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

Stress response and the adolescent transition: Performance versus peer rejection stressors / Laura R. STROUD in Development and Psychopathology, 21-1 (January 2009)  

Public ISBD [article]  inDevelopment and Psychopathology > 21-1 (January 2009) . - p.47-68 Titre : Stress response and the adolescent transition: Performance versus peer rejection stressors Type de document : Texte imprimé et/ou numérique Auteurs : Laura R. STROUD, Auteur ; Elizabeth FOSTER, Auteur ; George D. PAPANDONATOS, Auteur ; Kathryn HANDWERGER, Auteur ; Douglas A. GRANGER, Auteur ; Katie T. KIVLIGHAN, Auteur ; Raymond NIAURA, Auteur Année de publication : 2009 Article en page(s) : p.47-68 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Little is known about normative variation in stress response over the adolescent transition. This study examined neuroendocrine and cardiovascular responses to performance and peer rejection stressors over the adolescent transition in a normative sample. Participants were 82 healthy children (ages 7–12 years, n = 39, 22 females) and adolescents (ages 13–17, n = 43, 20 females) recruited through community postings. Following a habituation session, participants completed a performance (public speaking, mental arithmetic, mirror tracing) or peer rejection (exclusion challenges) stress session. Salivary cortisol, salivary alpha amylase (sAA), systolic and diastolic blood pressure (SBP, DBP), and heart rate were measured throughout. Adolescents showed significantly greater cortisol, sAA, SBP, and DBP stress response relative to children. Developmental differences were most pronounced in the performance stress session for cortisol and DBP and in the peer rejection session for sAA and SBP. Heightened physiological stress responses in typical adolescents may facilitate adaptation to new challenges of adolescence and adulthood. In high-risk adolescents, this normative shift may tip the balance toward stress response dysregulation associated with depression and other psychopathology. Specificity of physiological response by stressor type highlights the importance of a multisystem approach to the psychobiology of stress and may also have implications for understanding trajectories to psychopathology. En ligne : http://dx.doi.org/10.1017/s0954579409000042 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=680 [article] Stress response and the adolescent transition: Performance versus peer rejection stressors [Texte imprimé et/ou numérique] / Laura R. STROUD, Auteur ; Elizabeth FOSTER, Auteur ; George D. PAPANDONATOS, Auteur ; Kathryn HANDWERGER, Auteur ; Douglas A. GRANGER, Auteur ; Katie T. KIVLIGHAN, Auteur ; Raymond NIAURA, Auteur . - 2009 . - p.47-68. Langues : Anglais (eng) in Development and Psychopathology > 21-1 (January 2009) . - p.47-68 Index. décimale : PER Périodiques Résumé : Little is known about normative variation in stress response over the adolescent transition. This study examined neuroendocrine and cardiovascular responses to performance and peer rejection stressors over the adolescent transition in a normative sample. Participants were 82 healthy children (ages 7–12 years, n = 39, 22 females) and adolescents (ages 13–17, n = 43, 20 females) recruited through community postings. Following a habituation session, participants completed a performance (public speaking, mental arithmetic, mirror tracing) or peer rejection (exclusion challenges) stress session. Salivary cortisol, salivary alpha amylase (sAA), systolic and diastolic blood pressure (SBP, DBP), and heart rate were measured throughout. Adolescents showed significantly greater cortisol, sAA, SBP, and DBP stress response relative to children. Developmental differences were most pronounced in the performance stress session for cortisol and DBP and in the peer rejection session for sAA and SBP. Heightened physiological stress responses in typical adolescents may facilitate adaptation to new challenges of adolescence and adulthood. In high-risk adolescents, this normative shift may tip the balance toward stress response dysregulation associated with depression and other psychopathology. Specificity of physiological response by stressor type highlights the importance of a multisystem approach to the psychobiology of stress and may also have implications for understanding trajectories to psychopathology. En ligne : http://dx.doi.org/10.1017/s0954579409000042 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=680

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