Examining changes in parent-reported child and adolescent mental health throughout the UK's first COVID-19 national lockdown / J. A. L. RAW in Journal of Child Psychology and Psychiatry, 62-12 (December 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-12 (December 2021) . - p.1391-1401 Titre : Examining changes in parent-reported child and adolescent mental health throughout the UK's first COVID-19 national lockdown Type de document : Texte imprimé et/ou numérique Auteurs : J. A. L. RAW, Auteur ; P. WAITE, Auteur ; S. PEARCEY, Auteur ; A. SHUM, Auteur ; Praveetha PATALAY, Auteur ; C. CRESWELL, Auteur Article en page(s) : p.1391-1401 Langues : Anglais (eng) Mots-clés : Adolescent  Covid-19  Child  Child, Preschool  Communicable Disease Control  Humans  Mental Health  Pandemics  Parents  SARS-CoV-2  United Kingdom/epidemiology  United Kingdom  adolescent  children Index. décimale : PER Périodiques Résumé : BACKGROUND: The COVID-19 pandemic has significantly changed the lives of children and adolescents, forcing them into periods of prolonged social isolation and time away from school. Understanding the psychological consequences of the UK's lockdown for children and adolescents, the associated risk factors, and how trajectories may vary for children and adolescents in different circumstances is essential so that the most vulnerable children and adolescents can be identified, and appropriate support can be implemented. METHODS: Participants were a convenience sample of parents and carers (n?=?2,988) in the UK with children and adolescents aged between 4 and 16?years who completed an online survey about their child's mental health. Growth curve analysis was used to examine the changes in conduct problems, hyperactivity/inattention, and emotional symptoms between the end of March/beginning of April and July using data from monthly assessments over four months. Additionally, growth mixture modelling identified mental health trajectories for conduct problems, hyperactivity/inattention, and emotional symptoms separately, and subsequent regression models were used to estimate predictors of mental health trajectory membership. RESULTS: Overall levels of hyperactivity and conduct problems increased over time, whereas emotional symptoms remained relatively stable, though declined somewhat between June and July. Change over time varied according to child age, the presence of siblings, and with Special Educational Needs (SEN)/Neurodevelopmental Disorders (ND). Subsequent growth mixture modelling identified three, four, and five trajectories for hyperactivity/inattention, conduct problems, and emotional symptoms, respectively. Though many children maintained 'stable low' symptoms, others experienced elevated symptoms by July. These children were more likely to have a parent/carer with higher levels of psychological distress, to have SEN/ND, or to be younger in age. CONCLUSIONS: The findings support previous literature and highlight that certain risk factors were associated with poorer mental health trajectories for children and adolescents during the pandemic. En ligne : http://dx.doi.org/10.1111/jcpp.13490 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 [article] Examining changes in parent-reported child and adolescent mental health throughout the UK's first COVID-19 national lockdown [Texte imprimé et/ou numérique] / J. A. L. RAW, Auteur ; P. WAITE, Auteur ; S. PEARCEY, Auteur ; A. SHUM, Auteur ; Praveetha PATALAY, Auteur ; C. CRESWELL, Auteur . - p.1391-1401. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-12 (December 2021) . - p.1391-1401 Mots-clés : Adolescent  Covid-19  Child  Child, Preschool  Communicable Disease Control  Humans  Mental Health  Pandemics  Parents  SARS-CoV-2  United Kingdom/epidemiology  United Kingdom  adolescent  children Index. décimale : PER Périodiques Résumé : BACKGROUND: The COVID-19 pandemic has significantly changed the lives of children and adolescents, forcing them into periods of prolonged social isolation and time away from school. Understanding the psychological consequences of the UK's lockdown for children and adolescents, the associated risk factors, and how trajectories may vary for children and adolescents in different circumstances is essential so that the most vulnerable children and adolescents can be identified, and appropriate support can be implemented. METHODS: Participants were a convenience sample of parents and carers (n?=?2,988) in the UK with children and adolescents aged between 4 and 16?years who completed an online survey about their child's mental health. Growth curve analysis was used to examine the changes in conduct problems, hyperactivity/inattention, and emotional symptoms between the end of March/beginning of April and July using data from monthly assessments over four months. Additionally, growth mixture modelling identified mental health trajectories for conduct problems, hyperactivity/inattention, and emotional symptoms separately, and subsequent regression models were used to estimate predictors of mental health trajectory membership. RESULTS: Overall levels of hyperactivity and conduct problems increased over time, whereas emotional symptoms remained relatively stable, though declined somewhat between June and July. Change over time varied according to child age, the presence of siblings, and with Special Educational Needs (SEN)/Neurodevelopmental Disorders (ND). Subsequent growth mixture modelling identified three, four, and five trajectories for hyperactivity/inattention, conduct problems, and emotional symptoms, respectively. Though many children maintained 'stable low' symptoms, others experienced elevated symptoms by July. These children were more likely to have a parent/carer with higher levels of psychological distress, to have SEN/ND, or to be younger in age. CONCLUSIONS: The findings support previous literature and highlight that certain risk factors were associated with poorer mental health trajectories for children and adolescents during the pandemic. En ligne : http://dx.doi.org/10.1111/jcpp.13490 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456

