Dépouillements

Editorial / Frank C. VERHULST in Journal of Child Psychology and Psychiatry, 41-3 (March 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.275-276 Titre : Editorial Type de document : Texte imprimé et/ou numérique Auteurs : Frank C. VERHULST, Auteur Année de publication : 2000 Article en page(s) : p.275-276 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] / Frank C. VERHULST, Auteur . - 2000 . - p.275-276. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.275-276 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Practitioner Review: The Assessment and Treatment of Post-traumatic Stress Disorder in Children and Adolescents / Sean PERRIN in Journal of Child Psychology and Psychiatry, 41-3 (March 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.277-289 Titre : Practitioner Review: The Assessment and Treatment of Post-traumatic Stress Disorder in Children and Adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Sean PERRIN, Auteur ; Patrick SMITH, Auteur ; William YULE, Auteur Année de publication : 2000 Article en page(s) : p.277-289 Langues : Anglais (eng) Mots-clés : Assessment  diagnosis  distress  Post-traumatic Stress Disorder  stress  trauma Index. décimale : PER Périodiques Résumé : Post-traumatic Stress Disorder (PTSD) is a syndrome defined by the intrusive re- experiencing of a trauma, avoidance of traumatic reminders, and persistent physiological arousal. PTSD is associated with high levels of comorbidity and may increase the risk for additional disorders over time. While controversies remain regarding the applicability of the PTSD criteria to very young children, it has proved to be a useful framework for guiding assessment and treatment research with older children and adolescents. This article presents an overview of the literature on the clinical characteristics, assessment, and treatment of PTSD in children and adolescents. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Practitioner Review: The Assessment and Treatment of Post-traumatic Stress Disorder in Children and Adolescents [Texte imprimé et/ou numérique] / Sean PERRIN, Auteur ; Patrick SMITH, Auteur ; William YULE, Auteur . - 2000 . - p.277-289. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.277-289 Mots-clés : Assessment  diagnosis  distress  Post-traumatic Stress Disorder  stress  trauma Index. décimale : PER Périodiques Résumé : Post-traumatic Stress Disorder (PTSD) is a syndrome defined by the intrusive re- experiencing of a trauma, avoidance of traumatic reminders, and persistent physiological arousal. PTSD is associated with high levels of comorbidity and may increase the risk for additional disorders over time. While controversies remain regarding the applicability of the PTSD criteria to very young children, it has proved to be a useful framework for guiding assessment and treatment research with older children and adolescents. This article presents an overview of the literature on the clinical characteristics, assessment, and treatment of PTSD in children and adolescents. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

School and Neuropsychological Performance of Evacuated Children in Kyiv 11 Years after the Chornobyl Disaster / Leighann LITCHER in Journal of Child Psychology and Psychiatry, 41-3 (March 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.291-299 Titre : School and Neuropsychological Performance of Evacuated Children in Kyiv 11 Years after the Chornobyl Disaster Type de document : Texte imprimé et/ou numérique Auteurs : Leighann LITCHER, Auteur ; Evelyn J. BROMET, Auteur ; Gabrielle A. CARLSON, Auteur ; Nancy SQUIRES, Auteur ; Dmitry GOLDGABER, Auteur ; Natalia PANINA, Auteur ; Evgenii GOLOVAKHA, Auteur ; Semyon GLUZMAN, Auteur Année de publication : 2000 Article en page(s) : p.291-299 Langues : Anglais (eng) Mots-clés : Children  disaster  epidemiology  neuropsychology  school performance Index. décimale : PER Périodiques Résumé : This paper examines the cognitive and neuropsychological functioning of children who were in utero to age 15 months at the time of the Chornobyl disaster and were evacuated to Kyiv from the 30-kilometer zone surrounding the plant. Specifically, we compared 300 evacuee children at ages 10–12 with 300 non-evacuee Kyiv classmates on objective and subjective measures of attention, memory, and school performance. The evacuee children were not significantly different from their classmates on the objective measures (grades; Symbolic Relations subtest of the Detroit Test; forms 1 and 2 of the Visual Search and Attention Test; Benton Form A; Trails A; Underline the Words Test) or on most of the subjective measures (the attention subscale of the Child Behavior Checklist completed by mothers; the attention items of the Iowa Conners Teacher's Rating Scale; mother and child perceptions of school performance). The one exception was that 31.3% of evacuee mothers compared to 7.4 %of classmate mothers indicated that their child had a memory problem. However, this subjective measure of memory problems was not significantly related to neuropsychological or school performance. No significant differences were found in comparisons of evacuees and classmates who were in utero at the time of the explosion, children from Pripyat vs. other villages in the 30-kilometer zone, and children manifesting greater generalized anxiety. For both groups, children with greater Chornobyl-focused anxiety performed significantly worse than children with less Chornobyl-focused anxiety on measures of attention. The results thus fail to confirm two previous reports that relatively more children from areas contaminated by radiation had cognitive deficits compared to controls. Possible reasons for the differences in findings among the studies are discussed. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] School and Neuropsychological Performance of Evacuated Children in Kyiv 11 Years after the Chornobyl Disaster [Texte imprimé et/ou numérique] / Leighann LITCHER, Auteur ; Evelyn J. BROMET, Auteur ; Gabrielle A. CARLSON, Auteur ; Nancy SQUIRES, Auteur ; Dmitry GOLDGABER, Auteur ; Natalia PANINA, Auteur ; Evgenii GOLOVAKHA, Auteur ; Semyon GLUZMAN, Auteur . - 2000 . - p.291-299. