Charting the trajectories of adopted children's emotional and behavioral problems: The impact of early adversity and postadoptive parental warmth / Amy L. PAINE in Development and Psychopathology, 33-3 (August 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-3 (August 2021) . - p.922-936 Titre : Charting the trajectories of adopted children's emotional and behavioral problems: The impact of early adversity and postadoptive parental warmth Type de document : Texte imprimé et/ou numérique Auteurs : Amy L. PAINE, Auteur ; Oliver PERRA, Auteur ; Rebecca ANTHONY, Auteur ; Katherine H. SHELTON, Auteur Article en page(s) : p.922-936 Langues : Anglais (eng) Mots-clés : adoption  externalizing  internalizing  warm parenting Index. décimale : PER Périodiques Résumé : Children who are adopted from care are more likely to experience enduring emotional and behavioral problems across development; however, adoptees’ trajectories of mental health problems and factors that impact their trajectories are poorly understood. Therefore, we used multilevel growth analyses to chart adoptees’ internalizing and externalizing problems across childhood, and examined the associations between preadoptive risk and postadoptive protective factors on their trajectories. This was investigated in a prospective longitudinal study of case file records (N = 374) and questionnaire-based follow-ups (N = 96) at approximately 5, 21, and 36 months postadoptive placement. Preadoptive adversity (indexed by age at placement, days in care, and number of adverse childhood experiences) was associated with higher internalizing and externalizing scores; the decrease in internalizing scores over childhood was accelerated for those exposed to lower levels of preadoptive risk. Warm adoptive parenting was associated with a marked reduction in children's internalizing and externalizing problems over time. Although potentially limited by shared methods variance and lack of variability in parental warmth scores, these findings demonstrate the deleterious impact of preadoptive risk and the positive role of exceptionally warm adoptive parenting on children's trajectories of mental health problems and have relevance for prevention and intervention strategies. En ligne : http://dx.doi.org/10.1017/S0954579420000231 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457 [article] Charting the trajectories of adopted children's emotional and behavioral problems: The impact of early adversity and postadoptive parental warmth [Texte imprimé et/ou numérique] / Amy L. PAINE, Auteur ; Oliver PERRA, Auteur ; Rebecca ANTHONY, Auteur ; Katherine H. SHELTON, Auteur . - p.922-936. Langues : Anglais (eng) in Development and Psychopathology > 33-3 (August 2021) . - p.922-936 Mots-clés : adoption  externalizing  internalizing  warm parenting Index. décimale : PER Périodiques Résumé : Children who are adopted from care are more likely to experience enduring emotional and behavioral problems across development; however, adoptees’ trajectories of mental health problems and factors that impact their trajectories are poorly understood. Therefore, we used multilevel growth analyses to chart adoptees’ internalizing and externalizing problems across childhood, and examined the associations between preadoptive risk and postadoptive protective factors on their trajectories. This was investigated in a prospective longitudinal study of case file records (N = 374) and questionnaire-based follow-ups (N = 96) at approximately 5, 21, and 36 months postadoptive placement. Preadoptive adversity (indexed by age at placement, days in care, and number of adverse childhood experiences) was associated with higher internalizing and externalizing scores; the decrease in internalizing scores over childhood was accelerated for those exposed to lower levels of preadoptive risk. Warm adoptive parenting was associated with a marked reduction in children's internalizing and externalizing problems over time. Although potentially limited by shared methods variance and lack of variability in parental warmth scores, these findings demonstrate the deleterious impact of preadoptive risk and the positive role of exceptionally warm adoptive parenting on children's trajectories of mental health problems and have relevance for prevention and intervention strategies. En ligne : http://dx.doi.org/10.1017/S0954579420000231 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457

Development of fear and guilt in young children: Stability over time and relations with psychopathology / Erika BAKER in Development and Psychopathology, 24-3 (August 2012)  

