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Auteur Richard E. TREMBLAY |
Documents disponibles écrits par cet auteur (34)
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Effects of Poverty on Academic Failure and Delinquency in Boys: A Change and Process Model Approach / Linda PAGANI in Journal of Child Psychology and Psychiatry, 40-8 (November 1999)
[article]
Titre : Effects of Poverty on Academic Failure and Delinquency in Boys: A Change and Process Model Approach Type de document : Texte imprimé et/ou numérique Auteurs : Linda PAGANI, Auteur ; Bernard BOULERICE, Auteur ; Frank VITARO, Auteur ; Richard E. TREMBLAY, Auteur Année de publication : 1999 Article en page(s) : p.1209-1219 Langues : Anglais (eng) Mots-clés : ADD/ADHD aggression executive function intelligence cognition hyperactivity Index. décimale : PER Périodiques Résumé : Using data from the Montreal Longitudinal-Experimental Study, we examined the impact of poverty (and its correlate, family configuration status) on academic placement and self-reported delinquency in boys at age 16. We then investigated whether the relation between family economic hardship and antisocial behaviour is direct or indirect by considering the value of parenting practices and academic failure as process variables in the model. Data included official records, and parent, teacher, and self-reports. The temporal intensity of poverty was classified into five categories: never-poor; always-poor; poor-earlier ; poor-later ; and transitory-poverty. Family configuration status was classified by both temporal characteristics and number of marital transitions: intact-family ; short-term-single; long-term-single; short-term-remarried; long-term-remarried; and multiple-marital-transitions. Results revealed that when maternal education and early childhood behaviour were controlled, poverty had an effect on both academic failure and extreme delinquency. This effect was independent of family configuration status. Although they both significantly predicted extreme delinquency on their own, academic failure and parental supervision did not mediate the relationship between poverty and delinquency. Divorce increased the risk of theft and fighting at age 16, regardless of financial hardship. Parental supervision only helped explain the effects of divorce on boys' fighting. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125
in Journal of Child Psychology and Psychiatry > 40-8 (November 1999) . - p.1209-1219[article] Effects of Poverty on Academic Failure and Delinquency in Boys: A Change and Process Model Approach [Texte imprimé et/ou numérique] / Linda PAGANI, Auteur ; Bernard BOULERICE, Auteur ; Frank VITARO, Auteur ; Richard E. TREMBLAY, Auteur . - 1999 . - p.1209-1219.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 40-8 (November 1999) . - p.1209-1219
Mots-clés : ADD/ADHD aggression executive function intelligence cognition hyperactivity Index. décimale : PER Périodiques Résumé : Using data from the Montreal Longitudinal-Experimental Study, we examined the impact of poverty (and its correlate, family configuration status) on academic placement and self-reported delinquency in boys at age 16. We then investigated whether the relation between family economic hardship and antisocial behaviour is direct or indirect by considering the value of parenting practices and academic failure as process variables in the model. Data included official records, and parent, teacher, and self-reports. The temporal intensity of poverty was classified into five categories: never-poor; always-poor; poor-earlier ; poor-later ; and transitory-poverty. Family configuration status was classified by both temporal characteristics and number of marital transitions: intact-family ; short-term-single; long-term-single; short-term-remarried; long-term-remarried; and multiple-marital-transitions. Results revealed that when maternal education and early childhood behaviour were controlled, poverty had an effect on both academic failure and extreme delinquency. This effect was independent of family configuration status. Although they both significantly predicted extreme delinquency on their own, academic failure and parental supervision did not mediate the relationship between poverty and delinquency. Divorce increased the risk of theft and fighting at age 16, regardless of financial hardship. Parental supervision only helped explain the effects of divorce on boys' fighting. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 Evidence of gene–environment correlation for peer difficulties: Disruptive behaviors predict early peer relation difficulties in school through genetic effects / Michel BOIVIN in Development and Psychopathology, 25-1 (February 2013)
[article]