Research Review: Is anxiety associated with negative interpretations of ambiguity in children and adolescents? A systematic review and meta-analysis / S. STUIJFZAND in Journal of Child Psychology and Psychiatry, 59-11 (November 2018)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 59-11 (November 2018) . - p.1127-1142 Titre : Research Review: Is anxiety associated with negative interpretations of ambiguity in children and adolescents? A systematic review and meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : S. STUIJFZAND, Auteur ; C. CRESWELL, Auteur ; A. P. FIELD, Auteur ; S. PEARCEY, Auteur ; H. DODD, Auteur Article en page(s) : p.1127-1142 Langues : Anglais (eng) Mots-clés : Interpretation bias  adolescents  anxiety  children  content specificity  development Index. décimale : PER Périodiques Résumé : BACKGROUND: The tendency to interpret ambiguity as threat (negative interpretation) has been implicated in cognitive models of anxiety. A significant body of research has examined the association between anxiety and negative interpretation, and reviews suggest there is a robust positive association in adults. However, evidence with children and adolescents has been inconsistent. This study aimed to provide a systematic quantitative assessment of the association between anxiety and negative interpretation in children and adolescents. METHOD: Following systematic searches and screening for eligibility, 345 effects sizes from 77 studies were meta-analysed. RESULTS: Overall a medium positive association was found between anxiety and negative interpretation in children and adolescents ( d ^ = .62). Two variables significantly moderated this effect. Specifically, the association increased in strength with increasing age and when the content of ambiguous scenarios matched the anxiety subtype under investigation. CONCLUSIONS: Results extend findings from adult literature by demonstrating an association in children and adolescents with evidence for content specificity in the association. Age effects imply a role for development. Results raise considerations for when and for whom clinical treatments for anxiety focusing on interpretation bias are appropriate. The vast majority of studies included in the review have used correlational designs and there are a limited number of studies with young children. The results should be considered with these limitations in mind. En ligne : http://dx.doi.org/10.1111/jcpp.12822 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370 [article] Research Review: Is anxiety associated with negative interpretations of ambiguity in children and adolescents? A systematic review and meta-analysis [Texte imprimé et/ou numérique] / S. STUIJFZAND, Auteur ; C. CRESWELL, Auteur ; A. P. FIELD, Auteur ; S. PEARCEY, Auteur ; H. DODD, Auteur . - p.1127-1142. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 59-11 (November 2018) . - p.1127-1142 Mots-clés : Interpretation bias  adolescents  anxiety  children  content specificity  development Index. décimale : PER Périodiques Résumé : BACKGROUND: The tendency to interpret ambiguity as threat (negative interpretation) has been implicated in cognitive models of anxiety. A significant body of research has examined the association between anxiety and negative interpretation, and reviews suggest there is a robust positive association in adults. However, evidence with children and adolescents has been inconsistent. This study aimed to provide a systematic quantitative assessment of the association between anxiety and negative interpretation in children and adolescents. METHOD: Following systematic searches and screening for eligibility, 345 effects sizes from 77 studies were meta-analysed. RESULTS: Overall a medium positive association was found between anxiety and negative interpretation in children and adolescents ( d ^ = .62). Two variables significantly moderated this effect. Specifically, the association increased in strength with increasing age and when the content of ambiguous scenarios matched the anxiety subtype under investigation. CONCLUSIONS: Results extend findings from adult literature by demonstrating an association in children and adolescents with evidence for content specificity in the association. Age effects imply a role for development. Results raise considerations for when and for whom clinical treatments for anxiety focusing on interpretation bias are appropriate. The vast majority of studies included in the review have used correlational designs and there are a limited number of studies with young children. The results should be considered with these limitations in mind. En ligne : http://dx.doi.org/10.1111/jcpp.12822 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370

