Community-engaged research: Bringing the science of developmental psychopathology into the real world / Stephanie H. PARADE ; Ernestine Jennings ; Lindsay Huffhines ; Darlynn M. Rojo-Wissar ; Colleen Caron ; Blythe Berger ; Laura R. STROUD ; Audrey R. TYRKA in Development and Psychopathology, 36-5 (December 2024)  

Public ISBD [article]  inDevelopment and Psychopathology > 36-5 (December 2024) . - p.2349-2356 Titre : Community-engaged research: Bringing the science of developmental psychopathology into the real world : Development and Psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie H. PARADE, Auteur ; Ernestine Jennings, Auteur ; Lindsay Huffhines, Auteur ; Darlynn M. Rojo-Wissar, Auteur ; Colleen Caron, Auteur ; Blythe Berger, Auteur ; Laura R. STROUD, Auteur ; Audrey R. TYRKA, Auteur Année de publication : 2024 Article en page(s) : p.2349-2356 Langues : Anglais (eng) Mots-clés : Academic-community partnerships  community collaboration  community engagement  community-engaged research  research-community partnerships Index. décimale : PER Périodiques Résumé : The science of developmental psychopathology has made outstanding progress over the past 40 years in understanding adaptive and maladaptive developmental processes across the life span. Yet most of this work has been researcher driven with little involvement of community partners in the research process, limiting the potential public health significance of our work. To continue to advance the field we must move beyond the physical and conceptual walls of our research laboratories and into the real world. In this article, we define and describe the importance of community-engaged research, and present our overarching principles for engaging the community including practicing respect, shared power and decision-making, prioritizing the needs of the community, and engaging in consistent and transparent communication. We present several associated recommendations for best practice and highlight examples from our own research that is grounded in a developmental psychopathology perspective to illustrate these practices. Recommendations for the future of the discipline of development and psychopathology, with emphasis on training and continuing education, are described. En ligne : https://dx.doi.org/10.1017/S0954579424001020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545 [article] Community-engaged research: Bringing the science of developmental psychopathology into the real world : Development and Psychopathology [Texte imprimé et/ou numérique] / Stephanie H. PARADE, Auteur ; Ernestine Jennings, Auteur ; Lindsay Huffhines, Auteur ; Darlynn M. Rojo-Wissar, Auteur ; Colleen Caron, Auteur ; Blythe Berger, Auteur ; Laura R. STROUD, Auteur ; Audrey R. TYRKA, Auteur . - 2024 . - p.2349-2356. Langues : Anglais (eng) in Development and Psychopathology > 36-5 (December 2024) . - p.2349-2356 Mots-clés : Academic-community partnerships  community collaboration  community engagement  community-engaged research  research-community partnerships Index. décimale : PER Périodiques Résumé : The science of developmental psychopathology has made outstanding progress over the past 40 years in understanding adaptive and maladaptive developmental processes across the life span. Yet most of this work has been researcher driven with little involvement of community partners in the research process, limiting the potential public health significance of our work. To continue to advance the field we must move beyond the physical and conceptual walls of our research laboratories and into the real world. In this article, we define and describe the importance of community-engaged research, and present our overarching principles for engaging the community including practicing respect, shared power and decision-making, prioritizing the needs of the community, and engaging in consistent and transparent communication. We present several associated recommendations for best practice and highlight examples from our own research that is grounded in a developmental psychopathology perspective to illustrate these practices. Recommendations for the future of the discipline of development and psychopathology, with emphasis on training and continuing education, are described. En ligne : https://dx.doi.org/10.1017/S0954579424001020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545

Early childhood trauma exposure and neurocognitive and emotional processes: Associations in young children in a partial hospital program / Lindsay Huffhines in Development and Psychopathology, 37-2 (May 2025)  

Public ISBD [article]  inDevelopment and Psychopathology > 37-2 (May 2025) . - p.1108-1124 Titre : Early childhood trauma exposure and neurocognitive and emotional processes: Associations in young children in a partial hospital program Type de document : Texte imprimé et/ou numérique Auteurs : Lindsay Huffhines, Auteur ; Stephanie H. PARADE, Auteur ; Sarah E. MARTIN, Auteur ; Anjali GOTTIPATY, Auteur ; Brian KAVANAUGH, Auteur ; Anthony SPIRITO, Auteur ; John R. BOEKAMP, Auteur Article en page(s) : p.1108-1124 Langues : Anglais (eng) Mots-clés : adverse childhood experiences  early childhood trauma  emotion reactivity  emotion regulation  executive functioning Index. décimale : PER Périodiques Résumé : Early childhood trauma has been linked to neurocognitive and emotional processing deficits in older children, yet much less is known about these associations in young children. Early childhood is an important developmental period in which to examine relations between trauma and executive functioning/emotion reactivity, given that these capacities are rapidly developing and are potential transdiagnostic factors implicated in the development of psychopathology. This cross-sectional study examined associations between cumulative trauma, interpersonal trauma, and components of executive functioning, episodic memory, and emotion reactivity, conceptualized using the RDoC framework and assessed with observational and performance-based measures, in a sample of 90 children (ages 4-7) admitted to a partial hospital program. Children who had experienced two or more categories of trauma had lower scores in episodic memory, global cognition, and inhibitory control as measured in a relational (but not computerized) task, when compared to children with less or no trauma. Interpersonal trauma was similarly associated with global cognition and relational inhibitory control. Family contextual factors did not moderate associations. Findings support examining inhibitory control in both relationally significant and decontextualized paradigms in early childhood, and underscore the importance of investigating multiple neurocognitive and emotional processes simultaneously to identify potential targets for early intervention. En ligne : https://dx.doi.org/10.1017/S0954579424000956 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=552 [article] Early childhood trauma exposure and neurocognitive and emotional processes: Associations in young children in a partial hospital program [Texte imprimé et/ou numérique] / Lindsay Huffhines, Auteur ; Stephanie H. PARADE, Auteur ; Sarah E. MARTIN, Auteur ; Anjali GOTTIPATY, Auteur ; Brian KAVANAUGH, Auteur ; Anthony SPIRITO, Auteur ; John R. BOEKAMP, Auteur . - p.1108-1124. Langues : Anglais (eng) in Development and Psychopathology > 37-2 (May 2025) . - p.1108-1124 Mots-clés : adverse childhood experiences  early childhood trauma  emotion reactivity  emotion regulation  executive functioning Index. décimale : PER Périodiques Résumé : Early childhood trauma has been linked to neurocognitive and emotional processing deficits in older children, yet much less is known about these associations in young children. Early childhood is an important developmental period in which to examine relations between trauma and executive functioning/emotion reactivity, given that these capacities are rapidly developing and are potential transdiagnostic factors implicated in the development of psychopathology. This cross-sectional study examined associations between cumulative trauma, interpersonal trauma, and components of executive functioning, episodic memory, and emotion reactivity, conceptualized using the RDoC framework and assessed with observational and performance-based measures, in a sample of 90 children (ages 4-7) admitted to a partial hospital program. Children who had experienced two or more categories of trauma had lower scores in episodic memory, global cognition, and inhibitory control as measured in a relational (but not computerized) task, when compared to children with less or no trauma. Interpersonal trauma was similarly associated with global cognition and relational inhibitory control. Family contextual factors did not moderate associations. Findings support examining inhibitory control in both relationally significant and decontextualized paradigms in early childhood, and underscore the importance of investigating multiple neurocognitive and emotional processes simultaneously to identify potential targets for early intervention. En ligne : https://dx.doi.org/10.1017/S0954579424000956 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=552

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