Adolescent internalizing symptoms and negative life events: The sensitizing effects of earlier life stress and cortisol / Paula L. RUTTLE in Development and Psychopathology, 26-4 (Part 2) (November 2014)  

Public ISBD [article]  inDevelopment and Psychopathology > 26-4 (Part 2) (November 2014) . - p.1411-1422 Titre : Adolescent internalizing symptoms and negative life events: The sensitizing effects of earlier life stress and cortisol Type de document : Texte imprimé et/ou numérique Auteurs : Paula L. RUTTLE, Auteur ; Jeffrey M. ARMSTRONG, Auteur ; Marjorie H. KLEIN, Auteur ; Marilyn J. ESSEX, Auteur Article en page(s) : p.1411-1422 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Although adolescence is marked by increased negative life events and internalizing problems, few studies investigate this association as an ongoing longitudinal process. Moreover, while there are considerable individual differences in the degree to which these phenomena are linked, little is known about the origins of these differences. The present study examines early life stress (ELS) exposure and early-adolescent longitudinal afternoon cortisol level as predictors of the covariation between internalizing symptoms and negative life events across high school. ELS was assessed by maternal report during infancy, and the measure of cortisol was derived from assessments at ages 11, 13, and 15 years. Life events and internalizing symptoms were assessed at ages 15, 17, and 18 years. A two-level hierarchical linear model revealed that ELS and cortisol were independent predictors of the covariation of internalizing symptoms and negative life events. Compared to those with lower levels of ELS, ELS-exposed adolescents displayed tighter covariation between internalizing symptoms and negative life events. Adolescents with lower longitudinal afternoon cortisol displayed tighter covariation between negative life events and internalizing symptoms, while those with higher cortisol demonstrated weaker covariation, partially due to increased levels of internalizing symptoms when faced with fewer negative life events. En ligne : http://dx.doi.org/10.1017/S0954579414001114 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=245 [article] Adolescent internalizing symptoms and negative life events: The sensitizing effects of earlier life stress and cortisol [Texte imprimé et/ou numérique] / Paula L. RUTTLE, Auteur ; Jeffrey M. ARMSTRONG, Auteur ; Marjorie H. KLEIN, Auteur ; Marilyn J. ESSEX, Auteur . - p.1411-1422. Langues : Anglais (eng) in Development and Psychopathology > 26-4 (Part 2) (November 2014) . - p.1411-1422 Index. décimale : PER Périodiques Résumé : Although adolescence is marked by increased negative life events and internalizing problems, few studies investigate this association as an ongoing longitudinal process. Moreover, while there are considerable individual differences in the degree to which these phenomena are linked, little is known about the origins of these differences. The present study examines early life stress (ELS) exposure and early-adolescent longitudinal afternoon cortisol level as predictors of the covariation between internalizing symptoms and negative life events across high school. ELS was assessed by maternal report during infancy, and the measure of cortisol was derived from assessments at ages 11, 13, and 15 years. Life events and internalizing symptoms were assessed at ages 15, 17, and 18 years. A two-level hierarchical linear model revealed that ELS and cortisol were independent predictors of the covariation of internalizing symptoms and negative life events. Compared to those with lower levels of ELS, ELS-exposed adolescents displayed tighter covariation between internalizing symptoms and negative life events. Adolescents with lower longitudinal afternoon cortisol displayed tighter covariation between negative life events and internalizing symptoms, while those with higher cortisol demonstrated weaker covariation, partially due to increased levels of internalizing symptoms when faced with fewer negative life events. En ligne : http://dx.doi.org/10.1017/S0954579414001114 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=245

