Childhood adversity subtypes and depressive symptoms in early and late adolescence / Michelle C. ST CLAIR in Development and Psychopathology, 27-3 (August 2015)  

Public ISBD [article]  inDevelopment and Psychopathology > 27-3 (August 2015) . - p.885-899 Titre : Childhood adversity subtypes and depressive symptoms in early and late adolescence Type de document : texte imprimé Auteurs : Michelle C. ST CLAIR, Auteur ; Tim J. CROUDACE, Auteur ; Valerie J. DUNN, Auteur ; Peter B. JONES, Auteur ; Joe HERBERT, Auteur ; Ian M. GOODYER, Auteur Article en page(s) : p.885-899 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Within a longitudinal study of 1,005 adolescents, we investigated how exposure to childhood psychosocial adversities was associated with the emergence of depressive symptoms between 14 and 17 years of age. The cohort was classified into four empirically determined adversity subtypes for two age periods in childhood (0–5 and 6–11 years). One subtype reflects normative/optimal family environments (n = 692, 69%), while the other three subtypes reflect differential suboptimal family environments (aberrant parenting: n = 71, 7%; discordant: n = 185, 18%; and hazardous: n = 57, 6%). Parent-rated child temperament at 14 years and adolescent self-reported recent negative life events in early and late adolescence were included in models implementing path analysis. There were gender-differentiated associations between childhood adversity subtypes and adolescent depressive symptoms. The discordant and hazardous subtypes were associated with elevated depressive symptoms in both genders but the aberrant parenting subtype only so in girls. Across adolescence the associations between early childhood adversity and depressive symptoms diminished for boys but remained for girls. Emotional temperament was also associated with depressive symptoms in both genders, while proximal negative life events related to depressive symptoms in girls only. There may be neurodevelopmental factors that emerge in adolescence that reduce depressogenic symptoms in boys but increase such formation in girls. En ligne : http://dx.doi.org/10.1017/S0954579414000625 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Childhood adversity subtypes and depressive symptoms in early and late adolescence [texte imprimé] / Michelle C. ST CLAIR, Auteur ; Tim J. CROUDACE, Auteur ; Valerie J. DUNN, Auteur ; Peter B. JONES, Auteur ; Joe HERBERT, Auteur ; Ian M. GOODYER, Auteur . - p.885-899. Langues : Anglais (eng) in Development and Psychopathology > 27-3 (August 2015) . - p.885-899 Index. décimale : PER Périodiques Résumé : Within a longitudinal study of 1,005 adolescents, we investigated how exposure to childhood psychosocial adversities was associated with the emergence of depressive symptoms between 14 and 17 years of age. The cohort was classified into four empirically determined adversity subtypes for two age periods in childhood (0–5 and 6–11 years). One subtype reflects normative/optimal family environments (n = 692, 69%), while the other three subtypes reflect differential suboptimal family environments (aberrant parenting: n = 71, 7%; discordant: n = 185, 18%; and hazardous: n = 57, 6%). Parent-rated child temperament at 14 years and adolescent self-reported recent negative life events in early and late adolescence were included in models implementing path analysis. There were gender-differentiated associations between childhood adversity subtypes and adolescent depressive symptoms. The discordant and hazardous subtypes were associated with elevated depressive symptoms in both genders but the aberrant parenting subtype only so in girls. Across adolescence the associations between early childhood adversity and depressive symptoms diminished for boys but remained for girls. Emotional temperament was also associated with depressive symptoms in both genders, while proximal negative life events related to depressive symptoms in girls only. There may be neurodevelopmental factors that emerge in adolescence that reduce depressogenic symptoms in boys but increase such formation in girls. En ligne : http://dx.doi.org/10.1017/S0954579414000625 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