Titre : Evidence of gene–environment correlation for peer difficulties: Disruptive behaviors predict early peer relation difficulties in school through genetic effects Type de document : Texte imprimé et/ou numérique Auteurs : Michel BOIVIN, Auteur ; Mara BRENDGEN, Auteur ; Frank VITARO, Auteur ; Nadine FORGET-DUBOIS, Auteur ; Bei FENG, Auteur ; Richard E. TREMBLAY, Auteur ; Ginette DIONNE, Auteur Article en page(s) : p.79-92 Index. décimale : PER Périodiques Résumé : Early disruptive behaviors, such as aggressive and hyperactive behaviors, known to be influenced by genetic factors, have been found to predict early school peer relation difficulties, such as peer rejection and victimization. However, there is no consensus regarding the developmental processes underlying this predictive association. Genetically informative designs, such as twin studies, are well suited for investigating the underlying genetic and environmental etiology of this association. The main goal of the present study was to examine the possible establishment of an emerging gene–environment correlation linking disruptive behaviors to peer relationship difficulties during the first years of school. Participants were drawn from an ongoing longitudinal study of twins who were assessed with respect to their social behaviors and their peer relation difficulties in kindergarten and in Grade 1 through peer nominations measures and teacher ratings. As predicted, disruptive behaviors were concurrently and predictively associated with peer relation difficulties. Multivariate analyses of these associations indicate that they were mainly accounted for by genetic factors. These results emphasize the need to adopt an early and persistent prevention framework targeting both the child and the peer context to alleviate the establishment of a negative coercive process and its consequences. En ligne : http://dx.doi.org/10.1017/S0954579412000910 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=190
in Development and Psychopathology > 25-1 (February 2013) . - p.79-92[article] Evidence of gene–environment correlation for peer difficulties: Disruptive behaviors predict early peer relation difficulties in school through genetic effects [Texte imprimé et/ou numérique] / Michel BOIVIN, Auteur ; Mara BRENDGEN, Auteur ; Frank VITARO, Auteur ; Nadine FORGET-DUBOIS, Auteur ; Bei FENG, Auteur ; Richard E. TREMBLAY, Auteur ; Ginette DIONNE, Auteur . - p.79-92.
in Development and Psychopathology > 25-1 (February 2013) . - p.79-92
Index. décimale : PER Périodiques Résumé : Early disruptive behaviors, such as aggressive and hyperactive behaviors, known to be influenced by genetic factors, have been found to predict early school peer relation difficulties, such as peer rejection and victimization. However, there is no consensus regarding the developmental processes underlying this predictive association. Genetically informative designs, such as twin studies, are well suited for investigating the underlying genetic and environmental etiology of this association. The main goal of the present study was to examine the possible establishment of an emerging gene–environment correlation linking disruptive behaviors to peer relationship difficulties during the first years of school. Participants were drawn from an ongoing longitudinal study of twins who were assessed with respect to their social behaviors and their peer relation difficulties in kindergarten and in Grade 1 through peer nominations measures and teacher ratings. As predicted, disruptive behaviors were concurrently and predictively associated with peer relation difficulties. Multivariate analyses of these associations indicate that they were mainly accounted for by genetic factors. These results emphasize the need to adopt an early and persistent prevention framework targeting both the child and the peer context to alleviate the establishment of a negative coercive process and its consequences. En ligne : http://dx.doi.org/10.1017/S0954579412000910 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=190 Executive Functions and Physical Aggression after Controlling for Attention Deficit Hyperactivity Disorder, General Memory, and IQ / Jean R. SEGUIN in Journal of Child Psychology and Psychiatry, 40-8 (November 1999)
[article]
Titre : Executive Functions and Physical Aggression after Controlling for Attention Deficit Hyperactivity Disorder, General Memory, and IQ Type de document : Texte imprimé et/ou numérique Auteurs : Jean R. SEGUIN, Auteur ; Bernard BOULERICE, Auteur ; Philip W. HARDEN, Auteur ; Richard E. TREMBLAY, Auteur ; Robert O. PIHL, Auteur Année de publication : 1999 Article en page(s) : p.1197-1208 Langues : Anglais (eng) Mots-clés : ADD/ADHD aggression executive function intelligence cognition hyperactivity Index. décimale : PER Périodiques Résumé : This study examined the role of ADHD in the association between physical aggression and two types of executive functions. Boys received a cognitive-neuropsychological test battery over the ages of 13, 14, and 15 years. Diagnostic Interview Schedule for Children (DISC 2.25) data were collected from the boys and one parent between ages 14 and 16, and an IQ estimate was obtained at age 15. Three groups, differing in stability and level of physical aggression since kindergarten, were formed: Stable Aggressive, Unstable Aggressive, and