Behavioral and emotional symptoms of post-institutionalized children in middle childhood / Kristen L. WIIK in Journal of Child Psychology and Psychiatry, 52-1 (January 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.56-63 Titre : Behavioral and emotional symptoms of post-institutionalized children in middle childhood Type de document : Texte imprimé et/ou numérique Auteurs : Kristen L. WIIK, Auteur ; Michelle M. LOMAN, Auteur ; Mark J. VAN RYZIN, Auteur ; Jeffrey M. ARMSTRONG, Auteur ; Marilyn J. ESSEX, Auteur ; Seth D. POLLAK, Auteur ; Megan R. GUNNAR, Auteur Année de publication : 2011 Article en page(s) : p.56-63 Langues : Anglais (eng) Mots-clés : International adoption  institutional care  mental health Index. décimale : PER Périodiques Résumé : Background:  Experience in institutional/orphanage care has been linked to increased mental health problems. Research suggests that children adopted from institutions experience specific difficulties related to inattention/overactivity. Evidence of internalizing and conduct problems relative to non-adopted peers has been found in early childhood and early adolescence, but problems may not differ from other adopted children. This study clarifies the understanding of behavioral and emotional symptoms of post-institutionalized (PI) children during middle childhood. Methods:  Eight- to eleven-year-old PI children (n = 68) and two comparison groups, children internationally adopted from foster care (n = 74) and non-adopted children (n = 76), and their parents completed the MacArthur Health and Behavior Questionnaire related to attention-deficit/hyperactivity disorder (ADHD), externalizing, and internalizing symptoms. Group means for symptom level and number of children with symptoms above clinical cutoffs were compared. Results:  PI children displayed an increased level of ADHD symptoms per parent report. PI child and parent report indicated a higher number of PI children above clinical ADHD cutoff. Both groups of internationally adopted (IA) children had higher levels of externalizing symptoms relative to non-adopted children, with parent report indicating higher numbers of IA children above the externalizing clinical threshold. Informants differed in their report of internalizing symptoms. Parents indicated that both IA groups displayed increased internalizing symptom levels and greater numbers above clinical threshold; however, children reported this to be true only for the PI group. Conclusions:  PI children differ from non-adopted peers across symptom domains in middle childhood. Whether these concerns were more broadly associated with international adoption rather than institutional care depended on symptom domain and informant. An understanding of this variability may be beneficial for treatment and intervention. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02294.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Behavioral and emotional symptoms of post-institutionalized children in middle childhood [Texte imprimé et/ou numérique] / Kristen L. WIIK, Auteur ; Michelle M. LOMAN, Auteur ; Mark J. VAN RYZIN, Auteur ; Jeffrey M. ARMSTRONG, Auteur ; Marilyn J. ESSEX, Auteur ; Seth D. POLLAK, Auteur ; Megan R. GUNNAR, Auteur . - 2011 . - p.56-63. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.56-63 Mots-clés : International adoption  institutional care  mental health Index. décimale : PER Périodiques Résumé : Background:  Experience in institutional/orphanage care has been linked to increased mental health problems. Research suggests that children adopted from institutions experience specific difficulties related to inattention/overactivity. Evidence of internalizing and conduct problems relative to non-adopted peers has been found in early childhood and early adolescence, but problems may not differ from other adopted children. This study clarifies the understanding of behavioral and emotional symptoms of post-institutionalized (PI) children during middle childhood. Methods:  Eight- to eleven-year-old PI children (n = 68) and two comparison groups, children internationally adopted from foster care (n = 74) and non-adopted children (n = 76), and their parents completed the MacArthur Health and Behavior Questionnaire related to attention-deficit/hyperactivity disorder (ADHD), externalizing, and internalizing symptoms. Group means for symptom level and number of children with symptoms above clinical cutoffs were compared. Results:  PI children displayed an increased level of ADHD symptoms per parent report. PI child and parent report indicated a higher number of PI children above clinical ADHD cutoff. Both groups of internationally adopted (IA) children had higher levels of externalizing symptoms relative to non-adopted children, with parent report indicating higher numbers of IA children above the externalizing clinical threshold. Informants differed in their report of internalizing symptoms. Parents indicated that both IA groups displayed increased internalizing symptom levels and greater numbers above clinical threshold; however, children reported this to be true only for the PI group. Conclusions:  PI children differ from non-adopted peers across symptom domains in middle childhood. Whether these concerns were more broadly associated with international adoption rather than institutional care depended on symptom domain and informant. An understanding of this variability may be beneficial for treatment and intervention. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02294.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Biological sensitivity to context moderates the effects of the early teacher–child relationship on the development of mental health by adolescence / Marilyn J. ESSEX in Development and Psychopathology, 23-1 (January 2011)  

