Gene-based interaction analysis shows GABAergic genes interacting with parenting in adolescent depressive symptoms / Evelien VAN ASSCHE in Journal of Child Psychology and Psychiatry, 58-12 (December 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-12 (December 2017) . - p.1301-1309 Titre : Gene-based interaction analysis shows GABAergic genes interacting with parenting in adolescent depressive symptoms Type de document : Texte imprimé et/ou numérique Auteurs : Evelien VAN ASSCHE, Auteur ; Tim MOONS, Auteur ; Ozan CINAR, Auteur ; Wolfgang VIECHTBAUER, Auteur ; Albertine J. OLDEHINKEL, Auteur ; Karla VAN LEEUWEN, Auteur ; Karine VERSCHUEREN, Auteur ; Hilde COLPIN, Auteur ; Diether LAMBRECHTS, Auteur ; Wim VAN DEN NOORTGATE, Auteur ; Luc GOOSSENS, Auteur ; Stephan CLAES, Auteur ; Ruud VAN WINKEL, Auteur Article en page(s) : p.1301-1309 Langues : Anglais (eng) Mots-clés : Gene–environment interaction  polygenic  parenting  gene-based testing  adolescents  depression Index. décimale : PER Périodiques Résumé : Background Most gene-environment interaction studies (G × E) have focused on single candidate genes. This approach is criticized for its expectations of large effect sizes and occurrence of spurious results. We describe an approach that accounts for the polygenic nature of most psychiatric phenotypes and reduces the risk of false-positive findings. We apply this method focusing on the role of perceived parental support, psychological control, and harsh punishment in depressive symptoms in adolescence. Methods Analyses were conducted on 982 adolescents of Caucasian origin (Mage (SD) = 13.78 (.94) years) genotyped for 4,947 SNPs in 263 genes, selected based on a literature survey. The Leuven Adolescent Perceived Parenting Scale (LAPPS) and the Parental Behavior Scale (PBS) were used to assess perceived parental psychological control, harsh punishment, and support. The Center for Epidemiologic Studies Depression Scale (CES-D) was the outcome. We used gene-based testing taking into account linkage disequilibrium to identify genes containing SNPs exhibiting an interaction with environmental factors yielding a p-value per single gene. Significant results at the corrected p-value of p < 1.90 × 10?4 were examined in an independent replication sample of Dutch adolescents (N = 1354). Results Two genes showed evidence for interaction with perceived support: GABRR1 (p = 4.62 × 10?5) and GABRR2 (p = 9.05 × 10?6). No genes interacted significantly with psychological control or harsh punishment. Gene-based analysis was unable to confirm the interaction of GABRR1 or GABRR2 with support in the replication sample. However, for GABRR2, but not GABRR1, the correlation of the estimates between the two datasets was significant (r (46) = .32; p = .027) and a gene-based analysis of the combined datasets supported GABRR2 × support interaction (p = 1.63 × 10?4). Conclusions We present a gene-based method for gene–environment interactions in a polygenic context and show that genes interact differently with particular aspects of parenting. This accentuates the importance of polygenic approaches and the need to accurately assess environmental exposure in G × E. En ligne : http://dx.doi.org/10.1111/jcpp.12766 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=326 [article] Gene-based interaction analysis shows GABAergic genes interacting with parenting in adolescent depressive symptoms [Texte imprimé et/ou numérique] / Evelien VAN ASSCHE, Auteur ; Tim MOONS, Auteur ; Ozan CINAR, Auteur ; Wolfgang VIECHTBAUER, Auteur ; Albertine J. OLDEHINKEL, Auteur ; Karla VAN LEEUWEN, Auteur ; Karine VERSCHUEREN, Auteur ; Hilde COLPIN, Auteur ; Diether LAMBRECHTS, Auteur ; Wim VAN DEN NOORTGATE, Auteur ; Luc GOOSSENS, Auteur ; Stephan CLAES, Auteur ; Ruud VAN WINKEL, Auteur . - p.1301-1309. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-12 (December 2017) . - p.1301-1309 Mots-clés : Gene–environment interaction  polygenic  parenting  gene-based testing  adolescents  depression Index. décimale : PER Périodiques Résumé : Background Most gene-environment interaction studies (G × E) have focused on single candidate genes. This approach is criticized for its expectations of large effect sizes and occurrence of spurious results. We describe an approach that accounts for the polygenic nature of most psychiatric phenotypes and reduces the risk of false-positive findings. We apply this method focusing on the role of perceived parental support, psychological control, and harsh punishment in depressive symptoms in adolescence. Methods Analyses were conducted on 982 adolescents of Caucasian origin (Mage (SD) = 13.78 (.94) years) genotyped for 4,947 SNPs in 263 genes, selected based on a literature survey. The Leuven Adolescent Perceived Parenting Scale (LAPPS) and the Parental Behavior Scale (PBS) were used to assess perceived parental psychological control, harsh punishment, and support. The Center for Epidemiologic Studies Depression Scale (CES-D) was the outcome. We used gene-based testing taking into account linkage disequilibrium to identify genes containing SNPs exhibiting an interaction with environmental factors yielding a p-value per single gene. Significant results at the corrected p-value of p < 1.90 × 10?4 were examined in an independent replication sample of Dutch adolescents (N = 1354). Results Two genes showed evidence for interaction with perceived support: GABRR1 (p = 4.62 × 10?5) and GABRR2 (p = 9.05 × 10?6). No genes interacted significantly with psychological control or harsh punishment. Gene-based analysis was unable to confirm the interaction of GABRR1 or GABRR2 with support in the replication sample. However, for GABRR2, but not GABRR1, the correlation of the estimates between the two datasets was significant (r (46) = .32; p = .027) and a gene-based analysis of the combined datasets supported GABRR2 × support interaction (p = 1.63 × 10?4). Conclusions We present a gene-based method for gene–environment interactions in a polygenic context and show that genes interact differently with particular aspects of parenting. This accentuates the importance of polygenic approaches and the need to accurately assess environmental exposure in G × E. En ligne : http://dx.doi.org/10.1111/jcpp.12766 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=326

Practitioner Review: Dyadic teacher-child relationships: comparing theories, empirical evidence and implications for practice / Jantine L. SPILT in Journal of Child Psychology and Psychiatry, 63-7 (July 2022)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 63-7 (July 2022) . - p.724-733 Titre : Practitioner Review: Dyadic teacher-child relationships: comparing theories, empirical evidence and implications for practice Type de document : Texte imprimé et/ou numérique Auteurs : Jantine L. SPILT, Auteur ; Karine VERSCHUEREN, Auteur ; Mirella B. W. M. VAN MINDERHOUT, Auteur ; Helma M. Y. KOOMEN, Auteur Article en page(s) : p.724-733 Langues : Anglais (eng) Mots-clés : Communication  Educational Personnel  Educational Status  Family  Humans  Interpersonal Relations  assessment  intervention  teacher-child relationships  theoretical review Index. décimale : PER Périodiques Résumé : BACKGROUND: Research on dyadic teacher-child relationships has grown rapidly. However, a review of relevant theories and its implications for assessment and intervention has been lacking so far. METHODS: A selective review of theories, empirical evidence and interventions was conducted. RESULTS AND CONCLUSIONS: Different theories highlight distinct aspects of teacher-child relationships and have different implications for assessment and intervention. The attachment perspective on dyadic teacher-child relationships is most widely applied in psychological research. Also relatively well-known is self-determination theory. However, the interpersonal theory, though widely applied in educational research to teacher-class interactions, has been largely overlooked in research on dyadic teacher-child relationships. The overarching dyadic systems perspective, providing insight in the dynamic interplay between different aspects of teacher-child relationships, also deserves more attention. Recommendations to improve teacher-child relationships address the need for teacher sensitivity, relationship-based communication and flexibility in interpersonal behaviour in everyday teaching. En ligne : http://dx.doi.org/10.1111/jcpp.13573 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 [article] Practitioner Review: Dyadic teacher-child relationships: comparing theories, empirical evidence and implications for practice [Texte imprimé et/ou numérique] / Jantine L. SPILT, Auteur ; Karine VERSCHUEREN, Auteur ; Mirella B. W. M. VAN MINDERHOUT, Auteur ; Helma M. Y. KOOMEN, Auteur . - p.724-733. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 63-7 (July 2022) . - p.724-733 Mots-clés : Communication  Educational Personnel  Educational Status  Family  Humans  Interpersonal Relations  assessment  intervention  teacher-child relationships  theoretical review Index. décimale : PER Périodiques Résumé : BACKGROUND: Research on dyadic teacher-child relationships has grown rapidly. However, a review of relevant theories and its implications for assessment and intervention has been lacking so far. METHODS: A selective review of theories, empirical evidence and interventions was conducted. RESULTS AND CONCLUSIONS: Different theories highlight distinct aspects of teacher-child relationships and have different implications for assessment and intervention. The attachment perspective on dyadic teacher-child relationships is most widely applied in psychological research. Also relatively well-known is self-determination theory. However, the interpersonal theory, though widely applied in educational research to teacher-class interactions, has been largely overlooked in research on dyadic teacher-child relationships. The overarching dyadic systems perspective, providing insight in the dynamic interplay between different aspects of teacher-child relationships, also deserves more attention. Recommendations to improve teacher-child relationships address the need for teacher sensitivity, relationship-based communication and flexibility in interpersonal behaviour in everyday teaching. En ligne : http://dx.doi.org/10.1111/jcpp.13573 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477

Reciprocal Relations Between Teacher-Child Conflict and Aggressive Behavior in Kindergarten: A Three-Wave Longitudinal Study / Sarah DOUMEN in Journal of Clinical Child & Adolescent Psychology, 37-3 (July-September 2008)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 37-3 (July-September 2008) . - p.588-599 Titre : Reciprocal Relations Between Teacher-Child Conflict and Aggressive Behavior in Kindergarten: A Three-Wave Longitudinal Study Type de document : Texte imprimé et/ou numérique Auteurs : Sarah DOUMEN, Auteur ; Karine VERSCHUEREN, Auteur ; Evelien BUYSE, Auteur ; Veerle GERMEIJS, Auteur ; Koen LUYCKX, Auteur ; Bart SOENENS, Auteur Année de publication : 2008 Article en page(s) : p.588-599 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In recent developmental theorizing, it has been hypothesized that teacher-child conflict and children's externalizing behavior affect one another reciprocally over time. However, the relation between teacher-child conflict and externalizing behavior has been mainly studied from a unidirectional point of view. Therefore, this study aimed to test the hypothesis of bidirectionality by means of a cross-lagged longitudinal design with kindergarten teacher reports on core variables at 3 measurement occasions in 1 year. Structural equation modeling with data of 148 kindergartners provided evidence for the hypothesis of bidirectionality. Specifically, results supported a transactional sequence in which children's aggressive behavior at the beginning of kindergarten led to increases in teacher-child conflict midyear, which in turn led to an increase of aggressive behavior at the end of the kindergarten school year. En ligne : http://dx.doi.org/10.1080/15374410802148079 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545 [article] Reciprocal Relations Between Teacher-Child Conflict and Aggressive Behavior in Kindergarten: A Three-Wave Longitudinal Study [Texte imprimé et/ou numérique] / Sarah DOUMEN, Auteur ; Karine VERSCHUEREN, Auteur ; Evelien BUYSE, Auteur ; Veerle GERMEIJS, Auteur ; Koen LUYCKX, Auteur ; Bart SOENENS, Auteur . - 2008 . - p.588-599. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 37-3 (July-September 2008) . - p.588-599 Index. décimale : PER Périodiques Résumé : In recent developmental theorizing, it has been hypothesized that teacher-child conflict and children's externalizing behavior affect one another reciprocally over time. However, the relation between teacher-child conflict and externalizing behavior has been mainly studied from a unidirectional point of view. Therefore, this study aimed to test the hypothesis of bidirectionality by means of a cross-lagged longitudinal design with kindergarten teacher reports on core variables at 3 measurement occasions in 1 year. Structural equation modeling with data of 148 kindergartners provided evidence for the hypothesis of bidirectionality. Specifically, results supported a transactional sequence in which children's aggressive behavior at the beginning of kindergarten led to increases in teacher-child conflict midyear, which in turn led to an increase of aggressive behavior at the end of the kindergarten school year. En ligne : http://dx.doi.org/10.1080/15374410802148079 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545

Transactional Associations Among Teacher Support, Peer Social Preference, and Child Externalizing Behavior: A Four-Wave Longitudinal Study / Geertje LEFLOT in Journal of Clinical Child & Adolescent Psychology, 40-1 (January-February 2011)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 40-1 (January-February 2011) . - p.87-99 Titre : Transactional Associations Among Teacher Support, Peer Social Preference, and Child Externalizing Behavior: A Four-Wave Longitudinal Study Type de document : Texte imprimé et/ou numérique Auteurs : Geertje LEFLOT, Auteur ; Pol A. C. VAN LIER, Auteur ; Karine VERSCHUEREN, Auteur ; Patrick ONGHENA, Auteur ; Hilde COLPIN, Auteur Année de publication : 2011 Article en page(s) : p.87-99 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The links between children's externalizing behaviors and two characteristics of children's social interactions within the classroom, namely, peer social preference and received support from the teacher, were studied in 570 children followed from their 2nd- to 3rd-grade years of elementary school. Data consisted of peer and teacher reports of externalizing behavior, sociometric “liked most” and “liked least” nominations, and teacher rated support. Results showed consistent paths from externalizing behavior to (low) peer social preference. Peer social preference, in turn, predicted decreases in externalizing behavior, even after taking teacher support into account. Teacher support was not consistently linked to the development of externalizing behavior across time. However, an indirect path from externalizing behavior, via (low) peer social preference, to lower levels of teacher support was found. These results were similar for girls and boys. En ligne : http://dx.doi.org/10.1080/15374416.2011.533409 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=115 [article] Transactional Associations Among Teacher Support, Peer Social Preference, and Child Externalizing Behavior: A Four-Wave Longitudinal Study [Texte imprimé et/ou numérique] / Geertje LEFLOT, Auteur ; Pol A. C. VAN LIER, Auteur ; Karine VERSCHUEREN, Auteur ; Patrick ONGHENA, Auteur ; Hilde COLPIN, Auteur . - 2011 . - p.87-99. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 40-1 (January-February 2011) . - p.87-99 Index. décimale : PER Périodiques Résumé : The links between children's externalizing behaviors and two characteristics of children's social interactions within the classroom, namely, peer social preference and received support from the teacher, were studied in 570 children followed from their 2nd- to 3rd-grade years of elementary school. Data consisted of peer and teacher reports of externalizing behavior, sociometric “liked most” and “liked least” nominations, and teacher rated support. Results showed consistent paths from externalizing behavior to (low) peer social preference. Peer social preference, in turn, predicted decreases in externalizing behavior, even after taking teacher support into account. Teacher support was not consistently linked to the development of externalizing behavior across time. However, an indirect path from externalizing behavior, via (low) peer social preference, to lower levels of teacher support was found. These results were similar for girls and boys. En ligne : http://dx.doi.org/10.1080/15374416.2011.533409 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=115

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