Case Study in evidence-based practice in clinical child and adolescent psychology: The Use of the Coping Power Program to Treat a 10-Year-Old Girl with Disruptive Behaviors / John E. LOCHMAN in Journal of Clinical Child & Adolescent Psychology, 36-4 (October-December 2007)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 36-4 (October-December 2007) . - p.677-687 Titre : Case Study in evidence-based practice in clinical child and adolescent psychology: The Use of the Coping Power Program to Treat a 10-Year-Old Girl with Disruptive Behaviors Type de document : texte imprimé Auteurs : John E. LOCHMAN, Auteur ; Nicole P. POWELL, Auteur ; Caroline BOXMEYER, Auteur ; Mary WOJNAROSKI, Auteur ; Anna YAROS, Auteur Année de publication : 2007 Article en page(s) : p.677-687 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This article describes the successful application of the Coping Power program by school-based clinicians to address a 10-year-old girl's disruptive behavior symptoms. Coping Power is an empirically supported cognitive–behavioral program for children at risk for serious conduct problems and their parents. The following case study illustrates the core features of the Coping Power child and parent components while describing the use of assessment data and clinical decision making during the implementation of a manualized intervention. En ligne : http://dx.doi.org/10.1080/15374410701662881 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313 [article] Case Study in evidence-based practice in clinical child and adolescent psychology: The Use of the Coping Power Program to Treat a 10-Year-Old Girl with Disruptive Behaviors [texte imprimé] / John E. LOCHMAN, Auteur ; Nicole P. POWELL, Auteur ; Caroline BOXMEYER, Auteur ; Mary WOJNAROSKI, Auteur ; Anna YAROS, Auteur . - 2007 . - p.677-687. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 36-4 (October-December 2007) . - p.677-687 Index. décimale : PER Périodiques Résumé : This article describes the successful application of the Coping Power program by school-based clinicians to address a 10-year-old girl's disruptive behavior symptoms. Coping Power is an empirically supported cognitive–behavioral program for children at risk for serious conduct problems and their parents. The following case study illustrates the core features of the Coping Power child and parent components while describing the use of assessment data and clinical decision making during the implementation of a manualized intervention. En ligne : http://dx.doi.org/10.1080/15374410701662881 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313

Decoding emotions: The unique and combined roles of callous-unemotional traits and anxiety in facial emotion recognition in children / Hao XU in Development and Psychopathology, 38-2 (May 2026)  

Public ISBD [article]  inDevelopment and Psychopathology > 38-2 (May 2026) . - p.807-821 Titre : Decoding emotions: The unique and combined roles of callous-unemotional traits and anxiety in facial emotion recognition in children Type de document : texte imprimé Auteurs : Hao XU, Auteur ; Matthew A. JARRETT, Auteur ; Caroline L. BOXMEYER, Auteur ; Yanyu XIONG, Auteur ; Chuong BUI, Auteur ; Nicole P. POWELL, Auteur ; Victoria R. WARD, Auteur ; Olivia GIFFORD, Auteur ; Bradley A. WHITE, Auteur Article en page(s) : p.807-821 Langues : Anglais (eng) Mots-clés : anxiety  callous-unemotional traits  facial emotion recognition  moderation Index. décimale : PER Périodiques Résumé : Callous-unemotional (CU) traits, characterized by lack of empathy, guilt, and deficient affect, are linked to facial emotion recognition (FER) deficits in children. While anxiety is also associated with FER anomalies, these relationships are often examined in isolation despite co-occurrence. This study aims to concurrently investigate unique contributions of CU traits and anxiety on children’s FER patterns. We recruited 107 children aged 6 to 11 from community settings, assessing CU traits through caregiver reports and anxiety via caregiver and child reports. FER performance was evaluated using a computer-based task. Results indicate that CU traits negatively impact overall FER accuracy, particularly when controlling for parent-reported anxiety. CU traits were inversely related to total FER accuracy for children self-reporting high anxiety levels. These findings enhance our understanding of how CU traits and anxiety interact to influence FER deficits, suggesting that interventions targeting CU traits should consider anxiety symptoms as a critical factor in emotional processing challenges among children. En ligne : https://dx.doi.org/10.1017/S095457942510076X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=586 [article] Decoding emotions: The unique and combined roles of callous-unemotional traits and anxiety in facial emotion recognition in children [texte imprimé] / Hao XU, Auteur ; Matthew A. JARRETT, Auteur ; Caroline L. BOXMEYER, Auteur ; Yanyu XIONG, Auteur ; Chuong BUI, Auteur ; Nicole P. POWELL, Auteur ; Victoria R. WARD, Auteur ; Olivia GIFFORD, Auteur ; Bradley A. WHITE, Auteur . - p.807-821. Langues : Anglais (eng) in Development and Psychopathology > 38-2 (May 2026) . - p.807-821 Mots-clés : anxiety  callous-unemotional traits  facial emotion recognition  moderation Index. décimale : PER Périodiques Résumé : Callous-unemotional (CU) traits, characterized by lack of empathy, guilt, and deficient affect, are linked to facial emotion recognition (FER) deficits in children. While anxiety is also associated with FER anomalies, these relationships are often examined in isolation despite co-occurrence. This study aims to concurrently investigate unique contributions of CU traits and anxiety on children’s FER patterns. We recruited 107 children aged 6 to 11 from community settings, assessing CU traits through caregiver reports and anxiety via caregiver and child reports. FER performance was evaluated using a computer-based task. Results indicate that CU traits negatively impact overall FER accuracy, particularly when controlling for parent-reported anxiety. CU traits were inversely related to total FER accuracy for children self-reporting high anxiety levels. These findings enhance our understanding of how CU traits and anxiety interact to influence FER deficits, suggesting that interventions targeting CU traits should consider anxiety symptoms as a critical factor in emotional processing challenges among children. En ligne : https://dx.doi.org/10.1017/S095457942510076X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=586

