Dépouillements

What Is to Be the Fate of ADHD Subtypes? An Introduction to the Special Section on Research on the ADHD Subtypes and Implications for the DSM-V / Joel T. NIGG in Journal of Clinical Child & Adolescent Psychology, 39-6 (November-December 2010)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.723-725 Titre : What Is to Be the Fate of ADHD Subtypes? An Introduction to the Special Section on Research on the ADHD Subtypes and Implications for the DSM-V Type de document : Texte imprimé et/ou numérique Auteurs : Joel T. NIGG, Auteur ; Rosemary TANNOCK, Auteur ; Luis Augusto ROHDE, Auteur Année de publication : 2010 Article en page(s) : p.723-725 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : One of the major questions facing the taxonomy of attention deficit/hyperactivity disorder is how to handle its marked heterogeneity in symptom presentation and impairments. The current methods for defining subtypes have been widely criticized but it is unclear if the subtype concept is fundamentally flawed or whether it is the methods for designating subtypes in current diagnostic approaches which are flawed. The current article is an introduction to a special section in which four articles provide data illustrating the complexity of considerations involving subtyping of attention deficit/hyperactivity disorder and provide ideas for alternatives that warrant further discussion and examination. En ligne : http://dx.doi.org/10.1080/15374416.2010.517171 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] What Is to Be the Fate of ADHD Subtypes? An Introduction to the Special Section on Research on the ADHD Subtypes and Implications for the DSM-V [Texte imprimé et/ou numérique] / Joel T. NIGG, Auteur ; Rosemary TANNOCK, Auteur ; Luis Augusto ROHDE, Auteur . - 2010 . - p.723-725. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.723-725 Index. décimale : PER Périodiques Résumé : One of the major questions facing the taxonomy of attention deficit/hyperactivity disorder is how to handle its marked heterogeneity in symptom presentation and impairments. The current methods for defining subtypes have been widely criticized but it is unclear if the subtype concept is fundamentally flawed or whether it is the methods for designating subtypes in current diagnostic approaches which are flawed. The current article is an introduction to a special section in which four articles provide data illustrating the complexity of considerations involving subtyping of attention deficit/hyperactivity disorder and provide ideas for alternatives that warrant further discussion and examination. En ligne : http://dx.doi.org/10.1080/15374416.2010.517171 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Cognitive Control and Attentional Selection in Adolescents with ADHD Versus ADD / Laurie CARR in Journal of Clinical Child & Adolescent Psychology, 39-6 (November-December 2010)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.726-740 Titre : Cognitive Control and Attentional Selection in Adolescents with ADHD Versus ADD Type de document : Texte imprimé et/ou numérique Auteurs : Laurie CARR, Auteur ; John HENDERSON, Auteur ; Joel T. NIGG, Auteur Année de publication : 2010 Article en page(s) : p.726-740 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : An important research question is whether Attention Deficit Hyperactivity Disorder (ADHD) is related to early- or late-stage attentional control mechanisms and whether this differentiates a nonhyperactive subtype (ADD). This question was addressed in a sample of 145 ADD/ADHD and typically developing comparison adolescents (aged 13-17). Attentional blink and antisaccade tasks were used to assay early- and late-stage control, respectively. ADD was defined using normative cutoffs to ensure low activity level in children who otherwise met full criteria for ADHD. The ADD group had an attenuated attentional blink versus controls and ADHD-combined. The effect was not produced using DSM--IV definition of ADHD-primarily inattentive type or DSM symptom counts. ADHD-combined showed greater weakness in response inhibition, as manifest in the antisaccade task. Combining tasks yielded an interaction differentiating group performance on the two tasks. En ligne : http://dx.doi.org/10.1080/15374416.2010.517168 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Cognitive Control and Attentional Selection in Adolescents with ADHD Versus ADD [Texte imprimé et/ou numérique] / Laurie CARR, Auteur ; John HENDERSON, Auteur ; Joel T. NIGG, Auteur . - 2010 . - p.726-740. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.726-740 Index. décimale : PER Périodiques Résumé : An important research question is whether Attention Deficit Hyperactivity Disorder (ADHD) is related to early- or late-stage attentional control mechanisms and whether this differentiates a nonhyperactive subtype (ADD). This question was addressed in a sample of 145 ADD/ADHD and typically developing comparison adolescents (aged 13-17). Attentional blink and antisaccade tasks were used to assay early- and late-stage control, respectively. ADD was defined using normative cutoffs to ensure low activity level in children who otherwise met full criteria for ADHD. The ADD group had an attenuated attentional blink versus controls and ADHD-combined. The effect was not produced using DSM--IV definition of ADHD-primarily inattentive type or DSM symptom counts. ADHD-combined showed greater weakness in response inhibition, as manifest in the antisaccade task. Combining tasks yielded an interaction differentiating group performance on the two tasks. En ligne : http://dx.doi.org/10.1080/15374416.2010.517168 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Do Hyperactive Symptoms Matter in ADHD-I Restricted Phenotype? / Marcelo SCHMITZ in Journal of Clinical Child & Adolescent Psychology, 39-6 (November-December 2010)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.741-748 Titre : Do Hyperactive Symptoms Matter in ADHD-I Restricted Phenotype? Type de document : Texte imprimé et/ou numérique Auteurs : Marcelo SCHMITZ, Auteur ; Henrique LUDWIG, Auteur ; Luis Augusto ROHDE, Auteur Année de publication : 2010 Article en page(s) : p.741-748 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The objective of the current study was to evaluate a proposed restrictive inattentive type of Attention Deficit Hyperactivity Disorder (ADHD) by comparing clinical correlates among youths with ADHD inattentive type (ADHD-I) as a function of the number of hyperactivity symptoms presented (none vs. 3 or less) and controls (individuals without ADHD). The sample for this community-based study was comprised of youths aged 6 to 18 years from 12 public schools in Porto Alegre, Brazil. ADHD-I groups had lower levels of adaptive functioning (p < .001) and a higher occurrence of familial ADHD (p < .001) when compared with the controls. There was no significant difference between the two ADHD-I groups. Also, both ADHD-I groups had higher rates of oppositional defiant disorder than controls (p < .001) without significant difference between them. For generalized anxiety disorder and social phobia, only the ADHD-I without HI group showed significant differences compared to controls. En ligne : http://dx.doi.org/10.1080/15374416.2010.517170 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Do Hyperactive Symptoms Matter in ADHD-I Restricted Phenotype? [Texte imprimé et/ou numérique] / Marcelo SCHMITZ, Auteur ; Henrique LUDWIG, Auteur ; Luis Augusto ROHDE, Auteur . - 2010 . - p.741-748. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.741-748 Index. décimale : PER Périodiques Résumé : The objective of the current study was to evaluate a proposed restrictive inattentive type of Attention Deficit Hyperactivity Disorder (ADHD) by comparing clinical correlates among youths with ADHD inattentive type (ADHD-I) as a function of the number of hyperactivity symptoms presented (none vs. 3 or less) and controls (individuals without ADHD). The sample for this community-based study was comprised of youths aged 6 to 18 years from 12 public schools in Porto Alegre, Brazil. ADHD-I groups had lower levels of adaptive functioning (p < .001) and a higher occurrence of familial ADHD (p < .001) when compared with the controls. There was no significant difference between the two ADHD-I groups. Also, both ADHD-I groups had higher rates of oppositional defiant disorder than controls (p < .001) without significant difference between them. For generalized anxiety disorder and social phobia, only the ADHD-I without HI group showed significant differences compared to controls. En ligne : http://dx.doi.org/10.1080/15374416.2010.517170 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Diagnostic Instability of DSM-IV ADHD Subtypes: Effects of Informant Source, Instrumentation, and Methods for Combining Symptom Reports / Shana VALO in Journal of Clinical Child & Adolescent Psychology, 39-6 (November-December 2010)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.749-760 Titre : Diagnostic Instability of DSM-IV ADHD Subtypes: Effects of Informant Source, Instrumentation, and Methods for Combining Symptom Reports Type de document : Texte imprimé et/ou numérique Auteurs : Shana VALO, Auteur ; Rosemary TANNOCK, Auteur Année de publication : 2010 Article en page(s) : p.749-760 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Using data from 123 children (aged 6-12 years) referred consecutively to a pediatric neuropsychiatry clinic by community physicians for assessment of Attention-Deficit/Hyperactivity Disorder (ADHD) and related problems, we investigated the effects of informant (parent, teacher), tool (interview, rating scale), and method for combining symptom reports (“and,” “or” algorithms), on the diagnosis of ADHD and its subtypes. Results indicated that as many as 50% of cases were reclassified from one subtype to another, depending on whether information was derived from one or two informants, a semistructured clinical interview and/or rating scale, and the algorithm used to combine informant reports. We conclude that the diagnosis of DSM-IV ADHD subtypes is capricious in that it is influenced by clinicians' decisions regarding informants, instrumentation, and method for aggregating information across informants and instruments. En ligne : http://dx.doi.org/10.1080/15374416.2010.517172 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Diagnostic Instability of DSM-IV ADHD Subtypes: Effects of Informant Source, Instrumentation, and Methods for Combining Symptom Reports [Texte imprimé et/ou numérique] / Shana VALO, Auteur ; Rosemary TANNOCK, Auteur . - 2010 . - p.749-760. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.749-760 Index. décimale : PER Périodiques Résumé : Using data from 123 children (aged 6-12 years) referred consecutively to a pediatric neuropsychiatry clinic by community physicians for assessment of Attention-Deficit/Hyperactivity Disorder (ADHD) and related problems, we investigated the effects of informant (parent, teacher), tool (interview, rating scale), and method for combining symptom reports (“and,” “or” algorithms), on the diagnosis of ADHD and its subtypes. Results indicated that as many as 50% of cases were reclassified from one subtype to another, depending on whether information was derived from one or two informants, a semistructured clinical interview and/or rating scale, and the algorithm used to combine informant reports. We conclude that the diagnosis of DSM-IV ADHD subtypes is capricious in that it is influenced by clinicians' decisions regarding informants, instrumentation, and method for aggregating