Public ISBD [article]  inDevelopment and Psychopathology > 24-3 (August 2012) . - p.833-45 Titre : Development of fear and guilt in young children: Stability over time and relations with psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : Erika BAKER, Auteur ; Eugenia BAIBAZAROVA, Auteur ; Georgia KTISTAKI, Auteur ; Katherine H. SHELTON, Auteur ; Stephanie H. M. VAN GOOZEN, Auteur Année de publication : 2012 Article en page(s) : p.833-45 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Extremes in fearful temperament have long been associated with later psychopathology and risk pathways. Whereas fearful children are inhibited and anxious and avoid novel events, fearless individuals are disinhibited and more likely to engage in aggressive behavior. However, very few studies have examined fear in infants from a multimethod and prospective longitudinal perspective. This study had the following objectives: to examine behavioral, maternal reported, and physiological indices of fearful temperament in infancy, together with their relations and stability over time; and to establish whether early indices of fear predict fear later in toddlerhood. We also examined the association between behavioral and physiological measures of fear and guilt and whether fear in infancy predicts guilt in toddlers. Finally, we investigated infant risk factors for later psychopathology. We recorded skin conductance level (SCL) and heart rate (HR) and observed children's responses during a Laboratory Temperament Assessment Battery fear paradigm across the first 3 years of life and during a guilt induction procedure at age 3 (N = 70). The results indicate that different measures of infant fear were associated across time. Observed fearlessness in infancy predicted observed fearlessness and low levels of SCL arousal to fear and guilt in toddlers. Low levels of HR and SCL to fear in infancy predicted low levels of physiological arousal to the same situation and to guilt 2 years later. Fear and guilt were significantly associated across measures. Finally, toddlers with clinically significant internalizing problems at age 3 were already notably more fearful in Year 1 as reflected by their significantly higher HR levels. The results indicated that assessments of children in infancy are predictive of how these children react 2 years later and therefore lend support to the idea that the emotional thermostat is set in the first 3 years of life. They also showed, for the first time, that infant fear is a predictor of guilt, which is an emotion that develops later. The implications of these findings for our understanding of developmental psychopathology are discussed. En ligne : http://dx.doi.org/10.1017/S0954579412000399 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=178 [article] Development of fear and guilt in young children: Stability over time and relations with psychopathology [Texte imprimé et/ou numérique] / Erika BAKER, Auteur ; Eugenia BAIBAZAROVA, Auteur ; Georgia KTISTAKI, Auteur ; Katherine H. SHELTON, Auteur ; Stephanie H. M. VAN GOOZEN, Auteur . - 2012 . - p.833-45. Langues : Anglais (eng) in Development and Psychopathology > 24-3 (August 2012) . - p.833-45 Index. décimale : PER Périodiques Résumé : Extremes in fearful temperament have long been associated with later psychopathology and risk pathways. Whereas fearful children are inhibited and anxious and avoid novel events, fearless individuals are disinhibited and more likely to engage in aggressive behavior. However, very few studies have examined fear in infants from a multimethod and prospective longitudinal perspective. This study had the following objectives: to examine behavioral, maternal reported, and physiological indices of fearful temperament in infancy, together with their relations and stability over time; and to establish whether early indices of fear predict fear later in toddlerhood. We also examined the association between behavioral and physiological measures of fear and guilt and whether fear in infancy predicts guilt in toddlers. Finally, we investigated infant risk factors for later psychopathology. We recorded skin conductance level (SCL) and heart rate (HR) and observed children's responses during a Laboratory Temperament Assessment Battery fear paradigm across the first 3 years of life and during a guilt induction procedure at age 3 (N = 70). The results indicate that different measures of infant fear were associated across time. Observed fearlessness in infancy predicted observed fearlessness and low levels of SCL arousal to fear and guilt in toddlers. Low levels of HR and SCL to fear in infancy predicted low levels of physiological arousal to the same situation and to guilt 2 years later. Fear and guilt were significantly associated across measures. Finally, toddlers with clinically significant internalizing problems at age 3 were already notably more fearful in Year 1 as reflected by their significantly higher HR levels. The results indicated that assessments of children in infancy are predictive of how these children react 2 years later and therefore lend support to the idea that the emotional thermostat is set in the first 3 years of life. They also showed, for the first time, that infant fear is a predictor of guilt, which is an emotion that develops later. The implications of these findings for our understanding of developmental psychopathology are discussed. En ligne : http://dx.doi.org/10.1017/S0954579412000399 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=178