Nonaggressive. Composite scores of validated executive function tests of working memory representing subjective ordering and conditional association learning were formed. A MANCOVA (N= 149) using ADHD status, teacher-rated negative emotionality, general memory abilities, and IQ as covariates was performed on the two composite scores. ADHD and teacher-rated emotionality did not provide significant adjustment to the dependent variables. Number of ADHD symptoms was negatively associated only with general memory and IQ. General memory contributed significantly to adjusting for conditional association test scores. Group differences indicated lower conditional association scores for Unstable Aggressive boys relative to the other groups. Both IQ and general memory abilities interacted with subjective ordering within the groups. Specifically, Stable Aggressive boys performed poorly on this measure and did not benefit from increases in IQ whereas Nonaggressive boys performed best and were not disadvantaged by lower general memory abilities. This suggests a relationship exists between aspects of working memory and a history of physical aggression regardless of ADHD and IQ. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125
in Journal of Child Psychology and Psychiatry > 40-8 (November 1999) . - p.1197-1208[article] Executive Functions and Physical Aggression after Controlling for Attention Deficit Hyperactivity Disorder, General Memory, and IQ [Texte imprimé et/ou numérique] / Jean R. SEGUIN, Auteur ; Bernard BOULERICE, Auteur ; Philip W. HARDEN, Auteur ; Richard E. TREMBLAY, Auteur ; Robert O. PIHL, Auteur . - 1999 . - p.1197-1208.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 40-8 (November 1999) . - p.1197-1208
Mots-clés : ADD/ADHD aggression executive function intelligence cognition hyperactivity Index. décimale : PER Périodiques Résumé : This study examined the role of ADHD in the association between physical aggression and two types of executive functions. Boys received a cognitive-neuropsychological test battery over the ages of 13, 14, and 15 years. Diagnostic Interview Schedule for Children (DISC 2.25) data were collected from the boys and one parent between ages 14 and 16, and an IQ estimate was obtained at age 15. Three groups, differing in stability and level of physical aggression since kindergarten, were formed: Stable Aggressive, Unstable Aggressive, and Nonaggressive. Composite scores of validated executive function tests of working memory representing subjective ordering and conditional association learning were formed. A MANCOVA (N= 149) using ADHD status, teacher-rated negative emotionality, general memory abilities, and IQ as covariates was performed on the two composite scores. ADHD and teacher-rated emotionality did not provide significant adjustment to the dependent variables. Number of ADHD symptoms was negatively associated only with general memory and IQ. General memory contributed significantly to adjusting for conditional association test scores. Group differences indicated lower conditional association scores for Unstable Aggressive boys relative to the other groups. Both IQ and general memory abilities interacted with subjective ordering within the groups. Specifically, Stable Aggressive boys performed poorly on this measure and did not benefit from increases in IQ whereas Nonaggressive boys performed best and were not disadvantaged by lower general memory abilities. This suggests a relationship exists between aspects of working memory and a history of physical aggression regardless of ADHD and IQ. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 Gene–environment interplay between peer rejection and depressive behavior in children / Mara BRENDGEN in Journal of Child Psychology and Psychiatry, 50-8 (August 2009)
[article]
Titre : Gene–environment interplay between peer rejection and depressive behavior in children Type de document : Texte imprimé et/ou numérique Auteurs : Mara BRENDGEN, Auteur ; Richard E. TREMBLAY, Auteur ; Frank VITARO, Auteur ; Alain GIRARD, Auteur ; Michel BOIVIN, Auteur ; Ginette DIONNE, Auteur ; Daniel PERUSSE, Auteur ; William M. BUKOWSKI, Auteur Année de publication : 2009 Article en page(s) : p.1009-1017 Langues : Anglais (eng) Mots-clés : Gene–environment interaction • gene–environment correlation • depressive-behavior peer-rejection childhood twins behavioral-genetics Index. décimale : PER Périodiques Résumé : Background: Genetic risk for depressive behavior may increase the likelihood of exposure to environmental stressors (gene–environment correlation, rGE). By the same token, exposure to environmental stressors may moderate the effect of genes on depressive behavior (gene–environment interaction, G×E). Relating these processes to a peer-related stressor in childhood, the present study examined (1) whether genetic risk for depressive behavior in children is related to higher levels of rejection by the peer group (rGE) and (2) whether peer rejection moderates the effect of genetic factors on children's depressive behavior (G×E).
