Dépouillements

Editorial / Jim STEVENSON in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.137-138 Titre : Editorial Type de document : Texte imprimé et/ou numérique Auteurs : Jim STEVENSON, Auteur Année de publication : 2000 Article en page(s) : p.137-138 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Editorial [Texte imprimé et/ou numérique] / Jim STEVENSON, Auteur . - 2000 . - p.137-138. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.137-138 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Institutional Care: Risk from Family Background or Pattern of Rearing? / Penny ROY in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.139-149 Titre : Institutional Care: Risk from Family Background or Pattern of Rearing? Type de document : Texte imprimé et/ou numérique Auteurs : Penny ROY, Auteur ; Michael RUTTER, Auteur ; Andrew PICKLES, Auteur Année de publication : 2000 Article en page(s) : p.139-149 Langues : Anglais (eng) Mots-clés : Environmental influences  family factors  fostering  high-risk studies  hyperactivity  residential care  school children Index. décimale : PER Périodiques Résumé : Previous research has shown that children receiving substitute parental care tend to have high rates of emotional/behavioural disturbance, but uncertainty remains on the extent to which this derives from genetic risk, adverse experiences before receiving substitute care, or from risks associated with substitute care experiences. In order to examine the effects of institutional rearing (as a specific form of substitute care), two groups of primary school children reared in substitute care from before the age of 12 months were compared: 19 children in residential group (institutional) care and 19 in continuous stable foster family care (matched for age and gender). The two groups were similar in coming from biological families with high rates of psychopathology and social malfunctioning, but differed with respect to pattern of rearing. Both groups were compared with classroom controls, using teacher questionnaires, systematic classroom observations, and standardised cognitive testing. Parental questionnaires were also obtained for the two substitute care groups. As found previously, the combined substitute care groups differed from controls in showing a high level of hyperactivity/inattention. The observational measures showed a similar effect, indicating that the elevated rate was not attributable to rater bias. The teacher questionnaire and observational measures showed, however, that the increased level of hyperactivity/inattention was substantially higher in the institutional group than the foster family group. Parental questionnaire ratings showed the same contrast between the groups, except that the main difference was on unsociability and emotional disturbance rather than hyperactivity/inattention. It is concluded that, against a background of genetic and early environmental risk, institutional rearing predisposes to a pattern of hyperactivity/inattention. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Institutional Care: Risk from Family Background or Pattern of Rearing? [Texte imprimé et/ou numérique] / Penny ROY, Auteur ; Michael RUTTER, Auteur ; Andrew PICKLES, Auteur . - 2000 . - p.139-149. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.139-149 Mots-clés : Environmental influences  family factors  fostering  high-risk studies  hyperactivity  residential care  school children Index. décimale : PER Périodiques Résumé : Previous research has shown that children receiving substitute parental care tend to have high rates of emotional/behavioural disturbance, but uncertainty remains on the extent to which this derives from genetic risk, adverse experiences before receiving substitute care, or from risks associated with substitute care experiences. In order to examine the effects of institutional rearing (as a specific form of substitute care), two groups of primary school children reared in substitute care from before the age of 12 months were compared: 19 children in residential group (institutional) care and 19 in continuous stable foster family care (matched for age and gender). The two groups were similar in coming from biological families with high rates of psychopathology and social malfunctioning, but differed with respect to pattern of rearing. Both groups were compared with classroom controls, using teacher questionnaires, systematic classroom observations, and standardised cognitive testing. Parental questionnaires were also obtained for the two substitute care groups. As found previously, the combined substitute care groups differed from controls in showing a high level of hyperactivity/inattention. The observational measures showed a similar effect, indicating that the elevated rate was not attributable to rater bias. The teacher questionnaire and observational measures showed, however, that the increased level of hyperactivity/inattention was substantially higher in the institutional group than the foster family group. Parental questionnaire ratings showed the same contrast between the groups, except that the main difference was on unsociability and emotional disturbance rather than hyperactivity/inattention. It is concluded that, against a background of genetic and early environmental risk, institutional rearing predisposes to a pattern of hyperactivity/inattention. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Emotional Disclosure in School Children / Martina REYNOLDS in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.151-159 Titre : Emotional Disclosure in School Children Type de document : Texte imprimé et/ou numérique Auteurs : Martina REYNOLDS, Auteur ; Chris R. BREWIN, Auteur ; Matthew SAXTON, Auteur Année de publication : 2000 Article en page(s) : p.151-159 Langues : Anglais (eng) Mots-clés : Emotional disclosure  school children  diary keeping  stress Index. décimale : PER Périodiques Résumé : Recent research with adults by Pennebaker and his colleagues has found that emotional disclosure through writing about stressful events appears to have significant benefits in terms of psychological and physical health outcomes. This report describes a controlled trial of emotional disclosure, adapted for school children, with the major hypothesis that the repeated description of negative events will have beneficial effects on measures of mental health, attendance, and school performance. The sample consisted of children aged 8–13 years from four schools, a primary and a secondary school both from a suburban and an inner-city area. Children were randomly assigned to one of three conditions: writing about negative events, writing about nonemotional events, and a non-writing control group. Children in all groups were seen four times during a single week and were then followed up after 2 months with measures of health and school performance. The intervention was well received by both schools and children, and the scripts written by the emotional and nonemotional writing groups differed in content in the predicted ways. Contrary to expectation, there was little evidence of a specific effect of emotional disclosure, and several possible reasons for this are discussed. Nevertheless, there was a general reduction in symptom measures, indicating that children may have benefited from their involvement in the study. Although there are several possible explanations for our findings, they indicate that it is both feasible and potentially valuable to give children opportunities to engage in discussion about sources of stress and their reactions to them. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Emotional Disclosure in School Children [Texte imprimé et/ou numérique] / Martina REYNOLDS, Auteur ; Chris R. BREWIN, Auteur ; Matthew SAXTON, Auteur . - 2000 . - p.151-159. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.151-159 Mots-clés : Emotional disclosure  school children  diary keeping  stress Index. décimale : PER Périodiques Résumé : Recent research with adults by Pennebaker and his colleagues has found that emotional disclosure through writing about stressful events appears to have significant benefits in terms of psychological and physical health outcomes. This report describes a controlled trial of emotional disclosure, adapted for school children, with the major hypothesis that the repeated description of negative events will have beneficial effects on measures of mental health, attendance, and school performance. The sample consisted of children aged 8–13 years from four schools, a primary and a secondary school both from a suburban and an inner-city area. Children were randomly assigned to one of three conditions: writing about negative events, writing about nonemotional events, and a non-writing control group. Children in all groups were seen four times during a single week and were then followed up after 2 months with measures of health and school performance. The intervention was well received by both schools and children, and the scripts written by the emotional and nonemotional writing groups differed in content in the predicted ways. Contrary to expectation, there was little evidence of a specific effect of emotional disclosure, and several possible reasons for this are discussed. Nevertheless, there was a general reduction in symptom measures, indicating that children may have benefited from their involvement in the study. Although there are several possible explanations for our findings, they indicate that it is both feasible and potentially valuable to give children opportunities to engage in discussion about sources of stress and their reactions to them. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Children's Understanding of Marital Conflict and the Marital Relationship / Jennifer M. JENKINS in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.161-168 Titre : Children's Understanding of Marital Conflict and the Marital Relationship Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer M. JENKINS, Auteur ; J. M. BUCCIONI, Auteur Année de publication : 2000 Article en page(s) : p.161-168 Langues : Anglais (eng) Mots-clés : Child development  development  marital disharmony  marital relationships  social cognition  theory of mind Index. décimale : PER Périodiques Résumé : Children's understanding of marital conflict and the marital relationship was investigated in 60 children of 5, 7, and 9 years old. Age differences were hypothesized in four areas of children's understanding of marital conflict and the marital relationship, based on the development between 5 and 9 years of age of children's abilities to (a) analyse complex sequences of behavior in terms of the mental states of protagonists and (b) integrate multiple social roles. The four areas investigated were: conceptions of marital conflict, conflict resolution, family triangulation, and integration of the spousal and parental roles. Children were read stories involving family interactions. Open-ended questions were asked about their understanding of these interactions and a coding scheme was devised that reflected theoretical concepts. Nine-year-olds differed from 5-year-olds on all aspects of their understanding of marital conflict and the marital relationship, and 7-year-olds showed levels of understanding between 5- and 9-year-olds. Younger children were less likely than older children to explain marital conflict in terms of the divergent goals of each parent, to understand conflict resolution as dependent on one person changing their beliefs or goals, to understand that parents were simultaneously spouses and parents and to understand the nature of triangulation. Marital conflict is interpreted very differently by children of different ages. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Children's Understanding of Marital Conflict and the Marital Relationship [Texte imprimé et/ou numérique] / Jennifer M. JENKINS, Auteur ; J. M. BUCCIONI, Auteur . - 2000 . - p.161-168. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.161-168 Mots-clés : Child development  development  marital disharmony  marital relationships  social cognition  theory of mind Index. décimale : PER Périodiques Résumé : Children's understanding of marital conflict and the marital relationship was investigated in 60 children of 5, 7, and 9 years old. Age differences were hypothesized in four areas of children's understanding of marital conflict and the marital relationship, based on the development between 5 and 9 years of age of children's abilities to (a) analyse complex sequences of behavior in terms of the mental states of protagonists and (b) integrate multiple social roles. The four areas investigated were: conceptions of marital conflict, conflict resolution, family triangulation, and integration of the spousal and parental roles. Children were read stories involving family interactions. Open-ended questions were asked about their understanding of these interactions and a coding scheme was devised that reflected theoretical concepts. Nine-year-olds differed from 5-year-olds on all aspects of their understanding of marital conflict and the marital relationship, and 7-year-olds showed levels of understanding between 5- and 9-year-olds. Younger children were less likely than older children to explain marital conflict in terms of the divergent goals of each parent, to understand conflict resolution as dependent on one person changing their beliefs or goals, to understand that parents were simultaneously spouses and parents and to understand the nature of triangulation. Marital conflict is interpreted very differently by children of different ages. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Antisocial, Angry, and Unsympathetic: “Hard-to-manage” Preschoolers' Peer Problems and Possible Cognitive Influences / Claire HUGHES in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.169-179 Titre : Antisocial, Angry, and Unsympathetic: “Hard-to-manage” Preschoolers' Peer Problems and Possible Cognitive Influences Type de document : Texte imprimé et/ou numérique Auteurs : Claire HUGHES, Auteur ; Adele WHITE, Auteur ; Joanna SHARPEN, Auteur ; Judy DUNN, Auteur Année de publication : 2000 Article en page(s) : p.169-179 Langues : Anglais (eng) Mots-clés : ADD/ADHD  antisocial behaviour  emotional expression  empathy  play  preschool children Index. décimale : PER Périodiques Résumé : This study is the first to provide direct observations of dyadic interactions with friends for preschool-aged disruptive children. Forty preschoolers (mean age 52 months) rated by parents as “hard to manage” on Goodman's (1997) Strengths and Difficulties Questionnaire (SDQ), as well as 40 control children (matched for age, gender, school, and ethnic background) were filmed for 20 minutes on two occasions playing with a teacher-nominated best friend. The videos were transcribed and coded for antisocial behaviour, displays of negative emotion, and empathic/prosocial responses to friend's distress. Individual differences in social behaviour were considered in relation to false-belief performance, affective perspective taking, and executive function skills (planning and inhibitory control). Compared with controls, the hard-to-manage group showed significantly higher rates of both antisocial behaviour and displays of negative emotion, as well as significantly lower rates of emphatic/prosocial responses. Across both groups combined, frequencies of angry and antisocial behaviours were related to poor executive control. Mental-state understanding was not significantly correlated with antisocial behaviour, emotion display, or empathy, suggesting that the interpersonal problems of young disruptive children owe more to failure of behavioural regulation than to problems in social understanding per se. However, given the relatively low power of the study, these findings require replication with a larger sample. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Antisocial, Angry, and Unsympathetic: “Hard-to-manage” Preschoolers' Peer Problems and Possible Cognitive Influences [Texte imprimé et/ou numérique] / Claire HUGHES, Auteur ; Adele WHITE, Auteur ; Joanna SHARPEN, Auteur ; Judy DUNN, Auteur . - 2000 . - p.169-179. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.169-179 Mots-clés : ADD/ADHD  antisocial behaviour  emotional expression  empathy  play  preschool children Index. décimale : PER Périodiques Résumé : This study is the first to provide direct observations of dyadic interactions with friends for preschool-aged disruptive children. Forty preschoolers (mean age 52 months) rated by parents as “hard to manage” on Goodman's (1997) Strengths and Difficulties Questionnaire (SDQ), as well as 40 control children (matched for age, gender, school, and ethnic background) were filmed for 20 minutes on two occasions playing with a teacher-nominated best friend. The videos were transcribed and coded for antisocial behaviour, displays of negative emotion, and empathic/prosocial responses to friend's distress. Individual differences in social behaviour were considered in relation to false-belief performance, affective perspective taking, and executive function skills (planning and inhibitory control). Compared with controls, the hard-to-manage group showed significantly higher rates of both antisocial behaviour and displays of negative emotion, as well as significantly lower rates of emphatic/prosocial responses. Across both groups combined, frequencies of angry and antisocial behaviours were related to poor executive control. Mental-state understanding was not significantly correlated with antisocial behaviour, emotion display, or empathy, suggesting that the interpersonal problems of young disruptive children owe more to failure of behavioural regulation than to problems in social understanding per se. However, given the relatively low power of the study, these findings require replication with a larger sample. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Predictive Power of Peer Behavioral Assessment for Subsequent Maladjustment in Community Samples of Disruptive and Nondisruptive Children / George M. REALMUTO in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.181-190 Titre : Predictive Power of Peer Behavioral Assessment for Subsequent Maladjustment in Community Samples of Disruptive and Nondisruptive Children Type de document : Texte imprimé et/ou numérique Auteurs : George M. REALMUTO, Auteur ; Gerald J. AUGUST, Auteur ; Joel M. HEKTNER, Auteur Année de publication : 2000 Article en page(s) : p.181-190 Langues : Anglais (eng) Mots-clés : Peer reputation  externalizing behavior problems  internalizing behavior problems  assessment  disruptive behavior  high-risk studies  peer relationships  prediction  school children Index. décimale : PER Périodiques Résumé : In a prospective, longitudinal study with community samples of disruptive and nondisruptive children, the predictive relations between peer-assessed dimensions of behavioral reputation in elementary school and teacher-rated behavioral adjustment and test scores of academic achievement were examined over a 4-year period. The Revised Class Play (RCP), a social role matching instrument completed by students about their classmates, was used to assess behavioral dimensions of children's peer reputation at baseline. Regression analyses showed that the RCP dimensions of aggressive-disruptive, sensitive-isolated, and social etiquette were the best predictors of later teacher-rated externalizing problems, internalizing problems, and subsequent adaptive skills respectively. Only IQ predicted later academic achievement. When IQ and disruptive/nondisruptive group status were added to each regression equation they further contributed as significant predictors. When parent and teacher ratings of behavior problems at baseline were entered jointly with RCP dimensions into regression equations, the peer dimensions further explained outcome variance. Additive effects of the RCP dimensions were found only for the externalizing problems outcome. Disruptive children with mild levels of aggressive behavior and high levels of sensitive-isolated behavior had less externalizing problems at outcome. A comparison of the difference between disruptive and nondisruptive groups in the relationship of baseline RCP scores to teacher outcomes showed no difference between groups, suggesting that the groups did not depart appreciably from their initial differences relative to each other over time. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Predictive Power of Peer Behavioral Assessment for Subsequent Maladjustment in Community Samples of Disruptive and Nondisruptive Children [Texte imprimé et/ou numérique] / George M. REALMUTO, Auteur ; Gerald J. AUGUST, Auteur ; Joel M. HEKTNER, Auteur . - 2000 . - p.181-190. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.181-190 Mots-clés : Peer reputation  externalizing behavior problems  internalizing behavior problems  assessment  disruptive behavior  high-risk studies  peer relationships  prediction  school children Index. décimale : PER Périodiques Résumé : In a prospective, longitudinal study with community samples of disruptive and nondisruptive children, the predictive relations between peer-assessed dimensions of behavioral reputation in elementary school and teacher-rated behavioral adjustment and test scores of academic achievement were examined over a 4-year period. The Revised Class Play (RCP), a social role matching instrument completed by students about their classmates, was used to assess behavioral dimensions of children's peer reputation at baseline. Regression analyses showed that the RCP dimensions of aggressive-disruptive, sensitive-isolated, and social etiquette were the best predictors of later teacher-rated externalizing problems, internalizing problems, and subsequent adaptive skills respectively. Only IQ predicted later academic achievement. When IQ and disruptive/nondisruptive group status were added to each regression equation they further contributed as significant predictors. When parent and teacher ratings of behavior problems at baseline were entered jointly with RCP dimensions into regression equations, the peer dimensions further explained outcome variance. Additive effects of the RCP dimensions were found only for the externalizing problems outcome. Disruptive children with mild levels of aggressive behavior and high levels of sensitive-isolated behavior had less externalizing problems at outcome. A comparison of the difference between disruptive and nondisruptive groups in the relationship of baseline RCP scores to teacher outcomes showed no difference between groups, suggesting that the groups did not depart appreciably from their initial differences relative to each other over time. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Childhood Peer Relationship Problems and Later Risks of Educational Under-achievement and Unemployment / Lianne J. WOODWARD in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.191-201 Titre : Childhood Peer Relationship Problems and Later Risks of Educational Under-achievement and Unemployment Type de document : Texte imprimé et/ou numérique Auteurs : Lianne J. WOODWARD, Auteur ; David M. FERGUSSON, Auteur Année de publication : 2000 Article en page(s) : p.191-201 Langues : Anglais (eng) Mots-clés : Child Behaviour Checklist  educational attainment  longitudinal studies  peer relationships  schizophrenia  unemployment Index. décimale : PER Périodiques Résumé : This paper examines relations between the extent of children's peer relationship problems at age 9 and their later risks of educational under-achievement and unemployment by the age of 18 years. Results showed that children with high rates of early peer relationship problems were at increased risk of under-achievement and unemployment when compared with children with low rates of early peer relationship problems. These elevated educational and occupational risks were explained by two processes. First, associations between early peer difficulties and later disadvantage were in part noncausal, and arose because of the personal characteristics (IQ and attentional problems) and social backgrounds (socioeconomic adversity, exposure to parental change, and punitive parent-child interaction) of children with early peer problems. Second, problematic peer relations during childhood appeared to place young people at increased risk of a range of adolescent interpersonal and school-related difficulties, including weaker peer attachments, interpersonal problems with teachers, school truancy, suspension, and early school leaving. In turn, these experiences and behaviours served to reduce the educational and employment opportunities of children with early peer problems. Results highlight the importance of childhood peer relationships for academic and occupational success. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Childhood Peer Relationship Problems and Later Risks of Educational Under-achievement and Unemployment [Texte imprimé et/ou numérique] / Lianne J. WOODWARD, Auteur ; David M. FERGUSSON, Auteur . - 2000 . - p.191-201. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.191-201 Mots-clés : Child Behaviour Checklist  educational attainment  longitudinal studies  peer relationships  schizophrenia  unemployment Index. décimale : PER Périodiques Résumé : This paper examines relations between the extent of children's peer relationship problems at age 9 and their later risks of educational under-achievement and unemployment by the age of 18 years. Results showed that children with high rates of early peer relationship problems were at increased risk of under-achievement and unemployment when compared with children with low rates of early peer relationship problems. These elevated educational and occupational risks were explained by two processes. First, associations between early peer difficulties and later disadvantage were in part noncausal, and arose because of the personal characteristics (IQ and attentional problems) and social backgrounds (socioeconomic adversity, exposure to parental change, and punitive parent-child interaction) of children with early peer problems. Second, problematic peer relations during childhood appeared to place young people at increased risk of a range of adolescent interpersonal and school-related difficulties, including weaker peer attachments, interpersonal problems with teachers, school truancy, suspension, and early school leaving. In turn, these experiences and behaviours served to reduce the educational and employment opportunities of children with early peer problems. Results highlight the importance of childhood peer relationships for academic and occupational success. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Precursors of Literacy Delay among Children at Genetic Risk of Dyslexia / Alison GALLAGHER in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.203-213 Titre : Precursors of Literacy Delay among Children at Genetic Risk of Dyslexia Type de document : Texte imprimé et/ou numérique Auteurs : Alison GALLAGHER, Auteur ; Uta FRITH, Auteur ; Margaret J. SNOWLING, Auteur Année de publication : 2000 Article en page(s) : p.203-213 Langues : Anglais (eng) Mots-clés : Dyslexia  genetics  language  reading  specific learning difficulties  written language Index. décimale : PER Périodiques Résumé : This paper reports the literacy skills of 63 children selected as being at genetic risk of dyslexia compared with 34 children from families reporting no history of reading impairment. Fifty-seven per cent of the at-risk group were delayed in literacy development at 6 years compared with only 12% of controls. The “unimpaired” at-risk group were not statistically different from controls on most cognitive and language measures at 45 months, whereas the literacy-delayed group showed significantly slower speech and language development, although they did not differ from controls in nonverbal ability. Letter knowledge at 45 months was the strongest predictor of literacy level at 6 years. In addition, early speech and language skills predicted individual differences in literacy outcome and genetic risk accounted for unique variance over and above these other factors. The results are discussed in terms of an interactive developmental model in which semantic and phonological skills support early reading acquisition. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Precursors of Literacy Delay among Children at Genetic Risk of Dyslexia [Texte imprimé et/ou numérique] / Alison GALLAGHER, Auteur ; Uta FRITH, Auteur ; Margaret J. SNOWLING, Auteur . - 2000 . - p.203-213. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.203-213 Mots-clés : Dyslexia  genetics  language  reading  specific learning difficulties  written language Index. décimale : PER Périodiques Résumé : This paper reports the literacy skills of 63 children selected as being at genetic risk of dyslexia compared with 34 children from families reporting no history of reading impairment. Fifty-seven per cent of the at-risk group were delayed in literacy development at 6 years compared with only 12% of controls. The “unimpaired” at-risk group were not statistically different from controls on most cognitive and language measures at 45 months, whereas the literacy-delayed group showed significantly slower speech and language development, although they did not differ from controls in nonverbal ability. Letter knowledge at 45 months was the strongest predictor of literacy level at 6 years. In addition, early speech and language skills predicted individual differences in literacy outcome and genetic risk accounted for unique variance over and above these other factors. The results are discussed in terms of an interactive developmental model in which semantic and phonological skills support early reading acquisition. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Social and Emotional Adjustment in Children Affected with Gilles de la Tourette's Syndrome: Associations with ADHD and Family Functioning / Alice S. CARTER in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.215-223 Titre : Social and Emotional Adjustment in Children Affected with Gilles de la Tourette's Syndrome: Associations with ADHD and Family Functioning Type de document : Texte imprimé et/ou numérique Auteurs : Alice S. CARTER, Auteur ; Deborah O'DONNELL, Auteur ; Robert T. SCHULTZ, Auteur ; Lawrence SCAHILL, Auteur ; James F. LECKMAN, Auteur ; David L. PAULS, Auteur Année de publication : 2000 Article en page(s) : p.215-223 Langues : Anglais (eng) Mots-clés : Tourette syndrome  family functioning  ADHD  social-emotional functioning  social behavior Index. décimale : PER Périodiques Résumé : This study examined social-emotional functioning in children with Gilles de la Tourette's syndrome (TS) alone and children with TS and Attention Deficit Hyperactivity Disorder (ADHD). In addition, the contribution of family functioning to social competence was examined. Children with a clinical diagnosis of TS were recruited from the Yale Child Study Center TS specialty clinic. Unaffected control children were recruited through newspaper advertisements and announcements within the university and at area schools. The final sample consisted of 72 children (45 boys and 27 girls) between the ages of 8 and 14. Sixteen children met DMS-III-R criteria for TS, 33 children met criteria for TS and ADHD, and 23 children had no psychiatric diagnoses. Children with TS and ADHD evidenced more externalizing and internalizing behavior problems and poorer social adaptation than children with TS only or unaffected controls. Children with TS only were not significantly different from unaffected controls on most measures of externalizing behaviors and social adaptation but did exhibit more internalizing symptoms. Tic symptom severity was not associated with social, behavioral, or emotional functioning among children with TS, even after stratifying by medication status. However, ADHD diagnosis, obsessional symptom severity, and family functioning were significantly associated with social and emotional adjustment among TS children. Moreover, family functioning was associated with social and emotional adjustment even after controlling for TS and ADHD diagnostic status. These findings demonstrate that much of the social and behavioral dysfunction in children with TS is ADHD-specific and children with TS alone have a very different social-emotional profile than do those with TS plus ADHD. Finally, social-emotional adjustment in children with TS is best understood within the family context. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Social and Emotional Adjustment in Children Affected with Gilles de la Tourette's Syndrome: Associations with ADHD and Family Functioning [Texte imprimé et/ou numérique] / Alice S. CARTER, Auteur ; Deborah O'DONNELL, Auteur ; Robert T. SCHULTZ, Auteur ; Lawrence SCAHILL, Auteur ; James F. LECKMAN, Auteur ; David L. PAULS, Auteur . - 2000 . - p.215-223. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.215-223 Mots-clés : Tourette syndrome  family functioning  ADHD  social-emotional functioning  social behavior Index. décimale : PER Périodiques Résumé : This study examined social-emotional functioning in children with Gilles de la Tourette's syndrome (TS) alone and children with TS and Attention Deficit Hyperactivity Disorder (ADHD). In addition, the contribution of family functioning to social competence was examined. Children with a clinical diagnosis of TS were recruited from the Yale Child Study Center TS specialty clinic. Unaffected control children were recruited through newspaper advertisements and announcements within the university and at area schools. The final sample consisted of 72 children (45 boys and 27 girls) between the ages of 8 and 14. Sixteen children met DMS-III-R criteria for TS, 33 children met criteria for TS and ADHD, and 23 children had no psychiatric diagnoses. Children with TS and ADHD evidenced more externalizing and internalizing behavior problems and poorer social adaptation than children with TS only or unaffected controls. Children with TS only were not significantly different from unaffected controls on most measures of externalizing behaviors and social adaptation but did exhibit more internalizing symptoms. Tic symptom severity was not associated with social, behavioral, or emotional functioning among children with TS, even after stratifying by medication status. However, ADHD diagnosis, obsessional symptom severity, and family functioning were significantly associated with social and emotional adjustment among TS children. Moreover, family functioning was associated with social and emotional adjustment even after controlling for TS and ADHD diagnostic status. These findings demonstrate that much of the social and behavioral dysfunction in children with TS is ADHD-specific and children with TS alone have a very different social-emotional profile than do those with TS plus ADHD. Finally, social-emotional adjustment in children with TS is best understood within the family context. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Stimulation Seeking and Hyperactivity in Children with ADHD / Inge ANTROP in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.225-231 Titre : Stimulation Seeking and Hyperactivity in Children with ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Inge ANTROP, Auteur ; Herbert ROEYERS, Auteur ; Paulette VAN OOST, Auteur ; Ann BUYSSE, Auteur Année de publication : 2000 Article en page(s) : p.225-231 Langues : Anglais (eng) Mots-clés : Activity level  ADD/ADHD  behavioural measures  environmental influences  hyperactivity  stimulation seeking Index. décimale : PER Périodiques Résumé : Thirty hyperactive and 30 non-hyperactive children were confronted with a delay, consisting of a waiting situation of 15 minutes, either with or without extra stimulation provided by the presentation of a videotape. The behaviour of the child during the waiting period was videotaped and later coded by two naive observers. In line with theories that emphasise the stimulation-seeking function of hyperactive behaviours, such as the optimal stimulation account and the delay aversion theory, a group by stimulation effect was hypothesised. For two categories of activity this was found, with ADHD children displaying more activity than non-ADHD children in the no-stimulation but not in the stimulation condition. These data provide support for the stimulation-seeking function of certain features of ADHD hyperactivity. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Stimulation Seeking and Hyperactivity in Children with ADHD [Texte imprimé et/ou numérique] / Inge ANTROP, Auteur ; Herbert ROEYERS, Auteur ; Paulette VAN OOST, Auteur ; Ann BUYSSE, Auteur . - 2000 . - p.225-231. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.225-231 Mots-clés : Activity level  ADD/ADHD  behavioural measures  environmental influences  hyperactivity  stimulation seeking Index. décimale : PER Périodiques Résumé : Thirty hyperactive and 30 non-hyperactive children were confronted with a delay, consisting of a waiting situation of 15 minutes, either with or without extra stimulation provided by the presentation of a videotape. The behaviour of the child during the waiting period was videotaped and later coded by two naive observers. In line with theories that emphasise the stimulation-seeking function of hyperactive behaviours, such as the optimal stimulation account and the delay aversion theory, a group by stimulation effect was hypothesised. For two categories of activity this was found, with ADHD children displaying more activity than non-ADHD children in the no-stimulation but not in the stimulation condition. These data provide support for the stimulation-seeking function of certain features of ADHD hyperactivity. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Verbal Short-term Memory Deficits in Down Syndrome: A Consequence of Problems in Rehearsal? / Christopher JARROLD in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.233-244 Titre : Verbal Short-term Memory Deficits in Down Syndrome: A Consequence of Problems in Rehearsal? Type de document : Texte imprimé et/ou numérique Auteurs : Christopher JARROLD, Auteur ; Alan D. BADDELEY, Auteur ; Alexa K. HEWES, Auteur Année de publication : 2000 Article en page(s) : p.233-244 Langues : Anglais (eng) Mots-clés : Down syndrome  short-term memory  speech Index. décimale : PER Périodiques Résumé : Individuals with Down syndrome suffer from relatively poor verbal short-term memory. Previous explanations of this deficit have been framed in terms of inefficient or absent rehearsal of verbal material in Down syndrome within the phonological loop component of Baddeley and Hitch's (1974) working memory model. Two experiments are presented which test this explanation by looking for the markers of rehearsal in children with Down syndrome and verbal mental age matched controls. Both experiments confirm that individuals with Down syndrome show poorer verbal short-term memory performance than controls. However, they rule out rehearsal as an explanation of these deficits because the evidence suggests that neither individuals with Down syndrome nor matched controls are engaging in spontaneous subvocal rehearsal. Other explanations of poor verbal short-term memory performance in Down syndrome, in terms of impairments both within and outside of the phonological loop system, are discussed. Practical implications for intervention strategies aimed at improving verbal short-term memory skills in Down syndrome are also outlined. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Verbal Short-term Memory Deficits in Down Syndrome: A Consequence of Problems in Rehearsal? [Texte imprimé et/ou numérique] / Christopher JARROLD, Auteur ; Alan D. BADDELEY, Auteur ; Alexa K. HEWES, Auteur . - 2000 . - p.233-244. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.233-244 Mots-clés : Down syndrome  short-term memory  speech Index. décimale : PER Périodiques Résumé : Individuals with Down syndrome suffer from relatively poor verbal short-term memory. Previous explanations of this deficit have been framed in terms of inefficient or absent rehearsal of verbal material in Down syndrome within the phonological loop component of Baddeley and Hitch's (1974) working memory model. Two experiments are presented which test this explanation by looking for the markers of rehearsal in children with Down syndrome and verbal mental age matched controls. Both experiments confirm that individuals with Down syndrome show poorer verbal short-term memory performance than controls. However, they rule out rehearsal as an explanation of these deficits because the evidence suggests that neither individuals with Down syndrome nor matched controls are engaging in spontaneous subvocal rehearsal. Other explanations of poor verbal short-term memory performance in Down syndrome, in terms of impairments both within and outside of the phonological loop system, are discussed. Practical implications for intervention strategies aimed at improving verbal short-term memory skills in Down syndrome are also outlined. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Latina Mothers’ Attributions, Emotions, and Reactions to the Problem Behaviors of their Children with Developmental Disabilities / Víctor CHAVIRA in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.245-252 Titre : Latina Mothers’ Attributions, Emotions, and Reactions to the Problem Behaviors of their Children with Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Víctor CHAVIRA, Auteur ; Steven R. LOPEZ, Auteur ; Jan BLACHER, Auteur ; Johanna SHAPIRO, Auteur Année de publication : 2000 Article en page(s) : p.245-252 Langues : Anglais (eng) Mots-clés : Attribution  emotion  disability  Latino  parent  child Index. décimale : PER Périodiques Résumé : We examined the applicability of attribution theory to mothers’ perceptions and reactions to their child's problem behavior. Participants were 149 Latina mothers of children with developmental disabilities who were interviewed regarding specific incidents in which their child exhibited a behavior problem. The findings indicate that most mothers viewed their child as not being responsible for the behavior problem. Furthermore, as predicted by attribution theory, mothers who ascribed relatively high responsibility to the child were significantly more likely to report negative emotions (anger and frustration) and aggressive/harsh behavioral reactions than mothers who ascribed low responsibility. Also, mothers were more likely to ascribe high responsibility to the child when the problem was characterized as a behavioral excess than as a behavioral deficit. The results provide support for the applicability of an attributional framework and may have important implications for helping parents in addressing the problem behaviors of their children with developmental disabilities. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Latina Mothers’ Attributions, Emotions, and Reactions to the Problem Behaviors of their Children with Developmental Disabilities [Texte imprimé et/ou numérique] / Víctor CHAVIRA, Auteur ; Steven R. LOPEZ, Auteur ; Jan BLACHER, Auteur ; Johanna SHAPIRO, Auteur . - 2000 . - p.245-252. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.245-252 Mots-clés : Attribution  emotion  disability  Latino  parent  child Index. décimale : PER Périodiques Résumé : We examined the applicability of attribution theory to mothers’ perceptions and reactions to their child's problem behavior. Participants were 149 Latina mothers of children with developmental disabilities who were interviewed regarding specific incidents in which their child exhibited a behavior problem. The findings indicate that most mothers viewed their child as not being responsible for the behavior problem. Furthermore, as predicted by attribution theory, mothers who ascribed relatively high responsibility to the child were significantly more likely to report negative emotions (anger and frustration) and aggressive/harsh behavioral reactions than mothers who ascribed low responsibility. Also, mothers were more likely to ascribe high responsibility to the child when the problem was characterized as a behavioral excess than as a behavioral deficit. The results provide support for the applicability of an attributional framework and may have important implications for helping parents in addressing the problem behaviors of their children with developmental disabilities. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Behavioral and Emotional Problems in Chinese Children: Teacher Reports for Ages 6 to 11 / Xianchen LIU in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.253-260 Titre : Behavioral and Emotional Problems in Chinese Children: Teacher Reports for Ages 6 to 11 Type de document : Texte imprimé et/ou numérique Auteurs : Xianchen LIU, Auteur ; Hiroshi KURITA, Auteur ; Chuanqin GUO, Auteur ; Hisateru TACHIMORI, Auteur ; Jing ZE, Auteur ; Masako OKAWA, Auteur Année de publication : 2000 Article en page(s) : p.253-260 Langues : Anglais (eng) Mots-clés : Behavioral problems  child development  emotional disorder  epidemiology  psychometrics  sex differences Index. décimale : PER Périodiques Résumé : This study examined the applicability of the Chinese Version of Teacher's Report Form (TRF-CV) and estimated the prevalence of behavioral problems in a general population sample of 2936 children aged 6 through 11 years in the Shandong Province of China. Teachers completed the TRF-CV and the Conners Hyperkinesis Index (CHI). The TRF-CV total scale showed satisfactory 2-week test–retest reliability (r= .83) and internal consistency (Cronbach's alpha = .94). The TRF-CV Total Problems, Attention Problems, Delinquent Behavior, and Aggressive Behavior had acceptable concurrent validity with the CHI (mean r= .62). With the TRF-CV Total Problems score of 26 as a cutoff, an overall correct classification rate of 90% for clinical sample and nonreferral required children was obtained. Exploratory factor analysis yielded six syndromes: Aggressive/Delinquent Behavior, Withdrawn/Depressed, Somatic Complaints, Attention Problems, Social Problems, and Thought Problems, with significant correlations with corresponding American cross-informant syndromes (mean r= .84). The overall prevalence rate of behavioral problems was 15.5%(95% CI = 14.2−16.8%), with a boy-to-girl ratio of 2.0:1(χ2= 59.70, p < .001). Younger boys exhibited more externalizing problems. These findings indicate that the TRF-CV is applicable for Chinese children, and the prevalence of behavioral problems shown by it among Chinese children seems comparable to that found in other countries. Although most of the American syndromes were well replicated, the differences in the present subjects, when submitted to principal components analysis, from American samples from whom the original syndromes were derived, could have prevented the study from replicating distinctions between aggressive vs. delinquent and depressed vs. withdrawn syndromes. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Behavioral and Emotional Problems in Chinese Children: Teacher Reports for Ages 6 to 11 [Texte imprimé et/ou numérique] / Xianchen LIU, Auteur ; Hiroshi KURITA, Auteur ; Chuanqin GUO, Auteur ; Hisateru TACHIMORI, Auteur ; Jing ZE, Auteur ; Masako OKAWA, Auteur . - 2000 . - p.253-260. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.253-260 Mots-clés : Behavioral problems  child development  emotional disorder  epidemiology  psychometrics  sex differences Index. décimale : PER Périodiques Résumé : This study examined the applicability of the Chinese Version of Teacher's Report Form (TRF-CV) and estimated the prevalence of behavioral problems in a general population sample of 2936 children aged 6 through 11 years in the Shandong Province of China. Teachers completed the TRF-CV and the Conners Hyperkinesis Index (CHI). The TRF-CV total scale showed satisfactory 2-week test–retest reliability (r= .83) and internal consistency (Cronbach's alpha = .94). The TRF-CV Total Problems, Attention Problems, Delinquent Behavior, and Aggressive Behavior had acceptable concurrent validity with the CHI (mean r= .62). With the TRF-CV Total Problems score of 26 as a cutoff, an overall correct classification rate of 90% for clinical sample and nonreferral required children was obtained. Exploratory factor analysis yielded six syndromes: Aggressive/Delinquent Behavior, Withdrawn/Depressed, Somatic Complaints, Attention Problems, Social Problems, and Thought Problems, with significant correlations with corresponding American cross-informant syndromes (mean r= .84). The overall prevalence rate of behavioral problems was 15.5%(95% CI = 14.2−16.8%), with a boy-to-girl ratio of 2.0:1(χ2= 59.70, p < .001). Younger boys exhibited more externalizing problems. These findings indicate that the TRF-CV is applicable for Chinese children, and the prevalence of behavioral problems shown by it among Chinese children seems comparable to that found in other countries. Although most of the American syndromes were well replicated, the differences in the present subjects, when submitted to principal components analysis, from American samples from whom the original syndromes were derived, could have prevented the study from replicating distinctions between aggressive vs. delinquent and depressed vs. withdrawn syndromes. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Bilingualism, School Achievement, and Mental Wellbeing: A Follow-up Study of Return Migrant Children / Lauri VUORENKOSKI in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.261-266 Titre : Bilingualism, School Achievement, and Mental Wellbeing: A Follow-up Study of Return Migrant Children Type de document : Texte imprimé et/ou numérique Auteurs : Lauri VUORENKOSKI, Auteur ; Olli KUURE, Auteur ; Irma MOILANEN, Auteur ; Varpu PENNINKILAMPI, Auteur ; Antero MYHRMAN, Auteur Année de publication : 2000 Article en page(s) : p.261-266 Langues : Anglais (eng) Mots-clés : Adolescence  child development  depression  language  school  migration Index. décimale : PER Périodiques Résumé : In the first phase of this follow-up study we investigated how the use of more than one language affects mental wellbeing and school achievement among 320 school-aged Finnish-Swedish re-migrant children. Now, in the second phase, we screened the same series of children 6 years after migration for psychiatric and psychosomatic symptoms. Out of five groups distinguished in terms of patterns of language use, two had fared well and three showed evident vulnerability. Both successful groups were marked by consistent use of the two languages, Finnish and Swedish, whereas the risk groups were characterised by mixed use of languages before re-migration or substantial language shift after re-migration. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Bilingualism, School Achievement, and Mental Wellbeing: A Follow-up Study of Return Migrant Children [Texte imprimé et/ou numérique] / Lauri VUORENKOSKI, Auteur ; Olli KUURE, Auteur ; Irma MOILANEN, Auteur ; Varpu PENNINKILAMPI, Auteur ; Antero MYHRMAN, Auteur . - 2000 . - p.261-266. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.261-266 Mots-clés : Adolescence  child development  depression  language  school  migration Index. décimale : PER Périodiques Résumé : In the first phase of this follow-up study we investigated how the use of more than one language affects mental wellbeing and school achievement among 320 school-aged Finnish-Swedish re-migrant children. Now, in the second phase, we screened the same series of children 6 years after migration for psychiatric and psychosomatic symptoms. Out of five groups distinguished in terms of patterns of language use, two had fared well and three showed evident vulnerability. Both successful groups were marked by consistent use of the two languages, Finnish and Swedish, whereas the risk groups were characterised by mixed use of languages before re-migration or substantial language shift after re-migration. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Critical notice / Judy DUNN in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.269 Titre : Critical notice Type de document : Texte imprimé et/ou numérique Auteurs : Judy DUNN, Auteur Année de publication : 2000 Article en page(s) : p.269 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The Nurture Assumption : Why Children Turn Out the Way they Do. By J.R. Harris. Bloomsbury, London, 1998. pp.462. £18.99 (hb). Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Critical notice [Texte imprimé et/ou numérique] / Judy DUNN, Auteur . - 2000 . - p.269. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.269 Index. décimale : PER Périodiques Résumé : The Nurture Assumption : Why Children Turn Out the Way they Do. By J.R. Harris. Bloomsbury, London, 1998. pp.462. £18.99 (hb). Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Book Reviews in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.271-273 Titre : Book Reviews Type de document : Texte imprimé et/ou numérique Année de publication : 2000 Article en page(s) : p.271-273 Langues : Anglais (eng) Mots-clés : Adolescence  child development  depression  language  school  migration Index. décimale : PER Périodiques Résumé : Books reviewed: Fred R. Volkmar. Autism and Pervasive Developmental Disorders. Cambridge Monographs in Child and Adolescent Psychiatry J. Kagan. Three Seductive Ideas J. Gordon Millichap. Attention Deficit Hyperactivity and Learning Disorders: Questions and Answers Philip J. Kellman and Martha E. Arterbury. The Cradle of Knowledge Richard W. Brunsetter, Charles C. Thomas, Springfield. Adolescents in Psychiatric Hospitals; a Psychodynamic Approach to Evaluation and Treatment P. J. Frick. Conduct Disorders and Severe Antisocial Behaviour W. Yule, John Wiley & Sons. Post-traumatic Stress Disorders. Concepts and Therapy D. Stein. Trichotillomania Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Book Reviews [Texte imprimé et/ou numérique] . - 2000 . - p.271-273. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.271-273 Mots-clés : Adolescence  child development  depression  language  school  migration Index. décimale : PER Périodiques Résumé : Books reviewed: Fred R. Volkmar. Autism and Pervasive Developmental Disorders. Cambridge Monographs in Child and Adolescent Psychiatry J. Kagan. Three Seductive Ideas J. Gordon Millichap. Attention Deficit Hyperactivity and Learning Disorders: Questions and Answers Philip J. Kellman and Martha E. Arterbury. The Cradle of Knowledge Richard W. Brunsetter, Charles C. Thomas, Springfield. Adolescents in Psychiatric Hospitals; a Psychodynamic Approach to Evaluation and Treatment P. J. Frick. Conduct Disorders and Severe Antisocial Behaviour W. Yule, John Wiley & Sons. Post-traumatic Stress Disorders. Concepts and Therapy D. Stein. Trichotillomania Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125