Higher cognitive ability buffers stress-related depressive symptoms in adolescent girls / Lucy RIGLIN in Development and Psychopathology, 28-1 (February 2016)  

Public ISBD [article]  inDevelopment and Psychopathology > 28-1 (February 2016) . - p.97-109 Titre : Higher cognitive ability buffers stress-related depressive symptoms in adolescent girls Type de document : Texte imprimé et/ou numérique Auteurs : Lucy RIGLIN, Auteur ; Stephan COLLISHAW, Auteur ; Katherine H. SHELTON, Auteur ; I. C. MCMANUS, Auteur ; Terry NG-KNIGHT, Auteur ; Ruth SELLERS, Auteur ; Ajay K. THAPAR, Auteur ; Norah FREDERICKSON, Auteur ; Frances RICE, Auteur Article en page(s) : p.97-109 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Stress has been shown to have a causal effect on risk for depression. We investigated the role of cognitive ability as a moderator of the effect of stressful life events on depressive symptoms and whether this varied by gender. Data were analyzed in two adolescent data sets: one representative community sample aged 11–12 years (n = 460) and one at increased familial risk of depression aged 9–17 years (n = 335). In both data sets, a three-way interaction was found whereby for girls, but not boys, higher cognitive ability buffered the association between stress and greater depressive symptoms. The interaction was replicated when the outcome was a diagnosis of major depressive disorder. This buffering effect in girls was not attributable to coping efficacy. However, a small proportion of the variance was accounted for by sensitivity to environmental stressors. Results suggest that this moderating effect of cognitive ability in girls is largely attributable to greater available resources for cognitive operations that offer protection against stress-induced reductions in cognitive processing and cognitive control which in turn reduces the likelihood of depressive symptomatology. En ligne : http://dx.doi.org/10.1017/S0954579415000310 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Higher cognitive ability buffers stress-related depressive symptoms in adolescent girls [Texte imprimé et/ou numérique] / Lucy RIGLIN, Auteur ; Stephan COLLISHAW, Auteur ; Katherine H. SHELTON, Auteur ; I. C. MCMANUS, Auteur ; Terry NG-KNIGHT, Auteur ; Ruth SELLERS, Auteur ; Ajay K. THAPAR, Auteur ; Norah FREDERICKSON, Auteur ; Frances RICE, Auteur . - p.97-109. Langues : Anglais (eng) in Development and Psychopathology > 28-1 (February 2016) . - p.97-109 Index. décimale : PER Périodiques Résumé : Stress has been shown to have a causal effect on risk for depression. We investigated the role of cognitive ability as a moderator of the effect of stressful life events on depressive symptoms and whether this varied by gender. Data were analyzed in two adolescent data sets: one representative community sample aged 11–12 years (n = 460) and one at increased familial risk of depression aged 9–17 years (n = 335). In both data sets, a three-way interaction was found whereby for girls, but not boys, higher cognitive ability buffered the association between stress and greater depressive symptoms. The interaction was replicated when the outcome was a diagnosis of major depressive disorder. This buffering effect in girls was not attributable to coping efficacy. However, a small proportion of the variance was accounted for by sensitivity to environmental stressors. Results suggest that this moderating effect of cognitive ability in girls is largely attributable to greater available resources for cognitive operations that offer protection against stress-induced reductions in cognitive processing and cognitive control which in turn reduces the likelihood of depressive symptomatology. En ligne : http://dx.doi.org/10.1017/S0954579415000310 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