information across informants and instruments. En ligne : http://dx.doi.org/10.1080/15374416.2010.517172 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Predictive Validity of a Continuous Alternative to Nominal Subtypes of Attention-Deficit/Hyperactivity Disorder for DSM-V / Benjamin B. LAHEY in Journal of Clinical Child & Adolescent Psychology, 39-6 (November-December 2010)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.761-775 Titre : Predictive Validity of a Continuous Alternative to Nominal Subtypes of Attention-Deficit/Hyperactivity Disorder for DSM-V Type de document : Texte imprimé et/ou numérique Auteurs : Benjamin B. LAHEY, Auteur ; Erik G. WILLCUTT, Auteur Année de publication : 2010 Article en page(s) : p.761-775 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Three subtypes of attention-deficit/hyperactivity disorder (ADHD) based on numbers of symptoms of inattention (I) and hyperactivity-impulsivity (HI) were defined in the Diagnostic and Statistical Manual of Mental Disorders (4th ed.) to reduce heterogeneity of the disorder, but the subtypes proved to be highly unstable over time. A continuous alternative to nominal subtyping is evaluated in a longitudinal study of 129 four- to six-year-old children with ADHD and 130 comparison children. Children who met criteria for all subtypes in Year 1 continued to exhibit greater functional impairment than comparison children during Years 2 to 9. Among children with ADHD in Year 1, I and HI symptoms differentially predicted teacher-rated need for treatment and reading and mathematics achievement scores over the next 8 years in controlled analyses. Consistent with other studies, these findings suggest that the use of diagnostic modifiers specifying the numbers of I and HI symptoms could reduce heterogeneity and facilitate clinical intervention, prognosis, and research. En ligne : http://dx.doi.org/10.1080/15374416.2010.517173 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Predictive Validity of a Continuous Alternative to Nominal Subtypes of Attention-Deficit/Hyperactivity Disorder for DSM-V [Texte imprimé et/ou numérique] / Benjamin B. LAHEY, Auteur ; Erik G. WILLCUTT, Auteur . - 2010 . - p.761-775. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.761-775 Index. décimale : PER Périodiques Résumé : Three subtypes of attention-deficit/hyperactivity disorder (ADHD) based on numbers of symptoms of inattention (I) and hyperactivity-impulsivity (HI) were defined in the Diagnostic and Statistical Manual of Mental Disorders (4th ed.) to reduce heterogeneity of the disorder, but the subtypes proved to be highly unstable over time. A continuous alternative to nominal subtyping is evaluated in a longitudinal study of 129 four- to six-year-old children with ADHD and 130 comparison children. Children who met criteria for all subtypes in Year 1 continued to exhibit greater functional impairment than comparison children during Years 2 to 9. Among children with ADHD in Year 1, I and HI symptoms differentially predicted teacher-rated need for treatment and reading and mathematics achievement scores over the next 8 years in controlled analyses. Consistent with other studies, these findings suggest that the use of diagnostic modifiers specifying the numbers of I and HI symptoms could reduce heterogeneity and facilitate clinical intervention, prognosis, and research. En ligne : http://dx.doi.org/10.1080/15374416.2010.517173 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Assessment of Cheating Behavior in Young School-Age Children: Distinguishing Normative Behaviors From Risk Markers of Externalizing Psychopathology / Kevin A. CALLENDER in Journal of Clinical Child & Adolescent Psychology, 39-6 (November-December 2010)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.776-788 Titre : Assessment of Cheating Behavior in Young School-Age Children: Distinguishing Normative Behaviors From Risk Markers of Externalizing Psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : Kevin A. CALLENDER, Auteur ; Sheryl L. OLSON, Auteur ; David C.R. KERR, Auteur ; Arnold J. SAMEROFF, Auteur Année de publication : 2010 Article en page(s) : p.776-788 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The central goal of this longitudinal study was to develop a laboratory-based index of children's covert cheating behavior that distinguished normative rule violations from those that signal risk for antisocial behavior. Participants (N = 215 children) were drawn from a community population and oversampled for externalizing behavior problems (EXT). Cheating behavior was measured using two resistance-to-temptation tasks and coded for extent of cheating, latency to cheat, and inappropriate positive affect. Mothers rated internalized conduct and three forms of self-regulation: inhibitory control, impulsivity, and affective distress. Mothers and teachers reported EXT concurrently (T1) and 4 years later, when children averaged 10 years of age (T2). Children categorized as severe cheaters manifested lower inhibitory control, greater impulsivity, and lower levels of internalized conduct at T1. Children in this group also manifested higher levels of EXT in home and school settings at T1 and more EXT in the school setting at T2, even after accounting for T1 ratings. En ligne : http://dx.doi.org/10.1080/15374416.2010.517165 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Assessment of Cheating Behavior in Young School-Age Children: Distinguishing Normative Behaviors From Risk Markers of Externalizing Psychopathology [Texte imprimé et/ou numérique] / Kevin A. CALLENDER, Auteur ; Sheryl L. OLSON, Auteur ; David C.R. KERR, Auteur ; Arnold J. SAMEROFF, Auteur . - 2010 . - p.776-788. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.776-788 Index. décimale : PER Périodiques Résumé : The central goal of this longitudinal study was to develop a laboratory-based index of children's covert cheating behavior that distinguished normative rule violations from those that signal risk for antisocial behavior. Participants (N = 215 children) were drawn from a community population and oversampled for externalizing behavior problems (EXT). Cheating behavior was measured using two resistance-to-temptation tasks and coded for extent of cheating, latency to cheat, and inappropriate positive affect. Mothers rated internalized conduct and three forms of self-regulation: inhibitory control, impulsivity, and affective distress. Mothers and teachers reported EXT concurrently (T1) and 4 years later, when children averaged 10 years of age (T2). Children categorized as severe cheaters manifested lower inhibitory control, greater impulsivity, and lower levels of internalized conduct at T1. Children in this group also manifested higher levels of EXT in home and school settings at T1 and more EXT in the school setting at T2, even after accounting for T1 ratings. En ligne : http://dx.doi.org/10.1080/15374416.2010.517165 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Do Actions Speak Louder Than Words? Classroom Attitudes and Behavior in Relation to Bullying in Early Adolescence / Ron H. J. SCHOLTE in Journal of Clinical Child & Adolescent Psychology, 39-6 (November-December 2010)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.789-799 Titre : Do Actions Speak Louder Than Words? Classroom Attitudes and Behavior in Relation to Bullying in Early Adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Ron H. J. SCHOLTE, Auteur ; Miranda SENTSE, Auteur ; Isabela GRANIC, Auteur Année de publication : 2010 Article en page(s) : p.789-799 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The aim of the present study was to examine to what extent classroom factors (i.e., classroom antibullying attitudes and behavioral norms) contributed to individual bullying, after controlling for individual difference characteristics. Participants were 2,547 early adolescents (M = 13.4 years, SD = .63) from 109 middle school classes. Self- and peer reports were used to answer the research questions. It was found that adolescents in classrooms that held permissive attitudes toward bullying were more likely to bully themselves, even after controlling for individual attitude, gender, social preference, and number of reciprocal friends. However, the association of classroom attitudes with individual bullying decreased substantially when classroom bullying behavior was taken into account. Our study suggests that the effects of classroom antibullying attitudes might be partly mediated by classroom behaviors. It implies that research that has not included classroom behavior might have overestimated the effects of classroom attitudes on bullying. En ligne : http://dx.doi.org/10.1080/15374416.2010.517161 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Do Actions Speak Louder Than Words? Classroom Attitudes and Behavior in Relation to Bullying in Early Adolescence [Texte imprimé et/ou numérique] / Ron H. J. SCHOLTE, Auteur ; Miranda SENTSE, Auteur ; Isabela GRANIC, Auteur . - 2010 . - p.789-799. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.789-799 Index. décimale : PER Périodiques Résumé : The aim of the present study was to examine to what extent classroom factors (i.e., classroom antibullying attitudes and behavioral norms) contributed to individual bullying, after controlling for individual difference characteristics. Participants were 2,547 early adolescents (M = 13.4 years, SD = .63) from 109 middle school classes. Self- and peer reports were used to answer the research questions. It was found that adolescents in classrooms that held permissive attitudes toward bullying were more likely to bully themselves, even after controlling for individual attitude, gender, social preference, and number of reciprocal friends. However, the association of classroom attitudes with individual bullying decreased substantially when classroom bullying behavior was taken into account. Our study suggests that the effects of classroom antibullying attitudes might be partly mediated by classroom behaviors. It implies that research that has not included classroom behavior might have overestimated the effects of classroom attitudes on bullying. En ligne : http://dx.doi.org/10.1080/15374416.2010.517161 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Normative Beliefs and Self-Efficacy for Nonviolence as Moderators of Peer, School, and Parental Risk Factors for Aggression in Early Adolescence / Albert D. FARRELL in Journal of Clinical Child & Adolescent Psychology, 39-6 (November-December 2010)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.800-813 Titre : Normative Beliefs and Self-Efficacy for Nonviolence as Moderators of Peer, School, and Parental Risk Factors for Aggression in Early Adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Albert D. FARRELL, Auteur ; David B. HENRY, Auteur ; Michael E. SCHOENY, Auteur ; Amie F. BETTENCOURT, Auteur ; Patrick H. TOLAN, Auteur Année de publication : 2010 Article en page(s) : p.800-813 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined the direct effects of beliefs about aggression and nonviolence on physical aggression and their role as protective factors that buffer adolescents from key risk factors in the peer, school, and parenting domains. Multilevel analyses were conducted on data from 5,581 adolescents representing two cohorts from 37 schools in four communities collected at the beginning and end of the sixth grade and at the end of the following 2 school years. Individual norms for aggression at Wave 1 moderated relations of delinquent peer associations and parental support for fighting with physical aggression. Self-efficacy for nonviolence at Wave 1 moderated relations of school risk, delinquent peer associations and parental support for fighting with physical aggression. There was clearer evidence for protective effects for self-efficacy for nonviolence for girls than for boys. En ligne : http://dx.doi.org/10.1080/15374416.2010.517167 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Normative Beliefs and Self-Efficacy for Nonviolence as Moderators of Peer, School, and Parental Risk Factors for Aggression in Early Adolescence [Texte imprimé et/ou numérique] / Albert D. FARRELL, Auteur ; David B. HENRY, Auteur ; Michael E. SCHOENY, Auteur ; Amie F. BETTENCOURT, Auteur ; Patrick H. TOLAN, Auteur . - 2010 . - p.800-813. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.800-813 Index. décimale : PER Périodiques Résumé : This study examined the direct effects of beliefs about aggression and nonviolence on physical aggression and their role as protective factors that buffer adolescents from key risk factors in the peer, school, and parenting domains. Multilevel analyses were conducted on data from 5,581 adolescents representing two cohorts from 37 schools in four communities collected at the beginning and end of the sixth grade and at the end of the following 2 school years. Individual norms for aggression at Wave 1 moderated relations of delinquent peer associations and parental support for fighting with physical aggression. Self-efficacy for nonviolence at Wave 1 moderated relations of school risk, delinquent peer associations and parental support for fighting with physical aggression. There was clearer evidence for protective effects for self-efficacy for nonviolence for girls than for boys. En ligne : http://dx.doi.org/10.1080/15374416.2010.517167 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Social Cognitive and Emotional Mediators Link Violence Exposure and Parental Nurturance to Adolescent Aggression / Wei SU in Journal of Clinical Child & Adolescent Psychology, 39-6 (November-December 2010)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.814-824 Titre : Social Cognitive and Emotional Mediators Link Violence Exposure and Parental Nurturance to Adolescent Aggression Type de document : Texte imprimé et/ou numérique Auteurs : Wei SU, Auteur ; Sylvie MRUG, Auteur ; Michael WINDLE, Auteur Année de publication : 2010 Article en page(s) : p.814-824 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined aggressive fantasies, violence-approving attitudes, and empathy as mediators of the effects of violence exposure and parental nurturance on aggression. A total of 603 early adolescents (M age = 11.8 years; SD = 0.8) participated in a two-wave study, reporting on violence exposure and parental nurturance at Wave 1 and the three mediators and aggression at Wave 2. Violence-approving attitudes mediated the effects of both violence exposure and low parental nurturance on aggression. Aggressive fantasies also mediated the effects of violence exposure and empathy mediated the effects of parental nurturance. The mediation pathways through which parental nurturance were linked to aggression differed across levels of violence exposure. In the context of high violence exposure, parental nurturance was related to lower aggression through higher social emotional empathy, but under low violence exposure, the effect was mediated by greater disapproval of violence. En ligne : http://dx.doi.org/10.1080/15374416.2010.517163 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Social Cognitive and Emotional Mediators Link Violence Exposure and Parental Nurturance to Adolescent Aggression [Texte imprimé et/ou numérique] / Wei SU, Auteur ; Sylvie MRUG, Auteur ; Michael WINDLE, Auteur . - 2010 . - p.814-824. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.814-824 Index. décimale : PER Périodiques Résumé : This study examined aggressive fantasies, violence-approving attitudes, and empathy as mediators of the effects of violence exposure and parental nurturance on aggression. A total of 603 early adolescents (M age = 11.8 years; SD = 0.8) participated in a two-wave study, reporting on violence exposure and parental nurturance at Wave 1 and the three mediators and aggression at Wave 2. Violence-approving attitudes mediated the effects of both violence exposure and low parental nurturance on aggression. Aggressive fantasies also mediated the effects of violence exposure and empathy mediated the effects of parental nurturance. The mediation pathways through which parental nurturance were linked to aggression differed across levels of violence exposure. In the context of high violence exposure, parental nurturance was related to lower aggression through higher social emotional empathy, but under low violence exposure, the effect was mediated by greater disapproval of violence. En ligne : http://dx.doi.org/10.1080/15374416.2010.517163 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

A Controlled Trial of Working Memory Training for Children and Adolescents with ADHD / Steven J. BECK in Journal of Clinical Child & Adolescent Psychology, 39-6 (November-December 2010)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.825-836 Titre : A Controlled Trial of Working Memory Training for Children and Adolescents with ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Steven J. BECK, Auteur ; Christine A. HANSON, Auteur ; Synthia S. PUFFENBERGER, Auteur ; Kristen L. BENNINGER, Auteur ; William B. BENNINGER, Auteur Année de publication : 2010 Article en page(s) : p.825-836 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study assessed the efficacy of a 5-week, intensive working memory training program for 52 children and adolescents (ages 7-17) who had Attention-Deficit/Hyperactivity Disorder (ADHD) and other comorbid diagnoses. This study provided a treatment