Group versus individual format of intervention for aggressive children: Moderators and predictors of outcomes through 4 years after intervention / John E. LOCHMAN in Development and Psychopathology, 31-5 (December 2019)  

Public ISBD [article]  inDevelopment and Psychopathology > 31-5 (December 2019) . - p.1757-1775 Titre : Group versus individual format of intervention for aggressive children: Moderators and predictors of outcomes through 4 years after intervention Type de document : texte imprimé Auteurs : John E. LOCHMAN, Auteur ; Andrea L. GLENN, Auteur ; Nicole P. POWELL, Auteur ; Caroline L. BOXMEYER, Auteur ; Chuong BUI, Auteur ; Francesca KASSING, Auteur ; Lixin QU, Auteur ; Devon E. ROMERRO, Auteur ; Thomas J. DISHION, Auteur Année de publication : 2019 Article en page(s) : p.1757-1775 Langues : Anglais (eng) Mots-clés : aggression  cognitive-behavioral intervention  deviant peers  group format  preadolescent Index. décimale : PER Périodiques Résumé : This study originated in collaboration with Thomas Dishion because of concerns that a group format for aggressive children might dampen the effects of cognitive-behavioral intervention. Three hundred sixty aggressive preadolescent children were screened through teacher and parent ratings. Schools were randomized to receive either an individual or a group format of the child component of the same evidence-based program. The results indicate that there is variability in how group-based cognitive-behavioral intervention can affect aggressive children through a long 4-year follow-up after the end of the intervention. Aggressive children who have higher skin conductance reactivity (potentially an indicator of poorer emotion regulation) and who have a variant of the oxytocin receptor gene that may be associated with being hyperinvolved in social bonding have better outcomes in their teacher-rated externalizing behavior outcomes over time if they were seen individually rather than in groups. Analyses also indicated that higher levels of the group leaders' clinical skills predicted reduced externalizing behavior problems. Implications for group versus individual format of cognitive-behavioral interventions for aggressive children, and for intensive training for group therapists, informed by these results, are discussed. En ligne : http://dx.doi.org/10.1017/s0954579419000968 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412 [article] Group versus individual format of intervention for aggressive children: Moderators and predictors of outcomes through 4 years after intervention [texte imprimé] / John E. LOCHMAN, Auteur ; Andrea L. GLENN, Auteur ; Nicole P. POWELL, Auteur ; Caroline L. BOXMEYER, Auteur ; Chuong BUI, Auteur ; Francesca KASSING, Auteur ; Lixin QU, Auteur ; Devon E. ROMERRO, Auteur ; Thomas J. DISHION, Auteur . - 2019 . - p.1757-1775. Langues : Anglais (eng) in Development and Psychopathology > 31-5 (December 2019) . - p.1757-1775 Mots-clés : aggression  cognitive-behavioral intervention  deviant peers  group format  preadolescent Index. décimale : PER Périodiques Résumé : This study originated in collaboration with Thomas Dishion because of concerns that a group format for aggressive children might dampen the effects of cognitive-behavioral intervention. Three hundred sixty aggressive preadolescent children were screened through teacher and parent ratings. Schools were randomized to receive either an individual or a group format of the child component of the same evidence-based program. The results indicate that there is variability in how group-based cognitive-behavioral intervention can affect aggressive children through a long 4-year follow-up after the end of the intervention. Aggressive children who have higher skin conductance reactivity (potentially an indicator of poorer emotion regulation) and who have a variant of the oxytocin receptor gene that may be associated with being hyperinvolved in social bonding have better outcomes in their teacher-rated externalizing behavior outcomes over time if they were seen individually rather than in groups. Analyses also indicated that higher levels of the group leaders' clinical skills predicted reduced externalizing behavior problems. Implications for group versus individual format of cognitive-behavioral interventions for aggressive children, and for intensive training for group therapists, informed by these results, are discussed. En ligne : http://dx.doi.org/10.1017/s0954579419000968 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412

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