Inter-parental conflict and children's academic attainment: a longitudinal analysis / Gordon T. HAROLD in Journal of Child Psychology and Psychiatry, 48-12 (December 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1223–1232 Titre : Inter-parental conflict and children's academic attainment: a longitudinal analysis Type de document : Texte imprimé et/ou numérique Auteurs : Gordon T. HAROLD, Auteur ; Jessica J. AITKEN, Auteur ; Katherine H. SHELTON, Auteur Année de publication : 2007 Article en page(s) : p.1223–1232 Langues : Anglais (eng) Mots-clés : Inter-parental-conflict parenting children's-attributions behavior-problems academic-attainment family–school-intervention-programs marital-disharmony social-cognition longitudinal-studies Index. décimale : PER Périodiques Résumé : Background: Previous research suggests a link between inter-parental conflict and children's psychological development. Most studies, however, have tended to focus on two broad indices of children's psychological adaptation (internalizing symptoms and externalizing problems) in considering the effects of inter-parental conflict on children's development. The present longitudinal study extends this body of research by considering the impact of inter-parental conflict on children's low academic attainment among a sample of 230 schoolchildren (age 11–13 years) living in the United Kingdom. Method: Controlling for teacher reports of children's initial levels of aggression (Time 1), the proposed theoretical model linked parent and child reports of inter-parental conflict at Time 1 (1999) to children's perceptions of negative parent–child relations, appraisals of self-blame for marital conflict and teacher reports of children's aggressive behavior at Time 2 (2000), which in turn were linked to children's performance on standardized academic tests (English, Math, Science) at Time 3 (2001). Structural equation modeling was used to test all hypothesized relations in the proposed theoretical model. Results: Support was found for the role of children's self-blaming attributions for parents’ marital arguments, not negative parenting behavior, as a mechanism through which variation in their academic attainment is explained. Conclusions: Contrary to the focus emphasized in most current family and school-based intervention programs, findings suggest that the attributional processes engendered in children who live in households marked by high levels of inter-parental conflict and hostility have important implications for their long-term academic success. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01793.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309 [article] Inter-parental conflict and children's academic attainment: a longitudinal analysis [Texte imprimé et/ou numérique] / Gordon T. HAROLD, Auteur ; Jessica J. AITKEN, Auteur ; Katherine H. SHELTON, Auteur . - 2007 . - p.1223–1232. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-12 (December 2007) . - p.1223–1232 Mots-clés : Inter-parental-conflict parenting children's-attributions behavior-problems academic-attainment family–school-intervention-programs marital-disharmony social-cognition longitudinal-studies Index. décimale : PER Périodiques Résumé : Background: Previous research suggests a link between inter-parental conflict and children's psychological development. Most studies, however, have tended to focus on two broad indices of children's psychological adaptation (internalizing symptoms and externalizing problems) in considering the effects of inter-parental conflict on children's development. The present longitudinal study extends this body of research by considering the impact of inter-parental conflict on children's low academic attainment among a sample of 230 schoolchildren (age 11–13 years) living in the United Kingdom. Method: Controlling for teacher reports of children's initial levels of aggression (Time 1), the proposed theoretical model linked parent and child reports of inter-parental conflict at Time 1 (1999) to children's perceptions of negative parent–child relations, appraisals of self-blame for marital conflict and teacher reports of children's aggressive behavior at Time 2 (2000), which in turn were linked to children's performance on standardized academic tests (English, Math, Science) at Time 3 (2001). Structural equation modeling was used to test all hypothesized relations in the proposed theoretical model. Results: Support was found for the role of children's self-blaming attributions for parents’ marital arguments, not negative parenting behavior, as a mechanism through which variation in their academic attainment is explained. Conclusions: Contrary to the focus emphasized in most current family and school-based intervention programs, findings suggest that the attributional processes engendered in children who live in households marked by high levels of inter-parental conflict and hostility have important implications for their long-term academic success. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01793.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309

Negative parental emotional environment increases the association between childhood behavioral problems and impaired recognition of negative facial expressions / Daniel T. BURLEY in Development and Psychopathology, 34-3 (August 2022)  