Methods: The sample comprised 336 twin pairs (MZ pairs = 196, same-sex DZ pairs = 140) assessed in kindergarten (mean age 72.7 months). Peer acceptance/rejection was measured via peer nominations. Depressive behavior was measured through teacher ratings.
Results: Consistent with rGE, a moderate overlap of genetic effects was found between peer acceptance/rejection and depressive behavior. In line with G×E, genetic effects on depressive behavior varied across levels of peer acceptance/rejection.
Conclusions: An increased genetic disposition for depressive behavior is related to a higher risk of peer rejection (rGE). However, genes play a lesser role in explaining individual differences in depressive behavior in rejected children than in accepted children (G×E).En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02052.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=788
in Journal of Child Psychology and Psychiatry > 50-8 (August 2009) . - p.1009-1017[article] Gene–environment interplay between peer rejection and depressive behavior in children [Texte imprimé et/ou numérique] / Mara BRENDGEN, Auteur ; Richard E. TREMBLAY, Auteur ; Frank VITARO, Auteur ; Alain GIRARD, Auteur ; Michel BOIVIN, Auteur ; Ginette DIONNE, Auteur ; Daniel PERUSSE, Auteur ; William M. BUKOWSKI, Auteur . - 2009 . - p.1009-1017.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 50-8 (August 2009) . - p.1009-1017
Mots-clés : Gene–environment interaction • gene–environment correlation • depressive-behavior peer-rejection childhood twins behavioral-genetics Index. décimale : PER Périodiques Résumé : Background: Genetic risk for depressive behavior may increase the likelihood of exposure to environmental stressors (gene–environment correlation, rGE). By the same token, exposure to environmental stressors may moderate the effect of genes on depressive behavior (gene–environment interaction, G×E). Relating these processes to a peer-related stressor in childhood, the present study examined (1) whether genetic risk for depressive behavior in children is related to higher levels of rejection by the peer group (rGE) and (2) whether peer rejection moderates the effect of genetic factors on children's depressive behavior (G×E).
Methods: The sample comprised 336 twin pairs (MZ pairs = 196, same-sex DZ pairs = 140) assessed in kindergarten (mean age 72.7 months). Peer acceptance/rejection was measured via peer nominations. Depressive behavior was measured through teacher ratings.
Results: Consistent with rGE, a moderate overlap of genetic effects was found between peer acceptance/rejection and depressive behavior. In line with G×E, genetic effects on depressive behavior varied across levels of peer acceptance/rejection.
Conclusions: An increased genetic disposition for depressive behavior is related to a higher risk of peer rejection (rGE). However, genes play a lesser role in explaining individual differences in depressive behavior in rejected children than in accepted children (G×E).En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02052.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=788 Iatrogenic effect of juvenile justice / Uberto GATTI in Journal of Child Psychology and Psychiatry, 50-8 (August 2009)
[article]
Titre : Iatrogenic effect of juvenile justice Type de document : Texte imprimé et/ou numérique Auteurs : Uberto GATTI, Auteur ; Richard E. TREMBLAY, Auteur ; Frank VITARO, Auteur Année de publication : 2009 Article en page(s) : p.991-998 Langues : Anglais (eng) Mots-clés : Juvenile-justice labeling peer-contagion juvenile-delinquency adult-crime Index. décimale : PER Périodiques Résumé : Background: The present study uses data from a community sample of 779 low-SES boys to investigate whether intervention by the juvenile justice system is determined, at least in part, by particular individual, familial and social conditions, and whether intervention by the juvenile courts during adolescence increases involvement in adult crime.
