Annual Research Review: Interventions for young children exposed to trauma / Katherine L. GUYON-HARRIS in Journal of Child Psychology and Psychiatry, 67-4 (April 2026)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 67-4 (April 2026) . - p.508-523 Titre : Annual Research Review: Interventions for young children exposed to trauma Type de document : texte imprimé Auteurs : Katherine L. GUYON-HARRIS, Auteur ; Kathryn L. HUMPHREYS, Auteur Année de publication : 2026 Article en page(s) : p.508-523 Langues : Anglais (eng) Mots-clés : Trauma  intervention  infant mental health  early life experience  caregiver Index. décimale : PER Périodiques Résumé : The landscape of trauma-focused interventions for young children has evolved significantly, though substantial gaps remain. Early childhood trauma exposure occurs during sensitive periods of brain development with potential lifelong consequences. However, these periods also present unique opportunities for intervention to redirect trajectories toward positive outcomes. Rapid neurodevelopmental changes across early childhood necessitate interventions specifically designed for evolving capacities rather than simply ?scaled down? versions of adult treatments. A review focused exclusively on evidence-based interventions for young children is needed. This review represents a synthesis of the literature informed by our clinical and research expertise. We review interventions that (1) target trauma symptoms as primary outcomes, (2) were designed for children ages 0?8?years, (3) include substantive caregiver involvement, and (4) have empirical support from published randomized controlled trials or well-designed quasi-experimental studies. Our review revealed a tiered evidence base for young children, with the strongest support for interventions targeting specific age groups: Child?Parent Psychotherapy for infants and toddlers, Preschool PTSD Treatment for preschoolers, and Trauma-Focused CBT for early elementary children. Critical gaps include limited interventions for children under age 3, sparse evidence for interventions targeting noninterpersonal trauma, assessment challenges, particularly with longitudinal measurement across developmental transitions, and insufficient implementation research on disseminating interventions in community settings. By continuing to refine effective trauma interventions for our youngest children, we can alleviate immediate suffering and potentially prevent decades of associated difficulties across the lifespan. Future research priorities should include expanding the evidence base for existing interventions through well-powered trials with diverse samples, developing and testing preventive interventions delivered following potentially traumatic events, adapting established interventions for under-studied trauma types, and implementation research to support widespread adoption in real-world settings. En ligne : https://doi.org/10.1111/jcpp.70121 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] Annual Research Review: Interventions for young children exposed to trauma [texte imprimé] / Katherine L. GUYON-HARRIS, Auteur ; Kathryn L. HUMPHREYS, Auteur . - 2026 . - p.508-523. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 67-4 (April 2026) . - p.508-523 Mots-clés : Trauma  intervention  infant mental health  early life experience  caregiver Index. décimale : PER Périodiques Résumé : The landscape of trauma-focused interventions for young children has evolved significantly, though substantial gaps remain. Early childhood trauma exposure occurs during sensitive periods of brain development with potential lifelong consequences. However, these periods also present unique opportunities for intervention to redirect trajectories toward positive outcomes. Rapid neurodevelopmental changes across early childhood necessitate interventions specifically designed for evolving capacities rather than simply ?scaled down? versions of adult treatments. A review focused exclusively on evidence-based interventions for young children is needed. This review represents a synthesis of the literature informed by our clinical and research expertise. We review interventions that (1) target trauma symptoms as primary outcomes, (2) were designed for children ages 0?8?years, (3) include substantive caregiver involvement, and (4) have empirical support from published randomized controlled trials or well-designed quasi-experimental studies. Our review revealed a tiered evidence base for young children, with the strongest support for interventions targeting specific age groups: Child?Parent Psychotherapy for infants and toddlers, Preschool PTSD Treatment for preschoolers, and Trauma-Focused CBT for early elementary children. Critical gaps include limited interventions for children under age 3, sparse evidence for interventions targeting noninterpersonal trauma, assessment challenges, particularly with longitudinal measurement across developmental transitions, and insufficient implementation research on disseminating interventions in community settings. By continuing to refine effective trauma interventions for our youngest children, we can alleviate immediate suffering and potentially prevent decades of associated difficulties across the lifespan. Future research priorities should include expanding the evidence base for existing interventions through well-powered trials with diverse samples, developing and testing preventive interventions delivered following potentially traumatic events, adapting established interventions for under-studied trauma types, and implementation research to support widespread adoption in real-world settings. En ligne : https://doi.org/10.1111/jcpp.70121 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