replication since the waitlist control group also completed training and was included in the follow-up data analyses. Parents and teachers completed paper-and-pencil measures of working memory, executive functioning, and ADHD symptoms at baseline, posttreatment, and 4-month follow-up. Parent ratings indicated that participants improved on inattention, overall number of ADHD symptoms, initiation, planning/organization, and working memory. Teacher ratings approached significance at posttreatment and at 4-month follow-up on and Initiate scale. Working memory training appears promising as an intervention in improving executive functioning and ADHD symptoms. En ligne : http://dx.doi.org/10.1080/15374416.2010.517162 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] A Controlled Trial of Working Memory Training for Children and Adolescents with ADHD [Texte imprimé et/ou numérique] / Steven J. BECK, Auteur ; Christine A. HANSON, Auteur ; Synthia S. PUFFENBERGER, Auteur ; Kristen L. BENNINGER, Auteur ; William B. BENNINGER, Auteur . - 2010 . - p.825-836. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.825-836 Index. décimale : PER Périodiques Résumé : This study assessed the efficacy of a 5-week, intensive working memory training program for 52 children and adolescents (ages 7-17) who had Attention-Deficit/Hyperactivity Disorder (ADHD) and other comorbid diagnoses. This study provided a treatment replication since the waitlist control group also completed training and was included in the follow-up data analyses. Parents and teachers completed paper-and-pencil measures of working memory, executive functioning, and ADHD symptoms at baseline, posttreatment, and 4-month follow-up. Parent ratings indicated that participants improved on inattention, overall number of ADHD symptoms, initiation, planning/organization, and working memory. Teacher ratings approached significance at posttreatment and at 4-month follow-up on and Initiate scale. Working memory training appears promising as an intervention in improving executive functioning and ADHD symptoms. En ligne : http://dx.doi.org/10.1080/15374416.2010.517162 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Peer Contagion and Adolescent Depression: The Role of Failure Anticipation / Maarten Herman Walter VAN ZALK in Journal of Clinical Child & Adolescent Psychology, 39-6 (November-December 2010)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.837-848 Titre : Peer Contagion and Adolescent Depression: The Role of Failure Anticipation Type de document : Texte imprimé et/ou numérique Auteurs : Maarten Herman Walter VAN ZALK, Auteur ; Margaret KERR, Auteur ; Susan J. T. BRANJE, Auteur ; Hakan STATTIN, Auteur ; Wim H. J. MEEUS, Auteur Année de publication : 2010 Article en page(s) : p.837-848 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The current study investigated the mechanisms underlying peer contagion of depressive symptoms in adolescence. Five annual measurements of data were gathered from a large (N = 842) community-based network of adolescents (M = 14.3 years at first measurement). Results showed that, after controlling for selection and deselection of friends on the basis of depressive symptoms, peers' depressive symptoms predicted increases in adolescents' depressive symptoms over time. Failure anticipation mediated effects of peers' depressive symptoms on adolescents' depressive symptoms, particularly for girls. Thus, results suggest that peers' depressive symptoms place adolescents at risk of developing depressive symptoms through increasing in failure anticipation. En ligne : http://dx.doi.org/10.1080/15374416.2010.517164 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Peer Contagion and Adolescent Depression: The Role of Failure Anticipation [Texte imprimé et/ou numérique] / Maarten Herman Walter VAN ZALK, Auteur ; Margaret KERR, Auteur ; Susan J. T. BRANJE, Auteur ; Hakan STATTIN, Auteur ; Wim H. J. MEEUS, Auteur . - 2010 . - p.837-848. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.837-848 Index. décimale : PER Périodiques Résumé : The current study investigated the mechanisms underlying peer contagion of depressive symptoms in adolescence. Five annual measurements of data were gathered from a large (N = 842) community-based network of adolescents (M = 14.3 years at first measurement). Results showed that, after controlling for selection and deselection of friends on the basis of depressive symptoms, peers' depressive symptoms predicted increases in adolescents' depressive symptoms over time. Failure anticipation mediated effects of peers' depressive symptoms on adolescents' depressive symptoms, particularly for girls. Thus, results suggest that peers' depressive symptoms place adolescents at risk of developing depressive symptoms through increasing in failure anticipation. En ligne : http://dx.doi.org/10.1080/15374416.2010.517164 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Rumination as a Vulnerability Factor to Depression in Adolescents in Mainland China: Lifetime History of Clinically Significant Depressive Episodes / Wei HONG in Journal of Clinical Child & Adolescent Psychology, 39-6 (November-December 2010)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.849-857 Titre : Rumination as a Vulnerability Factor to Depression in Adolescents in Mainland China: Lifetime History of Clinically Significant Depressive Episodes Type de document : Texte imprimé et/ou numérique Auteurs : Wei HONG, Auteur ; John R. Z. ABELA, Auteur ; Joseph R. COHEN, Auteur ; Dana M. SHESHKO, Auteur ; Xiao Ting SHI, Auteur ; Anton VAN HAMEL, Auteur ; Claire STARRS, Auteur Année de publication : 2010 Article en page(s) : p.849-857 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The current study tested the vulnerability and sex differences hypotheses of the response styles