Communication and Social Deficits in Relatives of Individuals with SLI and Relatives of Individuals with ASD / Andrew PICKLES in Journal of Autism and Developmental Disorders, 43-1 (January 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-1 (January 2013) . - p.156-167 Titre : Communication and Social Deficits in Relatives of Individuals with SLI and Relatives of Individuals with ASD Type de document : texte imprimé Auteurs : Andrew PICKLES, Auteur ; Michelle C. ST CLAIR, Auteur ; Gina CONTI-RAMSDEN, Auteur Année de publication : 2013 Article en page(s) : p.156-167 Langues : Anglais (eng) Mots-clés : Communication and social difficulties in ASD  Familial deficits  Specific language impairment (SLI)  Autism spectrum disorder (ASD)  Down's syndrome (DS) Index. décimale : PER Périodiques Résumé : We investigate two aspects of the autism triad, communication and social difficulties, in relatives of specific language impairment (SLI) probands (with and without additional autistic symptomatology) as compared to relatives of autism spectrum disorder (ASD) and Down's syndrome (DS) probands. Findings involving 726 first degree relatives of 85 SLI, 99 ASD and 36 DS probands revealed a higher rate of communication difficulties in relatives of both subgroups of SLI probands compared to ASD and DS relatives. Similar levels of social deficits were found in relatives of SLI + ASD and ASD probands. There was a higher than would be expected rate (4.3 %) of ASD, particularly in siblings of SLI + ASD probands. Communication and social deficits appear to breed true in SLI and ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1556-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=187 [article] Communication and Social Deficits in Relatives of Individuals with SLI and Relatives of Individuals with ASD [texte imprimé] / Andrew PICKLES, Auteur ; Michelle C. ST CLAIR, Auteur ; Gina CONTI-RAMSDEN, Auteur . - 2013 . - p.156-167. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-1 (January 2013) . - p.156-167 Mots-clés : Communication and social difficulties in ASD  Familial deficits  Specific language impairment (SLI)  Autism spectrum disorder (ASD)  Down's syndrome (DS) Index. décimale : PER Périodiques Résumé : We investigate two aspects of the autism triad, communication and social difficulties, in relatives of specific language impairment (SLI) probands (with and without additional autistic symptomatology) as compared to relatives of autism spectrum disorder (ASD) and Down's syndrome (DS) probands. Findings involving 726 first degree relatives of 85 SLI, 99 ASD and 36 DS probands revealed a higher rate of communication difficulties in relatives of both subgroups of SLI probands compared to ASD and DS relatives. Similar levels of social deficits were found in relatives of SLI + ASD and ASD probands. There was a higher than would be expected rate (4.3 %) of ASD, particularly in siblings of SLI + ASD probands. Communication and social deficits appear to breed true in SLI and ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1556-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=187

Correction: Understanding the prevalence and manifestation of anxiety and other socio‑emotional and behavioural difficulties in children with Developmental Language Disorder / Annabel BURNLEY in Journal of Neurodevelopmental Disorders, 15 (2023)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 15 (2023) Titre : Correction: Understanding the prevalence and manifestation of anxiety and other socio‑emotional and behavioural difficulties in children with Developmental Language Disorder Type de document : texte imprimé Auteurs : Annabel BURNLEY, Auteur ; Michelle ST CLAIR, Auteur ; Rachael BEDFORD, Auteur ; Yvonne WREN, Auteur ; Charlotte DACK, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1186/s11689-023-09488-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=575 [article] Correction: Understanding the prevalence and manifestation of anxiety and other socio‑emotional and behavioural difficulties in children with Developmental Language Disorder [texte imprimé] / Annabel BURNLEY, Auteur ; Michelle ST CLAIR, Auteur ; Rachael BEDFORD, Auteur ; Yvonne WREN, Auteur ; Charlotte DACK, Auteur. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 15 (2023) Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1186/s11689-023-09488-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=575