Disrupted caregiving behavior as a mediator of the relation between disrupted prenatal maternal representations and toddler social–emotional functioning / Katherine L. GUYON-HARRIS in Development and Psychopathology, 34-3 (August 2022)  

Public ISBD [article]  inDevelopment and Psychopathology > 34-3 (August 2022) . - p.755-763 Titre : Disrupted caregiving behavior as a mediator of the relation between disrupted prenatal maternal representations and toddler social–emotional functioning Type de document : texte imprimé Auteurs : Katherine L. GUYON-HARRIS, Auteur ; Sarah M. AHLFS-DUNN, Auteur ; Sheri MADIGAN, Auteur ; Elisa BRONFMAN, Auteur ; Diane BENOIT, Auteur ; Alissa C. HUTH-BOCKS, Auteur Article en page(s) : p.755-763 Langues : Anglais (eng) Mots-clés : disrupted  maternal behavior  prenatal representations  toddler social-emotional functioning  transmission Index. décimale : PER Périodiques Résumé : The development of maternal representations of the child during pregnancy guides a mother’s thoughts, feelings, and behavior toward her child. The association between prenatal representations, particularly those that are disrupted, and toddler social-emotional functioning is not well understood. The present study examined associations between disrupted prenatal representations and toddler social-emotional functioning and to test disrupted maternal behavior as a mediator of this association. Data were drawn from 109 women from a larger prospective longitudinal study (N=120) of women and their young children. Prenatal disrupted maternal representations were assessed using the Working Model of the Child Interview disrupted coding scheme, while disrupted maternal behavior was coded 12-months postpartum from mother-infant interactions. Mother-reported toddler social-emotional functioning was assessed at ages 12 and 24 months. Disrupted prenatal representations significantly predicted poorer toddler social-emotional functioning at 24 months, controlling for functioning at 12 months. Further, disrupted maternal behavior mediated the relation between disrupted prenatal representations and toddler social-emotional problems. Screening for disrupted representations during pregnancy is needed to facilitate referrals to early intervention and decrease the likelihood of toddler social-emotional problems. En ligne : http://dx.doi.org/10.1017/S0954579420001674 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Disrupted caregiving behavior as a mediator of the relation between disrupted prenatal maternal representations and toddler social–emotional functioning [texte imprimé] / Katherine L. GUYON-HARRIS, Auteur ; Sarah M. AHLFS-DUNN, Auteur ; Sheri MADIGAN, Auteur ; Elisa BRONFMAN, Auteur ; Diane BENOIT, Auteur ; Alissa C. HUTH-BOCKS, Auteur . - p.755-763. Langues : Anglais (eng) in Development and Psychopathology > 34-3 (August 2022) . - p.755-763 Mots-clés : disrupted  maternal behavior  prenatal representations  toddler social-emotional functioning  transmission Index. décimale : PER Périodiques Résumé : The development of maternal representations of the child during pregnancy guides a mother’s thoughts, feelings, and behavior toward her child. The association between prenatal representations, particularly those that are disrupted, and toddler social-emotional functioning is not well understood. The present study examined associations between disrupted prenatal representations and toddler social-emotional functioning and to test disrupted maternal behavior as a mediator of this association. Data were drawn from 109 women from a larger prospective longitudinal study (N=120) of women and their young children. Prenatal disrupted maternal representations were assessed using the Working Model of the Child Interview disrupted coding scheme, while disrupted maternal behavior was coded 12-months postpartum from mother-infant interactions. Mother-reported toddler social-emotional functioning was assessed at ages 12 and 24 months. Disrupted prenatal representations significantly predicted poorer toddler social-emotional functioning at 24 months, controlling for functioning at 12 months. Further, disrupted maternal behavior mediated the relation between disrupted prenatal representations and toddler social-emotional problems. Screening for disrupted representations during pregnancy is needed to facilitate referrals to early intervention and decrease the likelihood of toddler social-emotional problems. En ligne : http://dx.doi.org/10.1017/S0954579420001674 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Early