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.291-299 Mots-clés : Children  disaster  epidemiology  neuropsychology  school performance Index. décimale : PER Périodiques Résumé : This paper examines the cognitive and neuropsychological functioning of children who were in utero to age 15 months at the time of the Chornobyl disaster and were evacuated to Kyiv from the 30-kilometer zone surrounding the plant. Specifically, we compared 300 evacuee children at ages 10–12 with 300 non-evacuee Kyiv classmates on objective and subjective measures of attention, memory, and school performance. The evacuee children were not significantly different from their classmates on the objective measures (grades; Symbolic Relations subtest of the Detroit Test; forms 1 and 2 of the Visual Search and Attention Test; Benton Form A; Trails A; Underline the Words Test) or on most of the subjective measures (the attention subscale of the Child Behavior Checklist completed by mothers; the attention items of the Iowa Conners Teacher's Rating Scale; mother and child perceptions of school performance). The one exception was that 31.3% of evacuee mothers compared to 7.4 %of classmate mothers indicated that their child had a memory problem. However, this subjective measure of memory problems was not significantly related to neuropsychological or school performance. No significant differences were found in comparisons of evacuees and classmates who were in utero at the time of the explosion, children from Pripyat vs. other villages in the 30-kilometer zone, and children manifesting greater generalized anxiety. For both groups, children with greater Chornobyl-focused anxiety performed significantly worse than children with less Chornobyl-focused anxiety on measures of attention. The results thus fail to confirm two previous reports that relatively more children from areas contaminated by radiation had cognitive deficits compared to controls. Possible reasons for the differences in findings among the studies are discussed. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

The Mental Health of the Peers of Suicide Completers and Attempters / Ting-pong HO in Journal of Child Psychology and Psychiatry, 41-3 (March 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.301-308 Titre : The Mental Health of the Peers of Suicide Completers and Attempters Type de document : Texte imprimé et/ou numérique Auteurs : Ting-pong HO, Auteur ; Patrick W.L. LEUNG, Auteur ; Se-fong HUNG, Auteur ; Chi-chiu LEE, Auteur ; Chun-pan TANG, Auteur Année de publication : 2000 Article en page(s) : p.301-308 Langues : Anglais (eng) Mots-clés : Adolescence  mental health  peer relationships  psychiatric disturbances  suicidal behaviour Index. décimale : PER Périodiques Résumé : This study examined the prevalence and risk of psychiatric disturbances and suicidal behaviours among the peers of suicide attempters and completers. The subjects were selected from high schools with and without history of student suicides in the past 3 years. The psychiatric disturbances (as measured by the YSR and CBCL), suicidal behaviours, drug use, and a wide range of potential risk factors were measured. About a quarter of the peers of suicide completers and attempters were probable psychiatric cases and 15–21% of them reported suicidal acts. The increased risk of psychiatric disturbances and suicidal behaviours were still evident after controlling for age, sex, and potential risk factors. The presence of psychiatric disturbances could not wholly account for the increased odds of suicidal behaviours. Peers of suicide attempters carried a higher risk than peers of suicide completers. The close friends of suicide completers were particularly at risk of internalising problems, whereas the close friends of suicide attempters were at high risk of externalising problems. The peers of suicide completers and attempters represent a high-risk group for psychiatric disturbances and suicidal behaviours. The specific association of different types of psychiatric disturbances in the peers of suicide completers and attempters suggested that different risk mechanisms might be in operation within these peer groups. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] The Mental Health of the Peers of Suicide Completers and Attempters [Texte imprimé et/ou numérique] / Ting-pong HO, Auteur ; Patrick W.L. LEUNG, Auteur ; Se-fong HUNG, Auteur ; Chi-chiu LEE, Auteur ; Chun-pan TANG, Auteur . - 2000 . - p.301-308. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.301-308 Mots-clés : Adolescence  mental health  peer relationships  psychiatric disturbances  suicidal behaviour Index. décimale : PER Périodiques Résumé : This study examined the prevalence and risk of psychiatric disturbances and suicidal behaviours among the peers of suicide attempters and completers. The subjects were selected from high schools with and without history of student suicides in the past 3 years. The psychiatric disturbances (as measured by the YSR and CBCL), suicidal behaviours, drug use, and a wide range of potential risk factors were measured. About a quarter of the peers of suicide completers and attempters were probable psychiatric cases and 15–21% of them reported suicidal acts. The increased risk of psychiatric disturbances and suicidal behaviours were still evident after controlling for age, sex, and potential risk factors. The presence of psychiatric disturbances could not wholly account for the increased odds of suicidal behaviours. Peers of suicide attempters carried a higher risk than peers of suicide completers. The close friends of suicide completers were particularly at risk of internalising problems, whereas the close friends of suicide attempters were at high risk of externalising problems. The peers of suicide completers and attempters represent a high-risk group for psychiatric disturbances and suicidal behaviours. The specific association of different types of psychiatric disturbances in the peers of suicide completers and attempters suggested that different risk mechanisms might be in operation within these peer groups. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Social Functioning in Children with a Chronic Illness / Susan A. MEIJER in Journal of Child Psychology and Psychiatry, 41-3 (March 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.309-317 Titre : Social Functioning in Children with a Chronic Illness Type de document : Texte imprimé et/ou numérique Auteurs : Susan A. MEIJER, Auteur ; Gerben SINNEMA, Auteur ; Jan O. BIJSTRA, Auteur ; Gideon J. MELLENBERGH, Auteur ; Wim H. G. WOLTERS, Auteur Année de publication : 2000 Article en page(s) : p.309-317 Langues : Anglais (eng) Mots-clés : Chronic illness  peer relationships  school children  social behaviour  social skills Index. décimale : PER Périodiques Résumé : Behavioural, cognitive, and affective aspects of social functioning of 107 children with a chronic illness were studied. The aim of the study was twofold: (1) to describe peer interaction of children with a chronic illness in comparison with normative data of healthy children; (2) to examine whether peer interaction was related to the illness characteristics physical restrictions and pain. Peer interaction was assessed with measures of social activities (CBCL), parent-reported social skills (CABS), child-reported social skills (MESSY), social self-esteem (SPPC), and social anxiety (SASK). Results showed no differences between diagnosis groups, suggesting that the social consequences of chronic illness are not diagnosis specific. Compared with healthy norms, chronically ill children reported less aggressive behaviour. The parent-report measures suggested a similar trend. Children with chronic illness also tended to display more submissive behaviour than healthy norms, as perceived by their parents. With regard to illness characteristics, both physical restrictions and pain were associated with restricted social activities, but not with other measures of social peer interaction. Children who display submissive behaviour and children who are restricted in their social activities should receive extra attention because they are especially vulnerable for problems in their social development. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Social Functioning in Children with a Chronic Illness [Texte imprimé et/ou numérique] / Susan A. MEIJER, Auteur ; Gerben SINNEMA, Auteur ; Jan O. BIJSTRA, Auteur ; Gideon J. MELLENBERGH, Auteur ; Wim H. G. WOLTERS, Auteur . - 2000 . - p.309-317. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.309-317 Mots-clés : Chronic illness  peer relationships  school children  social behaviour  social skills Index. décimale : PER Périodiques Résumé : Behavioural, cognitive, and affective aspects of social functioning of 107 children with a chronic illness were studied. The aim of the study was twofold: (1) to describe peer interaction of children with a chronic illness in comparison with normative data of healthy children; (2) to examine whether peer interaction was related to the illness characteristics physical restrictions and pain. Peer interaction was assessed with measures of social activities (CBCL), parent-reported social skills (CABS), child-reported social skills (MESSY), social self-esteem (SPPC), and social anxiety (SASK). Results showed no differences between diagnosis groups, suggesting that the social consequences of chronic illness are not diagnosis specific. Compared with healthy norms, chronically ill children reported less aggressive behaviour. The parent-report measures suggested a similar trend. Children with chronic illness also tended to display more submissive behaviour than healthy norms, as perceived by their parents. With regard to illness characteristics, both physical restrictions and pain were associated with restricted social activities, but not with other measures of social peer interaction. Children who display submissive behaviour and children who are restricted in their social activities should receive extra attention because they are especially vulnerable for problems in their social development. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Multi-method Psycho-educational Intervention for Preschool Children with Disruptive Behavior: Preliminary Results at Post-treatment / Russell A. BARKLEY in Journal of Child Psychology and Psychiatry, 41-3 (March 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.319-332 Titre : Multi-method Psycho-educational Intervention for Preschool Children with Disruptive Behavior: Preliminary Results at Post-treatment Type de document : Texte imprimé et/ou numérique Auteurs : Russell A. BARKLEY, Auteur ; Terri L. SHELTON, Auteur ; Cheryl CROSSWAIT, Auteur ; Maureen MOOREHOUSE, Auteur ; Kenneth FLETCHER, Auteur ; Susan BARRETT, Auteur ; Lucy JENKINS, Auteur ; Lori METEVIA, Auteur Année de publication : 2000 Article en page(s) : p.319-332 Langues : Anglais (eng) Mots-clés : ADD/ADHD  aggression  classroom behavior therapy  disruptive behavior  parent training  social skills training Index. décimale : PER Périodiques Résumé : Annual screenings of preschool children at kindergarten registration identified 158 children having high levels of aggressive, hyperactive, impulsive, and inattentive behavior. These “disruptive” children were randomly assigned to four treatment conditions lasting the kindergarten school year: no treatment, parent training only, full-day treatment classroom only, and the combination of parent training with the classroom treatment. Results showed that parent training produced no significant treatment effects, probably owing largely to poor attendance. The classroom treatment produced improvement in multiple domains: parent ratings of adaptive behavior, teacher ratings of