Exploring the Psychosocial Experiences of Individuals with Developmental Language Disorder During Childhood: A Qualitative Investigation / Michelle ST CLAIR ; Charlotte DACK ; Hannah THOMPSON ; Yvonne WREN in Journal of Autism and Developmental Disorders, 54-8 (August 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3008-3027 Titre : Exploring the Psychosocial Experiences of Individuals with Developmental Language Disorder During Childhood: A Qualitative Investigation Type de document : texte imprimé Auteurs : Michelle ST CLAIR, Auteur ; Charlotte DACK, Auteur ; Hannah THOMPSON, Auteur ; Yvonne WREN, Auteur Article en page(s) : p.3008-3027 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children with Developmental Language Disorder (DLD) often experience co-occurring psychosocial difficulties, the developmental trajectories of which are still not fully understood. This study sought to explore the manifestation of such difficulties during childhood, through first-hand accounts of those with DLD and their close relatives. Individual semi-structured interviews were conducted with 11 mothers of children with DLD (aged 6-12 years old) and were analysed alongside the secondary data from interviews of five adults with DLD. Interviews were conducted online; all participants resided in Europe and were fluent in spoken and written English. A process of interpretive phenomenological analysis resulted in the development of five overall themes: experiencing anxiety, social frustrations, maintaining factors, childhood strengths and the parenting experience. Cognitive appraisals appeared particularly important during childhood in both escalating and maintaining anxiety, low self-esteem, emotion dysregulation and social frustrations. High levels of isolation and stress were experienced by all mothers. The findings suggest parents in the United Kingdom and Ireland require more support and guidance at the point of diagnosis than is currently provided. Emphasis was given to the link between children s experience of anxiety and social behaviours, such as withdrawal, as well as their intolerance of uncertainty. Internalising symptoms were a prioritisation for intervention during childhood by both parents and adults with DLD. En ligne : https://doi.org/10.1007/s10803-023-05946-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534 [article] Exploring the Psychosocial Experiences of Individuals with Developmental Language Disorder During Childhood: A Qualitative Investigation [texte imprimé] / Michelle ST CLAIR, Auteur ; Charlotte DACK, Auteur ; Hannah THOMPSON, Auteur ; Yvonne WREN, Auteur . - p.3008-3027. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.3008-3027 Index. décimale : PER Périodiques Résumé : Children with Developmental Language Disorder (DLD) often experience co-occurring psychosocial difficulties, the developmental trajectories of which are still not fully understood. This study sought to explore the manifestation of such difficulties during childhood, through first-hand accounts of those with DLD and their close relatives. Individual semi-structured interviews were conducted with 11 mothers of children with DLD (aged 6-12 years old) and were analysed alongside the secondary data from interviews of five adults with DLD. Interviews were conducted online; all participants resided in Europe and were fluent in spoken and written English. A process of interpretive phenomenological analysis resulted in the development of five overall themes: experiencing anxiety, social frustrations, maintaining factors, childhood strengths and the parenting experience. Cognitive appraisals appeared particularly important during childhood in both escalating and maintaining anxiety, low self-esteem, emotion dysregulation and social frustrations. High levels of isolation and stress were experienced by all mothers. The findings suggest parents in the United Kingdom and Ireland require more support and guidance at the point of diagnosis than is currently provided. Emphasis was given to the link between children s experience of anxiety and social behaviours, such as withdrawal, as well as their intolerance of uncertainty. Internalising symptoms were a prioritisation for intervention during childhood by both parents and adults with DLD. En ligne : https://doi.org/10.1007/s10803-023-05946-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534