Method: The study considers self-reported crime in childhood and adolescence, and introduces individual, familial and social variables into its analysis.
Results: The results show that youths who are poor, impulsive, poorly supervised by their parents, and exposed to deviant friends are more likely, for the same degree of antisocial behavior, to undergo intervention by the Juvenile Court, and that this intervention greatly increases the likelihood of involvement with the penal system in adulthood. The results also show that the various measures recommended by the Juvenile Court exert a differential criminogenic effect; those that involve placement have the most negative impact.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02057.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=788
in Journal of Child Psychology and Psychiatry > 50-8 (August 2009) . - p.991-998[article] Iatrogenic effect of juvenile justice [Texte imprimé et/ou numérique] / Uberto GATTI, Auteur ; Richard E. TREMBLAY, Auteur ; Frank VITARO, Auteur . - 2009 . - p.991-998.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 50-8 (August 2009) . - p.991-998
Mots-clés : Juvenile-justice labeling peer-contagion juvenile-delinquency adult-crime Index. décimale : PER Périodiques Résumé : Background: The present study uses data from a community sample of 779 low-SES boys to investigate whether intervention by the juvenile justice system is determined, at least in part, by particular individual, familial and social conditions, and whether intervention by the juvenile courts during adolescence increases involvement in adult crime.
Method: The study considers self-reported crime in childhood and adolescence, and introduces individual, familial and social variables into its analysis.
Results: The results show that youths who are poor, impulsive, poorly supervised by their parents, and exposed to deviant friends are more likely, for the same degree of antisocial behavior, to undergo intervention by the Juvenile Court, and that this intervention greatly increases the likelihood of involvement with the penal system in adulthood. The results also show that the various measures recommended by the Juvenile Court exert a differential criminogenic effect; those that involve placement have the most negative impact.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02057.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=788 Longitudinal links between impulsivity, gambling problems and depressive symptoms: a transactional model from adolescence to early adulthood / Frédéric DUSSAULT in Journal of Child Psychology and Psychiatry, 52-2 (February 2011)
PermalinkMaternal prenatal smoking, parental antisocial behavior, and early childhood physical aggression / Stephan C. J. HUIJBREGTS in Development and Psychopathology, 20-2 (Spring 2008)
PermalinkLes origines développementales des problèmes de comportement perturbateur et leurs conséquences en matière de prévention / Richard E. TREMBLAY
PermalinkPathways explaining the reduction of adult criminal behaviour by a randomized preventive intervention for disruptive kindergarten children / Frank VITARO in Journal of Child Psychology and Psychiatry, 53-7 (July 2012)
PermalinkPolygenic risk score and peer victimisation independently predict depressive symptoms in adolescence: results from the Quebec Longitudinal Study of Children Development / Léa C. PERRET in Journal of Child Psychology and Psychiatry, 64-3 (March 2023)
PermalinkPrefrontal cortex and amygdala anatomy in youth with persistent levels of harsh parenting practices and subclinical anxiety symptoms over time during childhood / Sabrina SUFFREN in Development and Psychopathology, 34-3 (August 2022)
PermalinkProsocial development from childhood to adolescence: a multi-informant perspective with Canadian and Italian longitudinal studies / Amélie NANTEL-VIVIER in Journal of Child Psychology and Psychiatry, 50-5 (May 2009)
PermalinkResearch review: A critical review of studies on the developmental trajectories of antisocial behavior in females / Nathalie FONTAINE in Journal of Child Psychology and Psychiatry, 50-4 (April 2009)
PermalinkThe Impact of Family Transition on the Development of Delinquency in Adolescent Boys: A 9-year Longitudinal Study / Linda PAGANI in Journal of Child Psychology and Psychiatry, 39-4 (May 1998)
PermalinkThe joint development of physical and indirect aggression: Predictors of continuity and change during childhood / Sylvana M. CÔTÉ in Development and Psychopathology, 19-1 (Winter 2007)
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