School climate and continuity of adolescent personality disorder symptoms / Stephanie KASEN in Journal of Child Psychology and Psychiatry, 50-12 (December 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-12 (December 2009) . - p.1504-1512 Titre : School climate and continuity of adolescent personality disorder symptoms Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie KASEN, Auteur ; Patricia COHEN, Auteur ; Henian CHEN, Auteur ; Jeffrey JOHNSON, Auteur ; Thomas N. CRAWFORD, Auteur Année de publication : 2009 Article en page(s) : p.1504-1512 Langues : Anglais (eng) Mots-clés : Adolescence longitudinal-studies school personality-disorder Index. décimale : PER Périodiques Résumé : Background: Schools are key social contexts for shaping development and behavior in youths; yet, little is known of their influence on adolescent personality disturbance. Method: A community-based sample of 592 adolescents was assessed for family and school experiences, Axis I psychiatric disorders, and Axis II personality disorder (PD) symptoms, and followed into young adulthood. Multiple regression analysis was used to estimate associations between adolescent-reported school climate and young adult PD symptoms independent of age, sex, family socioeconomic status; childhood maltreatment; Axis I disorder, PD symptoms, academic grades, and parental punishment in adolescence; and four dimensions of school climate. Results: Schools characterized as high in learning focus were related to cluster B (antisocial, borderline, histrionic, and narcissistic PD) symptom declines, whereas schools characterized as high in opportunities for student autonomy were related to cluster A (paranoid, schizoid, and schizotypal PD) symptom declines. In contrast, schools characterized as conflictual or supporting interpersonal informality/familiarity among students and teachers were related to increases in cluster A symptoms and cluster C (avoidant, dependent, and obsessive-compulsive PD) symptoms. Conclusions: Schools may exert both positive and negative influences on continuity of adolescent personality disturbance. The role of the school in guiding young people toward more favorable developmental pathways and alleviating personality disturbance is discussed. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02125.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=883 [article] School climate and continuity of adolescent personality disorder symptoms [Texte imprimé et/ou numérique] / Stephanie KASEN, Auteur ; Patricia COHEN, Auteur ; Henian CHEN, Auteur ; Jeffrey JOHNSON, Auteur ; Thomas N. CRAWFORD, Auteur . - 2009 . - p.1504-1512. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-12 (December 2009) . - p.1504-1512 Mots-clés : Adolescence longitudinal-studies school personality-disorder Index. décimale : PER Périodiques Résumé : Background: Schools are key social contexts for shaping development and behavior in youths; yet, little is known of their influence on adolescent personality disturbance. Method: A community-based sample of 592 adolescents was assessed for family and school experiences, Axis I psychiatric disorders, and Axis II personality disorder (PD) symptoms, and followed into young adulthood. Multiple regression analysis was used to estimate associations between adolescent-reported school climate and young adult PD symptoms independent of age, sex, family socioeconomic status; childhood maltreatment; Axis I disorder, PD symptoms, academic grades, and parental punishment in adolescence; and four dimensions of school climate. Results: Schools characterized as high in learning focus were related to cluster B (antisocial, borderline, histrionic, and narcissistic PD) symptom declines, whereas schools characterized as high in opportunities for student autonomy were related to cluster A (paranoid, schizoid, and schizotypal PD) symptom declines. In contrast, schools characterized as conflictual or supporting interpersonal informality/familiarity among students and teachers were related to increases in cluster A symptoms and cluster C (avoidant, dependent, and obsessive-compulsive PD) symptoms. Conclusions: Schools may exert both positive and negative influences on continuity of adolescent personality disturbance. The role of the school in guiding young people toward more favorable developmental pathways and alleviating personality disturbance is discussed. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02125.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=883

Socioeconomic background and the developmental course of schizotypal and borderline personality disorder symptoms / Patricia COHEN in Development and Psychopathology, 20-2 (Spring 2008)  

Public ISBD [article]  inDevelopment and Psychopathology > 20-2 (Spring 2008) . - p.633-650 Titre : Socioeconomic background and the developmental course of schizotypal and borderline personality disorder symptoms Type de document : Texte imprimé et/ou numérique Auteurs : Patricia COHEN, Auteur ; Henian CHEN, Auteur ; Kathy GORDON, Auteur ; Jeffrey JOHNSON, Auteur ; Judith BROOK, Auteur ; Stephanie KASEN, Auteur Année de publication : 2008 Article en page(s) : p.633-650 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Low socioeconomic status (SES) background has been identified as a risk for several mental disorders. However evidence regarding SES and the developmental course of personality disorder (PD) has not been addressed. Nor is it clear whether an SES relationship to PD symptom course may be attributable to known associated risks. Further, specificity of such relationships to a particular PD diagnostic pattern independent of comorbidity with other PD or with depression has not been investigated. Data are from a general population studied longitudinally between ages 10 and 36 in four assessment waves. Effects of SES-associated risks on the level of symptoms of schizotypal and borderline disorders are estimated and compared to effects on depressive symptoms. Low family SES had robust modest independent effects on both PDs over the entire age span despite substantial cumulative effects of trauma history, stressful recent life events, IQ, poor parenting, and comorbid symptoms. SES effects on depressive symptoms were generally absent, but a small “protective” effect of low SES appeared when comorbidity with PD symptoms was taken into account. Cumulatively, these risks account for developmental failures of substantial magnitude and consequence, marking the importance of understanding the remaining mechanisms of SES effects and programmatic implications for minimizing associated risk. En ligne : http://dx.doi.org/10.1017/s095457940800031x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=413 [article] Socioeconomic background and the developmental course of schizotypal and borderline personality disorder symptoms [Texte imprimé et/ou numérique] / Patricia COHEN, Auteur ; Henian CHEN, Auteur ; Kathy GORDON, Auteur ; Jeffrey JOHNSON, Auteur ; Judith BROOK, Auteur ; Stephanie KASEN, Auteur . - 2008 . - p.633-650. Langues : Anglais (eng) in Development and Psychopathology > 20-2 (Spring 2008) . - p.633-650 Index. décimale : PER Périodiques Résumé : Low socioeconomic status (SES) background has been identified as a risk for several mental disorders. However evidence regarding SES and the developmental course of personality disorder (PD) has not been addressed. Nor is it clear whether an SES relationship to PD symptom course may be attributable to known associated risks. Further, specificity of such relationships to a particular PD diagnostic pattern independent of comorbidity with other PD or with depression has not been investigated. Data are from a general population studied longitudinally between ages 10 and 36 in four assessment waves. Effects of SES-associated risks on the level of symptoms of schizotypal and borderline disorders are estimated and compared to effects on depressive symptoms. Low family SES had robust modest independent effects on both PDs over the entire age span despite substantial cumulative effects of trauma history, stressful recent life events, IQ, poor parenting, and comorbid symptoms. SES effects on depressive symptoms were generally absent, but a small “protective” effect of low SES appeared when comorbidity with PD symptoms was taken into account. Cumulatively, these risks account for developmental failures of substantial magnitude and consequence, marking the importance of understanding the remaining mechanisms of SES effects and programmatic implications for minimizing associated risk. En ligne : http://dx.doi.org/10.1017/s095457940800031x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=413

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