Public ISBD [article]  inDevelopment and Psychopathology > 23-1 (January 2011) Titre : Biological sensitivity to context moderates the effects of the early teacher–child relationship on the development of mental health by adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Marilyn J. ESSEX, Auteur ; Jeffrey M. ARMSTRONG, Auteur ; Linnea R. BURK, Auteur ; H. HILL GOLDSMITH, Auteur ; W. Thomas BOYCE, Auteur Année de publication : 2011 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The moderating effects of biological sensitivity to context (physiological and behavioral stress reactivity) on the association between the early teacher–child relationship and the development of adolescent mental health problems were examined in a community sample of 96 children. Grade 1 measures of biological sensitivity to context included physiological (i.e., slope of mean arterial pressure across a 20- to 30-min stress protocol) and behavioral (i.e., temperamental inhibition/disinhibition) markers. Grade 1 measures of the teacher–child relationship included positive (i.e., closeness) and negative (i.e., conflict) qualities. Mental health symptoms were assessed at Grades 1 and 7. Results of a multiple regression analysis indicated substantial association of the teacher–child relationship with the development of adolescent mental health symptoms, especially for more reactive children. In addition to teacher–child relationship main effects, all four Reactivity × Teacher–Child Relationship interaction terms were statistically significant when controlling for Grade 1 symptom severity, suggesting that both physiological and behavioral reactivity moderate the association of both adverse and supportive aspects of the teacher–child relationship with Grade 7 symptom severity over and above Grade 1 severity. There were important differences, depending on which stress reactivity measure was considered. The importance of these findings for recent theoretical arguments regarding biological sensitivity to context and differential susceptibility is discussed. En ligne : http://dx.doi.org/10.1017/S0954579410000702 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117 [article] Biological sensitivity to context moderates the effects of the early teacher–child relationship on the development of mental health by adolescence [Texte imprimé et/ou numérique] / Marilyn J. ESSEX, Auteur ; Jeffrey M. ARMSTRONG, Auteur ; Linnea R. BURK, Auteur ; H. HILL GOLDSMITH, Auteur ; W. Thomas BOYCE, Auteur . - 2011. Langues : Anglais (eng) in Development and Psychopathology > 23-1 (January 2011) Index. décimale : PER Périodiques Résumé : The moderating effects of biological sensitivity to context (physiological and behavioral stress reactivity) on the association between the early teacher–child relationship and the development of adolescent mental health problems were examined in a community sample of 96 children. Grade 1 measures of biological sensitivity to context included physiological (i.e., slope of mean arterial pressure across a 20- to 30-min stress protocol) and behavioral (i.e., temperamental inhibition/disinhibition) markers. Grade 1 measures of the teacher–child relationship included positive (i.e., closeness) and negative (i.e., conflict) qualities. Mental health symptoms were assessed at Grades 1 and 7. Results of a multiple regression analysis indicated substantial association of the teacher–child relationship with the development of adolescent mental health symptoms, especially for more reactive children. In addition to teacher–child relationship main effects, all four Reactivity × Teacher–Child Relationship interaction terms were statistically significant when controlling for Grade 1 symptom severity, suggesting that both physiological and behavioral reactivity moderate the association of both adverse and supportive aspects of the teacher–child relationship with Grade 7 symptom severity over and above Grade 1 severity. There were important differences, depending on which stress reactivity measure was considered. The importance of these findings for recent theoretical arguments regarding biological sensitivity to context and differential susceptibility is discussed. En ligne : http://dx.doi.org/10.1017/S0954579410000702 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117