Public ISBD [article]  inDevelopment and Psychopathology > 34-3 (August 2022) . - p.936-945 Titre : Negative parental emotional environment increases the association between childhood behavioral problems and impaired recognition of negative facial expressions Type de document : Texte imprimé et/ou numérique Auteurs : Daniel T. BURLEY, Auteur ; Christopher W. HOBSON, Auteur ; Dolapo ADEGBOYE, Auteur ; Katherine H. SHELTON, Auteur ; Stephanie H. M. VAN GOOZEN, Auteur Article en page(s) : p.936-945 Langues : Anglais (eng) Mots-clés : behavioral problems  emotional development  facial emotion recognition  parental expressed emotion Index. décimale : PER Périodiques Résumé : Impaired facial emotion recognition is a transdiagnostic risk factor for a range of psychiatric disorders. Childhood behavioral difficulties and parental emotional environment have been independently associated with impaired emotion recognition; however, no study has examined the contribution of these factors in conjunction. We measured recognition of negative (sad, fear, anger), neutral, and happy facial expressions in 135 children aged 5 “7 years referred by their teachers for behavioral problems. Parental emotional environment was assessed for parental expressed emotion (EE) “ characterized by negative comments, reduced positive comments, low warmth, and negativity towards their child “ using the 5-minute speech sample. Child behavioral problems were measured using the teacher-informant Strengths and Difficulties Questionnaire (SDQ). Child behavioral problems and parental EE were independently associated with impaired recognition of negative facial expressions specifically. An interactive effect revealed that the combination of both factors was associated with the greatest risk for impaired recognition of negative faces, and in particular sad facial expressions. No relationships emerged for the identification of happy facial expressions. This study furthers our understanding of multidimensional processes associated with the development of facial emotion recognition and supports the importance of early interventions that target this domain. En ligne : http://dx.doi.org/10.1017/S0954579420002072 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] Negative parental emotional environment increases the association between childhood behavioral problems and impaired recognition of negative facial expressions [Texte imprimé et/ou numérique] / Daniel T. BURLEY, Auteur ; Christopher W. HOBSON, Auteur ; Dolapo ADEGBOYE, Auteur ; Katherine H. SHELTON, Auteur ; Stephanie H. M. VAN GOOZEN, Auteur . - p.936-945. Langues : Anglais (eng) in Development and Psychopathology > 34-3 (August 2022) . - p.936-945 Mots-clés : behavioral problems  emotional development  facial emotion recognition  parental expressed emotion Index. décimale : PER Périodiques Résumé : Impaired facial emotion recognition is a transdiagnostic risk factor for a range of psychiatric disorders. Childhood behavioral difficulties and parental emotional environment have been independently associated with impaired emotion recognition; however, no study has examined the contribution of these factors in conjunction. We measured recognition of negative (sad, fear, anger), neutral, and happy facial expressions in 135 children aged 5 “7 years referred by their teachers for behavioral problems. Parental emotional environment was assessed for parental expressed emotion (EE) “ characterized by negative comments, reduced positive comments, low warmth, and negativity towards their child “ using the 5-minute speech sample. Child behavioral problems were measured using the teacher-informant Strengths and Difficulties Questionnaire (SDQ). Child behavioral problems and parental EE were independently associated with impaired recognition of negative facial expressions specifically. An interactive effect revealed that the combination of both factors was associated with the greatest risk for impaired recognition of negative faces, and in particular sad facial expressions. No relationships emerged for the identification of happy facial expressions. This study furthers our understanding of multidimensional processes associated with the development of facial emotion recognition and supports the importance of early interventions that target this domain. En ligne : http://dx.doi.org/10.1017/S0954579420002072 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

Profiling depression in childhood and adolescence: the role of conduct problems / Lucy RIGLIN in Journal of Child Psychology and Psychiatry, 57-4 (April 2016)  

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Understanding the unfolding of stress regulation in infants / Heidemarie K. LAURENT in Development and Psychopathology, 28-4 pt2 (November 2016)  

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