theory of depression (Nolen-Hoeksema, 1991). Participants included 494 tenth-grade students (M = 15.25 years, SD = 0.47) recruited from two secondary schools in Beijing, China. Participants completed self-report measures assessing rumination and neuroticism as well as a semistructured clinical interview assessing current and past clinically significant depressive episodes. Higher levels of rumination were associated with a greater likelihood of exhibiting both a current depressive episode and a past history of depressive episodes even after controlling for neuroticism. Higher levels of rumination were also associated with greater severity and duration of current depressive episodes and greater severity of past depressive episodes even after controlling for neuroticism. Contrary to the sex differences hypothesis of the response styles theory, girls and boys did not differ in levels of rumination. En ligne : http://dx.doi.org/10.1080/15374416.2010.517159 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Rumination as a Vulnerability Factor to Depression in Adolescents in Mainland China: Lifetime History of Clinically Significant Depressive Episodes [Texte imprimé et/ou numérique] / Wei HONG, Auteur ; John R. Z. ABELA, Auteur ; Joseph R. COHEN, Auteur ; Dana M. SHESHKO, Auteur ; Xiao Ting SHI, Auteur ; Anton VAN HAMEL, Auteur ; Claire STARRS, Auteur . - 2010 . - p.849-857. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.849-857 Index. décimale : PER Périodiques Résumé : The current study tested the vulnerability and sex differences hypotheses of the response styles theory of depression (Nolen-Hoeksema, 1991). Participants included 494 tenth-grade students (M = 15.25 years, SD = 0.47) recruited from two secondary schools in Beijing, China. Participants completed self-report measures assessing rumination and neuroticism as well as a semistructured clinical interview assessing current and past clinically significant depressive episodes. Higher levels of rumination were associated with a greater likelihood of exhibiting both a current depressive episode and a past history of depressive episodes even after controlling for neuroticism. Higher levels of rumination were also associated with greater severity and duration of current depressive episodes and greater severity of past depressive episodes even after controlling for neuroticism. Contrary to the sex differences hypothesis of the response styles theory, girls and boys did not differ in levels of rumination. En ligne : http://dx.doi.org/10.1080/15374416.2010.517159 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Adaptation and Implementation of Cognitive Behavioral Intervention for Trauma in Schools with American Indian Youth / Jessica R. GOODKIND in Journal of Clinical Child & Adolescent Psychology, 39-6 (November-December 2010)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.858-872 Titre : Adaptation and Implementation of Cognitive Behavioral Intervention for Trauma in Schools with American Indian Youth Type de document : Texte imprimé et/ou numérique Auteurs : Jessica R. GOODKIND, Auteur ; Marianna D. LANOUE, Auteur ; Jaime MILFORD, Auteur Année de publication : 2010 Article en page(s) : p.858-872 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : American Indian adolescents experience higher rates of suicide and psychological distress than the overall U.S. adolescent population, and research suggests that these disparities are related to higher rates of violence and trauma exposure. Despite elevated risk, there is limited empirical information to guide culturally appropriate treatment of trauma and related symptoms. We report a pilot study of an adaptation to the Cognitive Behavioral Intervention for Trauma in Schools in a sample of 24 American Indian adolescents. Participants experienced significant decreases in anxiety and posttraumatic stress disorder symptoms, and avoidant coping strategies, as well as a marginally significant decrease in depression symptoms. Improvements in anxiety and depression were maintained 6 months postintervention; improvements in posttraumatic stress disorder and avoidant coping strategies were not. En ligne : http://dx.doi.org/10.1080/15374416.2010.517166 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Adaptation and Implementation of Cognitive Behavioral Intervention for Trauma in Schools with American Indian Youth [Texte imprimé et/ou numérique] / Jessica R. GOODKIND, Auteur ; Marianna D. LANOUE, Auteur ; Jaime MILFORD, Auteur . - 2010 . - p.858-872. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.858-872 Index. décimale : PER Périodiques Résumé : American Indian adolescents experience higher rates of suicide and psychological distress than the overall U.S. adolescent population, and research suggests that these disparities are related to higher rates of violence and trauma exposure. Despite elevated risk, there is limited empirical information to guide culturally appropriate treatment of trauma and related symptoms. We report a pilot study of an adaptation to the Cognitive Behavioral Intervention for Trauma in Schools in a sample of 24 American Indian adolescents. Participants experienced significant decreases in anxiety and posttraumatic stress disorder symptoms, and avoidant coping strategies, as well as a marginally significant decrease in depression symptoms. Improvements in anxiety and depression were maintained 6 months postintervention; improvements in posttraumatic stress disorder and avoidant coping strategies were not. En ligne : http://dx.doi.org/10.1080/15374416.2010.517166 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Parent-Child Relationships and Dyadic Friendship Experiences as Predictors of Behavior Problems in Early Adolescence / Miranda SENTSE in Journal of Clinical Child & Adolescent Psychology, 39-6 (November-December 2010)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.873-884 Titre : Parent-Child Relationships and Dyadic Friendship Experiences as Predictors of Behavior Problems in Early Adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Miranda SENTSE, Auteur ; Robert D. LAIRD, Auteur Année de publication : 2010 Article en page(s) : p.873-884 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study focused on support and conflict in parent-child relationships and dyadic friendships as predictors of behavior problems in early adolescence (n = 182; M age = 12.9 years, 51% female, 45% African American, 74% two-parent homes). Support and conflict in one relationship context were hypothesized to moderate the effects of experiences in the other relationship context. Adolescent-reported antisocial behavior was low when either parent-child relationships or friendships were low in conflict, and adolescent-reported depressed mood was low when either friendship conflict was low or parental support was high. Parent-reported antisocial behavior was high when high levels of conflict were reported in either parent-child or friendship relationships and adolescent-reported depressed mood was high when either parental or friendship support was low. Associations appear to be similar for boys and girls as no interactions involving gender were significant. En ligne : http://dx.doi.org/10.1080/15374416.2010.517160 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Parent-Child Relationships and Dyadic Friendship Experiences as Predictors of Behavior Problems in Early Adolescence [Texte imprimé et/ou numérique] / Miranda SENTSE, Auteur ; Robert D. LAIRD, Auteur . - 2010 . - p.873-884. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.873-884 Index. décimale : PER Périodiques Résumé : This study focused on support and conflict in parent-child relationships and dyadic friendships as predictors of behavior problems in early adolescence (n = 182; M age = 12.9 years, 51% female, 45% African American, 74% two-parent homes). Support and conflict in one relationship context were hypothesized to moderate the effects of experiences in the other relationship context. Adolescent-reported antisocial behavior was low when either parent-child relationships or friendships were low in conflict, and adolescent-reported depressed mood was low when either friendship conflict was low or parental support was high. Parent-reported antisocial behavior was high when high levels of conflict were reported in either parent-child or friendship relationships and adolescent-reported depressed mood was high when either parental or friendship support was low. Associations appear to be similar for boys and girls as no interactions involving gender were significant. En ligne : http://dx.doi.org/10.1080/15374416.2010.517160 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Understanding Barriers to Evidence-Based Assessment: Clinician Attitudes Toward Standardized Assessment Tools / Amanda JENSEN-DOSS in Journal of Clinical Child & Adolescent Psychology, 39-6 (November-December 2010)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.885-896 Titre : Understanding Barriers to Evidence-Based Assessment: Clinician Attitudes Toward Standardized Assessment Tools Type de document : Texte imprimé et/ou numérique Auteurs : Amanda JENSEN-DOSS, Auteur ; Kristin M. HAWLEY, Auteur Année de publication : 2010 Article en page(s) : p.885-896 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In an era of evidence-based practice, why are clinicians not typically engaged in evidence-based assessment? To begin to understand this issue, a national multidisciplinary survey was conducted to examine clinician attitudes toward standardized assessment tools. There were 1,442 child clinicians who provided opinions about the psychometric qualities of these tools, their benefit over clinical judgment alone, and their practicality. Doctoral-level clinicians and psychologists expressed more positive ratings in all three domains than master's-level clinicians and nonpsychologists, respectively, although only the disciplinary differences remained significant when predictors were examined simultaneously. All three attitude scales were predictive of standardized assessment tool use, although practical concerns were the strongest and only independent predictor of use. En ligne : http://dx.doi.org/10.1080/15374416.2010.517169 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Understanding Barriers to Evidence-Based Assessment: Clinician Attitudes Toward Standardized Assessment Tools [Texte imprimé et/ou numérique] / Amanda JENSEN-DOSS, Auteur ; Kristin M. HAWLEY, Auteur . - 2010 . - p.885-896. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 39-6 (November-December 2010) . - p.885-896 Index. décimale : PER Périodiques Résumé : In an era of evidence-based practice, why are clinicians not typically engaged in evidence-based assessment? To begin to understand this issue, a national multidisciplinary survey was conducted to examine clinician attitudes toward standardized assessment tools. There were 1,442 child clinicians who provided opinions about the psychometric qualities of these tools, their benefit over clinical judgment alone, and their practicality. Doctoral-level clinicians and psychologists expressed more positive ratings in all three domains than master's-level clinicians and nonpsychologists, respectively, although only the disciplinary differences remained significant when predictors were examined simultaneously. All three attitude scales were predictive of standardized assessment tool use, although practical concerns were the strongest and only independent predictor of use. En ligne : http://dx.doi.org/10.1080/15374416.2010.517169 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113