How do children with language disorder perceive their peer interactions? A qualitative investigation / Hannah CULLEN in Autism & Developmental Language Impairments, 9 (January-December 2024)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 9 (January-December 2024) Titre : How do children with language disorder perceive their peer interactions? A qualitative investigation Type de document : texte imprimé Auteurs : Hannah CULLEN, Auteur ; Sarah BILLINGHAM, Auteur ; Michelle C. ST CLAIR, Auteur Langues : Anglais (eng) Mots-clés : Peer interaction difficulties  language disorders  participatory methods  childhood  neurodivergence Index. décimale : PER Périodiques Résumé : Background and aims Peer interaction difficulties are often elevated amongst children with language disorders, yet the mechanisms underlying these difficulties are unclear. Previous research indicates that poor conflict management, social withdrawal, emotion regulation difficulties, and reduced prosocial behavior may contribute to peer interaction difficulties. However, this research often uses adult perspectives, failing to acknowledge child perceptions of these experiences. The present study aimed to qualitatively investigate perceptions of peer interactions from the perspective of children with language disorders. Methods Seven participants aged between 7- and 10-years-old took part. All participants were diagnosed with a language disorder and had language as their primary area of difficulty. Participants were recruited from a specialist language school and via an online database. Semi-structured interviews were conducted, with participants given the choice to answer questions verbally or creatively, using toys or drawing materials. Interview transcripts were analyzed using interpretative phenomenological analysis. Results Participants valued play, conversation, and helping others. They felt that spending time with peers could alleviate loneliness. However, sometimes solitude was needed as social interaction could be overwhelming. Participants found conflict challenging and exhibited difficulties with regulating emotions. Participants relied on running away, retaliation, or asking an adult for help, to resolve conflict. Conclusions and implications The findings suggest that children with language disorders are socially motivated and have relative strengths in displaying prosocial behavior. However, children with language disorders require support to promote positive relationships. This support includes help with making deeper connections with peers, opportunities to spend time alone when needed, and providing adept conflict resolution and emotion regulation strategies. En ligne : https://dx.doi.org/10.1177/23969415241275775 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538 [article] How do children with language disorder perceive their peer interactions? A qualitative investigation [texte imprimé] / Hannah CULLEN, Auteur ; Sarah BILLINGHAM, Auteur ; Michelle C. ST CLAIR, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 9 (January-December 2024) Mots-clés : Peer interaction difficulties  language disorders  participatory methods  childhood  neurodivergence Index. décimale : PER Périodiques Résumé : Background and aims Peer interaction difficulties are often elevated amongst children with language disorders, yet the mechanisms underlying these difficulties are unclear. Previous research indicates that poor conflict management, social withdrawal, emotion regulation difficulties, and reduced prosocial behavior may contribute to peer interaction difficulties. However, this research often uses adult perspectives, failing to acknowledge child perceptions of these experiences. The present study aimed to qualitatively investigate perceptions of peer interactions from the perspective of children with language disorders. Methods Seven participants aged between 7- and 10-years-old took part. All participants were diagnosed with a language disorder and had language as their primary area of difficulty. Participants were recruited from a specialist language school and via an online database. Semi-structured interviews were conducted, with participants given the choice to answer questions verbally or creatively, using toys or drawing materials. Interview transcripts were analyzed using interpretative phenomenological analysis. Results Participants valued play, conversation, and helping others. They felt that spending time with peers could alleviate loneliness. However, sometimes solitude was needed as social interaction could be overwhelming. Participants found conflict challenging and exhibited difficulties with regulating emotions. Participants relied on running away, retaliation, or asking an adult for help, to resolve conflict. Conclusions and implications The findings suggest that children with language disorders are socially motivated and have relative strengths in displaying prosocial behavior. However, children with language disorders require support to promote positive relationships. This support includes help with making deeper connections with peers, opportunities to spend time alone when needed, and providing adept conflict resolution and emotion regulation strategies. En ligne : https://dx.doi.org/10.1177/23969415241275775 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538

A longitudinal analysis of early language difficulty and peer problems on later emotional difficulties in adolescence: Evidence from the Millennium Cohort Study / Claire L. FORREST in Autism & Developmental Language Impairments, 3 (January-December 2018)  

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Social Cognition in Adolescents with Developmental Language Disorder (DLD): Evidence from the Social Attribution Task / Claire L. FORREST in Journal of Autism and Developmental Disorders, 53-11 (November 2023)  

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Stronger Associations Between Sleep and Mental Health in Adults with Autism: A UK Biobank Study / Lisa M. HENDERSON in Journal of Autism and Developmental Disorders, 53-4 (April 2023)  

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The influence of early familial adversity on adolescent risk behaviors and mental health: Stability and transition in family adversity profiles in a cohort sample / Ruth WADMAN in Development and Psychopathology, 32-2 (May 2020)  

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Understanding the prevalence and manifestation of anxiety and other socio-emotional and behavioural difficulties in children with Developmental Language Disorder / Annabel BURNLEY in Journal of Neurodevelopmental Disorders, 15 (2023)  

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What is the nature of peer interactions in children with language disorders? A qualitative study of parent and practitioner views / Vanessa LLOYD-ESENKAYA in Autism & Developmental Language Impairments, 6 (January-December 2021)  

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