Research Review: The relationship between social anxiety and social cognition in children and adolescents: a systematic review and meta-analysis / S. PEARCEY in Journal of Child Psychology and Psychiatry, 62-7 (July 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-7 (July 2021) . - p.805-821 Titre : Research Review: The relationship between social anxiety and social cognition in children and adolescents: a systematic review and meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : S. PEARCEY, Auteur ; K. GORDON, Auteur ; Bhismadev CHAKRABARTI, Auteur ; H. DODD, Auteur ; B. HALLDORSSON, Auteur ; C. CRESWELL, Auteur Article en page(s) : p.805-821 Langues : Anglais (eng) Mots-clés : Adolescent  Anxiety  Anxiety Disorders  Autism Spectrum Disorder  Child  Cognition  Humans  Social Cognition  Social Skills  Theory of Mind  Social anxiety disorder  social cognition  social skills Index. décimale : PER Périodiques Résumé : BACKGROUND: Childhood Social Anxiety Disorder (SAD) is common and impairing. The recommended treatment is a disorder specific form of cognitive behavioural therapy (CBT) that includes social skills training and, whilst they appear to be more effective than more general treatments, it is not clear whether social skills training is the critical component involved in improved outcomes, particularly given that evidence for the relationship between social anxiety and social skills deficits in children is inconsistent. This may be partly due to an overlap in their observable features, and because the nature of the association may vary in different contexts (e.g. according to child age). An alternative approach is to examine the association between social anxiety and the social cognitive capacities that underpin social skills. This paper aims to examine the association between social anxiety and social cognition in children and adolescents, and examine conceptual and methodological moderators of this relationship. METHODS: Papers published between 1980 and 2019 were screened systematically. Fifty studies were identified from which an effect size could be calculated for the relationship between social anxiety and social cognition, including 15,411 children and adolescents. RESULTS: An overall significant, but moderate effect (r = -.15) was identified, where increased social anxiety was associated with lower social cognitive ability. Moderation analyses revealed specific associations within studies examining social anxiety among participants with and without ASD who were older than 7 years old, and studies assessing the relationship between social anxiety and specific aspects of Theory of Mind (ToM). No significant association was identified between social anxiety and emotion recognition. CONCLUSIONS: Significant associations between social anxiety and social cognitive abilities appear to be accounted for by elevated social anxiety among children with ASD, and those with difficulties in specific aspects of ToM but not broader social skills, such as emotion recognition. This reinforces the importance of accurately identifying and treating social anxiety within ASD populations. In addition, treatments for social anxiety among neurotypical populations may benefit from targeting particular aspects of ToM rather than emotion recognition and other broad social skills. En ligne : http://dx.doi.org/10.1111/jcpp.13310 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 [article] Research Review: The relationship between social anxiety and social cognition in children and adolescents: a systematic review and meta-analysis [Texte imprimé et/ou numérique] / S. PEARCEY, Auteur ; K. GORDON, Auteur ; Bhismadev CHAKRABARTI, Auteur ; H. DODD, Auteur ; B. HALLDORSSON, Auteur ; C. CRESWELL, Auteur . - p.805-821. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-7 (July 2021) . - p.805-821 Mots-clés : Adolescent  Anxiety  Anxiety Disorders  Autism Spectrum Disorder  Child  Cognition  Humans  Social Cognition  Social Skills  Theory of Mind  Social anxiety disorder  social cognition  social skills Index. décimale : PER Périodiques Résumé : BACKGROUND: Childhood Social Anxiety Disorder (SAD) is common and impairing. The recommended treatment is a disorder specific form of cognitive behavioural therapy (CBT) that includes social skills training and, whilst they appear to be more effective than more general treatments, it is not clear whether social skills training is the critical component involved in improved outcomes, particularly given that evidence for the relationship between social anxiety and social skills deficits in children is inconsistent. This may be partly due to an overlap in their observable features, and because the nature of the association may vary in different contexts (e.g. according to child age). An alternative approach is to examine the association between social anxiety and the social cognitive capacities that underpin social skills. This paper aims to examine the association between social anxiety and social cognition in children and adolescents, and examine conceptual and methodological moderators of this relationship. METHODS: Papers published between 1980 and 2019 were screened systematically. Fifty studies were identified from which an effect size could be calculated for the relationship between social anxiety and social cognition, including 15,411 children and adolescents. RESULTS: An overall significant, but moderate effect (r = -.15) was identified, where increased social anxiety was associated with lower social cognitive ability. Moderation analyses revealed specific associations within studies examining social anxiety among participants with and without ASD who were older than 7 years old, and studies assessing the relationship between social anxiety and specific aspects of Theory of Mind (ToM). No significant association was identified between social anxiety and emotion recognition. CONCLUSIONS: Significant associations between social anxiety and social cognitive abilities appear to be accounted for by elevated social anxiety among children with ASD, and those with difficulties in specific aspects of ToM but not broader social skills, such as emotion recognition. This reinforces the importance of accurately identifying and treating social anxiety within ASD populations. In addition, treatments for social anxiety among neurotypical populations may benefit from targeting particular aspects of ToM rather than emotion recognition and other broad social skills. En ligne : http://dx.doi.org/10.1111/jcpp.13310 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456

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