caregiving quality predicts consistency of competent functioning from middle childhood to adolescence following early psychosocial deprivation / Katherine L. GUYON-HARRIS in Development and Psychopathology, 33-1 (February 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-1 (February 2021) . - p.18-28 Titre : Early caregiving quality predicts consistency of competent functioning from middle childhood to adolescence following early psychosocial deprivation Type de document : texte imprimé Auteurs : Katherine L. GUYON-HARRIS, Auteur ; Kathryn L. HUMPHREYS, Auteur ; Devi MIRON, Auteur ; Florin TIBU, Auteur ; Nathan A. FOX, Auteur ; Charles A. NELSON, Auteur ; Charles H. ZEANAH, Auteur Article en page(s) : p.18-28 Langues : Anglais (eng) Mots-clés : adolescence  caregiving  competence  institutional rearing  resilience Index. décimale : PER Périodiques Résumé : Adverse developmental outcomes for some children following institutional care are well established. Removal from institutional care and placement into families can promote recovery. However, little is known about how positive outcomes are sustained across adolescence among children with histories of severe deprivation. The present study examined the caregiving conditions that are associated with attaining and maintaining competent functioning (i.e., outcomes within typical levels) from middle childhood to adolescence following exposure to early institutional care. The participants included children with and without a history of institutional care who had competence assessed at ages 8, 12, and 16 years across seven domains: family relationships, peer relationships, academic performance, physical health, mental health, substance use (ages 12 and 16 years only), and risk-taking behavior. The participants were grouped based on whether they were always versus not always competent and never versus ever competent at ages 8 through 16 years. Adolescents with a history of institutional care were less likely to be consistently competent than those who were family reared. Among those who were exposed to early institutional rearing, maintaining competent functioning from 8 to 16 years was associated with spending less time in institutions and receiving higher-quality caregiving early in life. Ensuring high quality early caregiving may promote competent functioning following early deprivation. En ligne : http://dx.doi.org/10.1017/s0954579419001500 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442 [article] Early caregiving quality predicts consistency of competent functioning from middle childhood to adolescence following early psychosocial deprivation [texte imprimé] / Katherine L. GUYON-HARRIS, Auteur ; Kathryn L. HUMPHREYS, Auteur ; Devi MIRON, Auteur ; Florin TIBU, Auteur ; Nathan A. FOX, Auteur ; Charles A. NELSON, Auteur ; Charles H. ZEANAH, Auteur . - p.18-28. Langues : Anglais (eng) in Development and Psychopathology > 33-1 (February 2021) . - p.18-28 Mots-clés : adolescence  caregiving  competence  institutional rearing  resilience Index. décimale : PER Périodiques Résumé : Adverse developmental outcomes for some children following institutional care are well established. Removal from institutional care and placement into families can promote recovery. However, little is known about how positive outcomes are sustained across adolescence among children with histories of severe deprivation. The present study examined the caregiving conditions that are associated with attaining and maintaining competent functioning (i.e., outcomes within typical levels) from middle childhood to adolescence following exposure to early institutional care. The participants included children with and without a history of institutional care who had competence assessed at ages 8, 12, and 16 years across seven domains: family relationships, peer relationships, academic performance, physical health, mental health, substance use (ages 12 and 16 years only), and risk-taking behavior. The participants were grouped based on whether they were always versus not always competent and never versus ever competent at ages 8 through 16 years. Adolescents with a history of institutional care were less likely to be consistently competent than those who were family reared. Among those who were exposed to early institutional rearing, maintaining competent functioning from 8 to 16 years was associated with spending less time in institutions and receiving higher-quality caregiving early in life. Ensuring high quality early caregiving may promote competent functioning following early deprivation. En ligne : http://dx.doi.org/10.1017/s0954579419001500 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442