attention, aggression, self-control, and social skills, as well as direct observations of externalizing behavior in the classroom. Neither treatment improved academic achievement skills or parent ratings of home behavior problems, nor were effects evident on any lab measures of attention, impulse control, or mother-child interactions. It is concluded that when parent training is offered at school registration to parents of disruptive children identified through a brief school registration screening, it may not be a useful approach to treating the home and community behavioral problems of such children. The kindergarten classroom intervention was far more effective in reducing the perceived behavioral problems and impaired social skills of these children. Even so, most treatment effects were specific to the school environment and did not affect achievement skills. These findings must be viewed as tentative until follow-up evaluations can be done to determine the long-term outcomes of these interventions. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Multi-method Psycho-educational Intervention for Preschool Children with Disruptive Behavior: Preliminary Results at Post-treatment [Texte imprimé et/ou numérique] / Russell A. BARKLEY, Auteur ; Terri L. SHELTON, Auteur ; Cheryl CROSSWAIT, Auteur ; Maureen MOOREHOUSE, Auteur ; Kenneth FLETCHER, Auteur ; Susan BARRETT, Auteur ; Lucy JENKINS, Auteur ; Lori METEVIA, Auteur . - 2000 . - p.319-332. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.319-332 Mots-clés : ADD/ADHD  aggression  classroom behavior therapy  disruptive behavior  parent training  social skills training Index. décimale : PER Périodiques Résumé : Annual screenings of preschool children at kindergarten registration identified 158 children having high levels of aggressive, hyperactive, impulsive, and inattentive behavior. These “disruptive” children were randomly assigned to four treatment conditions lasting the kindergarten school year: no treatment, parent training only, full-day treatment classroom only, and the combination of parent training with the classroom treatment. Results showed that parent training produced no significant treatment effects, probably owing largely to poor attendance. The classroom treatment produced improvement in multiple domains: parent ratings of adaptive behavior, teacher ratings of attention, aggression, self-control, and social skills, as well as direct observations of externalizing behavior in the classroom. Neither treatment improved academic achievement skills or parent ratings of home behavior problems, nor were effects evident on any lab measures of attention, impulse control, or mother-child interactions. It is concluded that when parent training is offered at school registration to parents of disruptive children identified through a brief school registration screening, it may not be a useful approach to treating the home and community behavioral problems of such children. The kindergarten classroom intervention was far more effective in reducing the perceived behavioral problems and impaired social skills of these children. Even so, most treatment effects were specific to the school environment and did not affect achievement skills. These findings must be viewed as tentative until follow-up evaluations can be done to determine the long-term outcomes of these interventions. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Cognitive and Familial Contributions to Conduct Disorder in Children / Jean TOUPIN in Journal of Child Psychology and Psychiatry, 41-3 (March 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.333-344 Titre : Cognitive and Familial Contributions to Conduct Disorder in Children Type de document : Texte imprimé et/ou numérique Auteurs : Jean TOUPIN, Auteur ; Michèle DERY, Auteur ; Robert PAUZE, Auteur ; Henri MERCIER, Auteur ; Laurier FORTIN, Auteur Année de publication : 2000 Article en page(s) : p.333-344 Langues : Anglais (eng) Mots-clés : ADD/ADHD  conduct disorder  executive function  parenting Index. décimale : PER Périodiques Résumé : Although young children with conduct disorder (CD) are suspected of having verbal and executive function deficits, most studies that investigated this hypothesis did not control for attention deficit hyperactivity disorder (ADHD). Furthermore, relatively little is known about the interaction between cognitive deficits and familial factors in explaining the onset and persistence of CD in children. The participants in this study were 57 children with CD and 35 controls aged 7 to 12 years. At 1-year follow-up, 41 of the participants with CD were reassessed. Children with CD were found to be significantly impaired in four of five executive function measures after ADHD symptoms and socioeconomic status (SES) were controlled. Executive function test performance, number of ADHD symptoms, and familial characteristics (SES, parental punishment) together correctly classified 90% of the participants. Only the number of ADHD symptoms was found to significantly improve prediction of CD 1 year later beyond that afforded by number of CD symptoms a year earlier. Findings indicate that children with CD and ADHD symptoms are especially at risk for persistent antisocial behaviour. Results also highlight the importance of treatment programs that cover both cognitive and familial aspects associated with CD. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Cognitive and Familial Contributions to Conduct Disorder in Children [Texte imprimé et/ou numérique] / Jean TOUPIN, Auteur ; Michèle DERY, Auteur ; Robert PAUZE, Auteur ; Henri MERCIER, Auteur ; Laurier FORTIN, Auteur . - 2000 . - p.333-344. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.333-344 Mots-clés : ADD/ADHD  conduct disorder  executive function  parenting Index. décimale : PER Périodiques Résumé : Although young children with conduct disorder (CD) are suspected of having verbal and executive function deficits, most studies that investigated this hypothesis did not control for attention deficit hyperactivity disorder (ADHD). Furthermore, relatively little is known about the interaction between cognitive deficits and familial factors in explaining the onset and persistence of CD in children. The participants in this study were 57 children with CD and 35 controls aged 7 to 12 years. At 1-year follow-up, 41 of the participants with CD were reassessed. Children with CD were found to be significantly impaired in four of five executive function measures after ADHD symptoms and socioeconomic status (SES) were controlled. Executive function test performance, number of ADHD symptoms, and familial characteristics (SES, parental punishment) together correctly classified 90% of the participants. Only the number of ADHD symptoms was found to significantly improve prediction of CD 1 year later beyond that afforded by number of CD symptoms a year earlier. Findings indicate that children with CD and ADHD symptoms are especially at risk for persistent antisocial behaviour. Results also highlight the importance of treatment programs that cover both cognitive and familial aspects associated with CD. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Gender Self-concept Profiles of Adolescents Suspended from High School / Ian HAY in Journal of Child Psychology and Psychiatry, 41-3 (March 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.345-352 Titre : Gender Self-concept Profiles of Adolescents Suspended from High School Type de document : Texte imprimé et/ou numérique Auteurs : Ian HAY, Auteur Année de publication : 2000 Article en page(s) : p.345-352 Langues : Anglais (eng) Mots-clés : Self-concept  gender  adolescents  school suspensions  antisocial behaviour Index. décimale : PER Périodiques Résumé : The gender self-concept profiles of 128 adolescents (107 males) whose persistent behaviour problems led to suspension from school were investigated. Establishing the students’ percentile ratings in the 11 subscales of the Self-Description Questionnaire overcame previous methodological weaknesses. For boys and girls Physical Appearance, Opposite-sex Relationships, and Honesty and Trustworthiness were in the average range, but Parent Relationships, General Self, and General School self-concepts were low. Only girls were low for Same-sex Relationships and Emotional Stability. The profiles suggest that boys’ antisocial behaviours are associated with striving for a masculine self-image, but girls’ antisocial behaviours are associated with greater social marginalisation. The issues of multi- focused interventions, prosocial role models, the particular needs of girls, and the relationship between self-control, self-enhancement, and reputation enhancement theories are discussed. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Gender Self-concept Profiles of Adolescents Suspended from High School [Texte imprimé et/ou numérique] / Ian HAY, Auteur . - 2000 . - p.345-352. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.345-352 Mots-clés : Self-concept  gender  adolescents  school suspensions  antisocial behaviour Index. décimale : PER Périodiques Résumé : The gender self-concept profiles of 128 adolescents (107 males) whose persistent behaviour problems led to suspension from school were investigated. Establishing the students’ percentile ratings in the 11 subscales of the Self-Description Questionnaire overcame previous methodological weaknesses. For boys and girls Physical Appearance, Opposite-sex Relationships, and Honesty and Trustworthiness were in the average range, but Parent Relationships, General Self, and General School self-concepts were low. Only girls were low for Same-sex Relationships and Emotional Stability. The profiles suggest that boys’ antisocial behaviours are associated with striving for a masculine self-image, but girls’ antisocial behaviours are associated with greater social marginalisation. The issues of multi- focused interventions, prosocial role models, the particular needs of girls, and the relationship between self-control, self-enhancement, and reputation enhancement theories are discussed. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

The Interface between ADHD and Language Impairment: An Examination of Language, Achievement, and Cognitive Processing / Nancy J. COHEN in Journal of Child Psychology and Psychiatry, 41-3 (March 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.353-362 Titre : The Interface between ADHD and Language Impairment: An Examination of Language, Achievement, and Cognitive Processing Type de document : Texte imprimé et/ou numérique Auteurs : Nancy J. COHEN, Auteur ; Denise D. VALLANCE, Auteur ; Melanie A. BARWICK, Auteur ; Nancie IM, Auteur ; Rosanne MENNA, Auteur ; Naomi B. HORODEZKY, Auteur ; Lila ISAACSON, Auteur Année de publication : 2000 Article en page(s) : p.353-362 Langues : Anglais (eng) Mots-clés : ADHD  language impairment  achievement  cognition  psychiatric disorder Index. décimale : PER Périodiques Résumé : Language impairments are commonly observed among children referred for psychiatric services. The most frequent psychiatric diagnosis of children with language impairment (LI) is Attention Deficit Hyperactivity Disorder (ADHD). It is not clear whether there are differences between children with ADHD and comorbid LI and children with other psychiatric disorders who are also comorbid for LI. In the present study the language, achievement, and cognitive processing characteristics of 166 psychiatrically referred 7–14-year-old children were examined using a 2×2 (ADHD, LI) design to examine four groups: children with ADHD+LI, children with ADHD who have normally developing language, children with psychiatric diagnoses other than ADHD with a language impairment (OPD+LI) or without a LI (OPD). Results indicated that children with LI were at the most disadvantage regardless of the nature of the psychiatric diagnosis. Contrary to prediction, working memory measures, used to tap the core cognitive deficit of ADHD in executive functions, were more closely associated with LI than with ADHD. It was concluded that caution must be exercised in attributing to children with ADHD what might be a reflection of problems for children with language impairment generally. As most therapies are verbally based it is notable that language competence is rarely evaluated systematically before such therapies are undertaken. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] The Interface between ADHD and Language Impairment: An Examination of Language, Achievement, and Cognitive Processing [Texte imprimé et/ou numérique] / Nancy J. COHEN, Auteur ; Denise D. VALLANCE, Auteur ; Melanie A. BARWICK, Auteur ; Nancie IM, Auteur ; Rosanne MENNA, Auteur ; Naomi B. HORODEZKY, Auteur ; Lila ISAACSON, Auteur . - 2000 . - p.353-362. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.353-362 Mots-clés : ADHD  language impairment  achievement  cognition  psychiatric disorder Index. décimale : PER Périodiques Résumé : Language impairments are commonly observed among children referred for psychiatric services. The most frequent psychiatric diagnosis of children with language impairment (LI) is Attention Deficit Hyperactivity Disorder (ADHD). It is not clear whether there are differences between children with ADHD and comorbid LI and children with other psychiatric disorders who are also comorbid for LI. In the present study the language, achievement, and cognitive processing characteristics of 166 psychiatrically referred 7–14-year-old children were examined using a 2×2 (ADHD, LI) design to examine four groups: children with ADHD+LI, children with ADHD who have normally developing language, children with psychiatric diagnoses other than ADHD with a language impairment (OPD+LI) or without a LI (OPD). Results indicated that children with LI were at the most disadvantage regardless of the nature of the psychiatric diagnosis. Contrary to prediction, working memory measures, used to tap the core cognitive deficit of ADHD in executive functions, were more closely associated with LI than with ADHD. It was concluded that caution must be exercised in attributing to children with ADHD what might be a reflection of problems for children with language impairment generally. As most therapies are verbally based it is notable that language competence is rarely evaluated systematically before such therapies are undertaken. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Lack of Attentional Bias for Emotional Information in Clinically Depressed Children and Adolescents on the Dot Probe Task / Hamid NESHAT-DOOST in Journal of Child Psychology and Psychiatry, 41-3 (March 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.363-368 Titre : Lack of Attentional Bias for Emotional Information in Clinically Depressed Children and Adolescents on the Dot Probe Task Type de document : Texte imprimé et/ou numérique Auteurs : Hamid NESHAT-DOOST, Auteur ; Ali MORADI, Auteur ; Mohammad R. TAGHAVI, Auteur ; William YULE, Auteur ; Tim DALGLEISH, Auteur Année de publication : 2000 Article en page(s) : p.363-368 Langues : Anglais (eng) Mots-clés : Childhood depression  cognitive bias  attentional deployment paradigm  information processing Index. décimale : PER Périodiques Résumé : The present study utilised a cognitive paradigm to investigate attentional biases in clinically depressed children and adolescents. Two groups of children and adolescents—clinically depressed (N = 19) and normal controls (N = 26)—were asked to complete a computerised version of the attentional dot probe paradigm similar to that used by MacLeod, Mathews, and Tata (1986). Results provided no support for an attentional bias, either toward depression-related words or threat words, in the depressed group. This finding is discussed in the context of cognitive theories of anxiety and depression. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Lack of Attentional Bias for Emotional Information in Clinically Depressed Children and Adolescents on the Dot Probe Task [Texte imprimé et/ou numérique] / Hamid NESHAT-DOOST, Auteur ; Ali MORADI, Auteur ; Mohammad R. TAGHAVI, Auteur ; William YULE, Auteur ; Tim DALGLEISH, Auteur . - 2000 . - p.363-368. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.363-368 Mots-clés : Childhood depression  cognitive bias  attentional deployment paradigm  information processing Index. décimale : PER Périodiques Résumé : The present study utilised a cognitive paradigm to investigate attentional biases in clinically depressed children and adolescents. Two groups of children and adolescents—clinically depressed (N = 19) and normal controls (N = 26)—were asked to complete a computerised version of the attentional dot probe paradigm similar to that used by MacLeod, Mathews, and Tata (1986). Results provided no support for an attentional bias, either toward depression-related words or threat words, in the depressed group. This finding is discussed in the context of cognitive theories of anxiety and depression. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Verbal Bias in Recognition of Facial Emotions in Children with Asperger Syndrome / James B. GROSSMAN in Journal of Child Psychology and Psychiatry, 41-3 (March 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.369-379 Titre : Verbal Bias in Recognition of Facial Emotions in Children with Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : James B. GROSSMAN, Auteur ; Ami KLIN, Auteur ; Alice S. CARTER, Auteur ; Fred R. VOLKMAR, Auteur Année de publication : 2000 Article en page(s) : p.369-379 Langues : Anglais (eng) Mots-clés : Asperger's syndrome  autistic disorder  emotion regulation  face perception  facial expression Index. décimale : PER Périodiques Résumé : Thirteen children and adolescents with diagnoses of Asperger syndrome (AS) were matched with 13 nonautistic control children on chronological age and verbal IQ. They were tested on their ability to recognize simple facial emotions, as well as facial emotions paired with matching, mismatching, or irrelevant verbal labels. There were no differences between the groups at recognizing simple emotions but the Asperger group performed significantly worse than the control group at recognizing emotions when faces were paired with mismatching words (but not with matching or irrelevant words). The results suggest that there are qualitative differences from nonclinical populations in how children with AS process facial expressions. When presented with a more demanding affective processing task, individuals with AS showed a bias towards visual-verbal over visual-affective information (i.e., words over faces). Thus, children with AS may be utilizing compensatory strategies, such as verbal mediation, to process facial expressions of emotion. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Verbal Bias in Recognition of Facial Emotions in Children with Asperger Syndrome [Texte imprimé et/ou numérique] / James B. GROSSMAN, Auteur ; Ami KLIN, Auteur ; Alice S. CARTER, Auteur ; Fred R. VOLKMAR, Auteur . - 2000 . - p.369-379. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.369-379 Mots-clés : Asperger's syndrome  autistic disorder  emotion regulation  face perception  facial expression Index. décimale : PER Périodiques Résumé : Thirteen children and adolescents with diagnoses of Asperger syndrome (AS) were matched with 13 nonautistic control children on chronological age and verbal IQ. They were tested on their ability to recognize simple facial emotions, as well as facial emotions paired with matching, mismatching, or irrelevant verbal labels. There were no differences between the groups at recognizing simple emotions but the Asperger group performed significantly worse than the control group at recognizing emotions when faces were paired with mismatching words (but not with matching or irrelevant words). The results suggest that there are qualitative differences from nonclinical populations in how children with AS process facial expressions. When presented with a more demanding affective processing task, individuals with AS showed a bias towards visual-verbal over visual-affective information (i.e., words over faces). Thus, children with AS may be utilizing compensatory strategies, such as verbal mediation, to process facial expressions of emotion. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Stability and Change of Attachment at 14, 24, and 58 Months of Age: Behavior, Representation, and Life Events / Yair BAR-HAIM in Journal of Child Psychology and Psychiatry, 41-3 (March 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.381-388 Titre : Stability and Change of Attachment at 14, 24, and 58 Months of Age: Behavior, Representation, and Life Events Type de document : Texte imprimé et/ou numérique Auteurs : Yair BAR-HAIM, Auteur ; D. Barbara SUTTON, Auteur ; Nathan A. FOX, Auteur ; Robert S. MARVIN, Auteur Année de publication : 2000 Article en page(s) : p.381-388 Langues : Anglais (eng) Mots-clés : Attachment  life events  longitudinal studies Index. décimale : PER Périodiques Résumé : Stability and change of attachment was examined longitudinally in a group of 48 children at 14, 24, and 58 months of age. Whereas attachment classifications showed stability between 14 and 24 months, lack of stability was the case between either 14 or 24 months and 58 months. Mothers of children who did not exhibit stability of attachment reported more negative and less positive life events. No correspondence was found between attachment classification at 14 or 24 months and mental representations at 58 months. However there was agreement between representational and behavioral measures of attachment at 58 months, where mental representations of attachment appeared to mirror and complement behavioral classification of the attachment relationship with the mother. Evidence for continuity of attachment from infancy to childhood internal representations was found only in a subgroup of children who showed stability of secure attachment between infancy and 58 months of age. These children exhibited greater Emotional Openness in the SAT at 4.5 years. Findings are discussed in terms of different positions in attachment theory and research regarding the stability and change of attachment relationships. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Stability and Change of Attachment at 14, 24, and 58 Months of Age: Behavior, Representation, and Life Events [Texte imprimé et/ou numérique] / Yair BAR-HAIM, Auteur ; D. Barbara SUTTON, Auteur ; Nathan A. FOX, Auteur ; Robert S. MARVIN, Auteur . - 2000 . - p.381-388. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.381-388 Mots-clés : Attachment  life events  longitudinal studies Index. décimale : PER Périodiques Résumé : Stability and change of attachment was examined longitudinally in a group of 48 children at 14, 24, and 58 months of age. Whereas attachment classifications showed stability between 14 and 24 months, lack of stability was the case between either 14 or 24 months and 58 months. Mothers of children who did not exhibit stability of attachment reported more negative and less positive life events. No correspondence was found between attachment classification at 14 or 24 months and mental representations at 58 months. However there was agreement between representational and behavioral measures of attachment at 58 months, where mental representations of attachment appeared to mirror and complement behavioral classification of the attachment relationship with the mother. Evidence for continuity of attachment from infancy to childhood internal representations was found only in a subgroup of children who showed stability of secure attachment between infancy and 58 months of age. These children exhibited greater Emotional Openness in the SAT at 4.5 years. Findings are discussed in terms of different positions in attachment theory and research regarding the stability and change of attachment relationships. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Knowledge of Display Rules in Prelingually Deaf and Hearing Children / J. A. HOSIE in Journal of Child Psychology and Psychiatry, 41-3 (March 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.389-398 Titre : Knowledge of Display Rules in Prelingually Deaf and Hearing Children Type de document : Texte imprimé et/ou numérique Auteurs : J. A. HOSIE, Auteur ; P. A. RUSSELL, Auteur ; C. D. GRAY, Auteur ; C. SCOTT, Auteur ; N. HUNTER, Auteur ; J. S. BANKS, Auteur ; M. C. MACAULAY, Auteur Année de publication : 2000 Article en page(s) : p.389-398 Langues : Anglais (eng) Mots-clés : Deaf children  display rules  emotion  emotion regulation Index. décimale : PER Périodiques Résumé : Deaf children of elementary and secondary school age participated in a study designed to examine their understanding of display rules, the principles governing the expression and concealment of emotion in social situations. The results showed that deaf children's knowledge of display rules, as measured by their reported concealment of emotion, was comparable to that of hearing children of the same age. However, deaf children were less likely to report that they would conceal happiness and anger. They were also less likely to produce reasons for concealing emotion and a smaller proportion of their reasons were prosocial, that is, relating to the feelings of others. The results suggest that the understanding of display rules (which function to protect the feelings of other people) may develop more gradually in deaf children raised in a spoken language environment than it does in hearing children. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Knowledge of Display Rules in Prelingually Deaf and Hearing Children [Texte imprimé et/ou numérique] / J. A. HOSIE, Auteur ; P. A. RUSSELL, Auteur ; C. D. GRAY, Auteur ; C. SCOTT, Auteur ; N. HUNTER, Auteur ; J. S. BANKS, Auteur ; M. C. MACAULAY, Auteur . - 2000 . - p.389-398. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.389-398 Mots-clés : Deaf children  display rules  emotion  emotion regulation Index. décimale : PER Périodiques Résumé : Deaf children of elementary and secondary school age participated in a study designed to examine their understanding of display rules, the principles governing the expression and concealment of emotion in social situations. The results showed that deaf children's knowledge of display rules, as measured by their reported concealment of emotion, was comparable to that of hearing children of the same age. However, deaf children were less likely to report that they would conceal happiness and anger. They were also less likely to produce reasons for concealing emotion and a smaller proportion of their reasons were prosocial, that is, relating to the feelings of others. The results suggest that the understanding of display rules (which function to protect the feelings of other people) may develop more gradually in deaf children raised in a spoken language environment than it does in hearing children. 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, 41-3 (March 2000)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.399-404 Titre : Book Reviews Type de document : Texte imprimé et/ou numérique Année de publication : 2000 Article en page(s) : p.399-404 Langues : Anglais (eng) Mots-clés : Deaf children  display rules  emotion  emotion regulation Index. décimale : PER Périodiques Résumé : Books reviewed: Jonathan Rée. I See a Voice P. K. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. Catalano, and P. Slee. The Nature of School Bullying: A Cross-national Perspective K. Whitmore, H. Hart, & G. Willems. A Neurodevelopmental Approach to Specific Learning Disorders P. D. McGorry & H. J. Jackson. The Recognition and Management of Early Psychosis: A Preventive Approach L. M. Koran. Obsessive-Compulsive and Related Disorders in Adults: A Comprehensive Clinical Guide G. Van Bueren. Childhood Abused. Protecting Children against Torture, Cruel, Inhuman and Degrading Treatment and Punishment M. Taylor. Imaginary Companions and the Children Who Create Them E. M. Hetherington. Coping with Divorce, Single Parenting and Remarriage: A Risk and Resiliency Perspective G. G. Barnes. Family Therapy in Changing Times Paul Gordon. Face to Face: Therapy as Ethics P. Hauser & J. Rovet. Thyroid Diseases of Infancy and Childhood. Effects on Behaviour and Intellectual Development M. R. Rosenzweig, A. L. Leiman, & S. M. Breedlove. Sinauer. Biological Psychology. An Introduction to Behavioral, Cognitive, and Clinical Neuroscience (2nd ed.) 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.399-404. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 41-3 (March 2000) . - p.399-404 Mots-clés : Deaf children  display rules  emotion  emotion regulation Index. décimale : PER Périodiques Résumé : Books reviewed: Jonathan Rée. I See a Voice P. K. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. Catalano, and P. Slee. The Nature of School Bullying: A Cross-national Perspective K. Whitmore, H. Hart, & G. Willems. A Neurodevelopmental Approach to Specific Learning Disorders P. D. McGorry & H. J. Jackson. The Recognition and Management of Early Psychosis: A Preventive Approach L. M. Koran. Obsessive-Compulsive and Related Disorders in Adults: A Comprehensive Clinical Guide G. Van Bueren. Childhood Abused. Protecting Children against Torture, Cruel, Inhuman and Degrading Treatment and Punishment M. Taylor. Imaginary Companions and the Children Who Create Them E. M. Hetherington. Coping with Divorce, Single Parenting and Remarriage: A Risk and Resiliency Perspective G. G. Barnes. Family Therapy in Changing Times Paul Gordon. Face to Face: Therapy as Ethics P. Hauser & J. Rovet. Thyroid Diseases of Infancy and Childhood. Effects on Behaviour and Intellectual Development M. R. Rosenzweig, A. L. Leiman, & S. M. Breedlove. Sinauer. Biological Psychology. An Introduction to Behavioral, Cognitive, and Clinical Neuroscience (2nd ed.) Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125