; genes thus play an important role in the foundation of individual differences in reading. In this article, we focus on one facet of reading–comprehension. Comprehension is a higher order cognitive skill that requires many other cognitive processes for it to unfold completely and successfully. One such process is executive functioning, which has been associated with genetic variation in the catechol-O-methyltransferase (COMT) gene. Genotypes and haplotypes of four single nucleotide polymorphisms in COMT were investigated in 179 incarcerated adolescent delinquents. Four hierarchical logistic regression models predicting the presence/absence of comprehension difficulties were fitted to the data; genetic variation in COMT and the presence/absence of maternal rejection were investigated as main effects and as effects acting interactively. Three out of four interaction terms were found to be important predictors of individual differences in comprehension. These findings were supported by the results of the haplotype analyses, in which the four investigated polymorphisms were considered simultaneously. En ligne : http://dx.doi.org/10.1017/s0954579407000557 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=182

---

1 (1 - 2 / 2) Par page : 25 50 100 200