Psychosocial deprivation and receptive language ability: a two-sample study / Kathryn L. HUMPHREYS in Journal of Neurodevelopmental Disorders, 12 (2020)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 12 (2020) Titre : Psychosocial deprivation and receptive language ability: a two-sample study Type de document : texte imprimé Auteurs : Kathryn L. HUMPHREYS, Auteur ; Laura S. MACHLIN, Auteur ; Katherine L. GUYON-HARRIS, Auteur ; Charles A. NELSON, Auteur ; Nathan A. FOX, Auteur ; Charles H ZEANAH, Auteur Langues : Anglais (eng) Mots-clés : Adolescent  Child  Child, Preschool  Foster Home Care  Humans  Language  Language Development  Prospective Studies  Psychosocial Deprivation  Romania  Deprivation  Neglect  Receptive language  Socioeconomic status Index. décimale : PER Périodiques Résumé : BACKGROUND: The quality of early caregiving experiences is a known contributor to the quality of the language experiences young children receive. What is unknown is whether, and if so, how psychosocial deprivation early in life is associated with long-lasting receptive language outcomes. METHODS: Two prospective longitudinal studies examining early psychosocial deprivation/neglect in different contexts (i.e., deprivation due to institutional care or deprivation experienced by children residing within US families) and receptive language as assessed via the Peabody Picture Vocabulary Test (PPVT) were used to assess the magnitude of these associations. First, 129 participants from the Bucharest Early Intervention Project, a randomized controlled trial of foster care as an alternative to institutional care in Romania, completed a receptive language assessment at age 18 years. Second, from the USA, 3342 participants from the Fragile Families and Child Wellbeing Study were assessed from infancy until middle childhood. RESULTS: Children exposed to early institutional care, on average, had lower receptive language scores than their never institutionalized counterparts in late adolescence. While randomization to an early foster care intervention had no long-lasting association with PPVT scores, the duration of childhood exposure to institutional care was negatively associated with receptive language. Psychosocial deprivation in US families was also negatively associated with receptive language longitudinally, and this association remained statistically significant even after accounting for measures of socioeconomic status. CONCLUSION: Experiences of psychosocial deprivation may have long-lasting consequences for receptive language ability, extending to age 18 years. Psychosocial deprivation is an important prospective predictor of poorer receptive language. TRIAL REGISTRATION: Bucharest Early Intervention Project ClinicalTrials.gov Identifier: NCT00747396. En ligne : https://dx.doi.org/10.1186/s11689-020-09341-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=573 [article] Psychosocial deprivation and receptive language ability: a two-sample study [texte imprimé] / Kathryn L. HUMPHREYS, Auteur ; Laura S. MACHLIN, Auteur ; Katherine L. GUYON-HARRIS, Auteur ; Charles A. NELSON, Auteur ; Nathan A. FOX, Auteur ; Charles H ZEANAH, Auteur. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 12 (2020) Mots-clés : Adolescent  Child  Child, Preschool  Foster Home Care  Humans  Language  Language Development  Prospective Studies  Psychosocial Deprivation  Romania  Deprivation  Neglect  Receptive language  Socioeconomic status Index. décimale : PER Périodiques Résumé : BACKGROUND: The quality of early caregiving experiences is a known contributor to the quality of the language experiences young children receive. What is unknown is whether, and if so, how psychosocial deprivation early in life is associated with long-lasting receptive language outcomes. METHODS: Two prospective longitudinal studies examining early psychosocial deprivation/neglect in different contexts (i.e., deprivation due to institutional care or deprivation experienced by children residing within US families) and receptive language as assessed via the Peabody Picture Vocabulary Test (PPVT) were used to assess the magnitude of these associations. First, 129 participants from the Bucharest Early Intervention Project, a randomized controlled trial of foster care as an alternative to institutional care in Romania, completed a receptive language assessment at age 18 years. Second, from the USA, 3342 participants from the Fragile Families and Child Wellbeing Study were assessed from infancy until middle childhood. RESULTS: Children exposed to early institutional care, on average, had lower receptive language scores than their never institutionalized counterparts in late adolescence. While randomization to an early foster care intervention had no long-lasting association with PPVT scores, the duration of childhood exposure to institutional care was negatively associated with receptive language. Psychosocial deprivation in US families was also negatively associated with receptive language longitudinally, and this association remained statistically significant even after accounting for measures of socioeconomic status. CONCLUSION: Experiences of psychosocial deprivation may have long-lasting consequences for receptive language ability, extending to age 18 years. Psychosocial deprivation is an important prospective predictor of poorer receptive language. TRIAL REGISTRATION: Bucharest Early Intervention Project ClinicalTrials.gov Identifier: NCT00747396. En ligne : https://dx.doi.org/10.1186/s11689-020-09341-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=573

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