Gender Differences in Emotional Reactivity of Depressed and At-Risk Preschoolers: Implications for Gender Specific Manifestations of Preschool Depression / Joan L. LUBY in Journal of Clinical Child & Adolescent Psychology, 38-4 (July 2009)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 38-4 (July 2009) . - p.525-537 Titre : Gender Differences in Emotional Reactivity of Depressed and At-Risk Preschoolers: Implications for Gender Specific Manifestations of Preschool Depression Type de document : Texte imprimé et/ou numérique Auteurs : Joan L. LUBY, Auteur ; Carolyn ZAHN-WAXLER, Auteur ; H. HILL GOLDSMITH, Auteur ; Marilyn J. ESSEX, Auteur ; Jeffrey M. ARMSTRONG, Auteur ; Marjorie H. KLEIN, Auteur ; Jill P. SULLIVAN, Auteur Année de publication : 2009 Article en page(s) : p.525-537 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We investigated whether differences in positive and negative emotional reactivity could be found in depressed preschoolers and preschoolers at risk for later internalizing symptoms relative to nondepressed/low risk comparison groups. Observational measures of emotional reactivity, used to derive a score of the balance between anger and sadness, were obtained and analyzed in independent samples. One study utilized cross-sectional data from preschoolers (M age = 4.6 years) with a current depressive syndrome and two nondepressed comparison groups. The other study utilized longitudinal data that assessed emotional reactivity at preschool age (M age = 4.5 years) and later mental health symptoms during the transition to primary school, allowing a retrospective determination of risk. Depressed and at-risk boys displayed more anger than sadness in contrast to girls in the same groups and in contrast to no disorder/low-risk controls. This finding was detected in depressed and “at risk for internalizing” boys who were not comorbid for externalizing problems. En ligne : http://dx.doi.org/10.1080/15374410902976312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=786 [article] Gender Differences in Emotional Reactivity of Depressed and At-Risk Preschoolers: Implications for Gender Specific Manifestations of Preschool Depression [Texte imprimé et/ou numérique] / Joan L. LUBY, Auteur ; Carolyn ZAHN-WAXLER, Auteur ; H. HILL GOLDSMITH, Auteur ; Marilyn J. ESSEX, Auteur ; Jeffrey M. ARMSTRONG, Auteur ; Marjorie H. KLEIN, Auteur ; Jill P. SULLIVAN, Auteur . - 2009 . - p.525-537. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 38-4 (July 2009) . - p.525-537 Index. décimale : PER Périodiques Résumé : We investigated whether differences in positive and negative emotional reactivity could be found in depressed preschoolers and preschoolers at risk for later internalizing symptoms relative to nondepressed/low risk comparison groups. Observational measures of emotional reactivity, used to derive a score of the balance between anger and sadness, were obtained and analyzed in independent samples. One study utilized cross-sectional data from preschoolers (M age = 4.6 years) with a current depressive syndrome and two nondepressed comparison groups. The other study utilized longitudinal data that assessed emotional reactivity at preschool age (M age = 4.5 years) and later mental health symptoms during the transition to primary school, allowing a retrospective determination of risk. Depressed and at-risk boys displayed more anger than sadness in contrast to girls in the same groups and in contrast to no disorder/low-risk controls. This finding was detected in depressed and “at risk for internalizing” boys who were not comorbid for externalizing problems. En ligne : http://dx.doi.org/10.1080/15374410902976312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=786

Influence of early life stress on later hypothalamic–pituitary–adrenal axis functioning and its covariation with mental health symptoms: A study of the allostatic process from childhood into adolescence / Marilyn J. ESSEX in Development and Psychopathology, 23-4 (November 2011)  

Public ISBD [article]  inDevelopment and Psychopathology > 23-4 (November 2011) . - p.1039-1058 Titre : Influence of early life stress on later hypothalamic–pituitary–adrenal axis functioning and its covariation with mental health symptoms: A study of the allostatic process from childhood into adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Marilyn J. ESSEX, Auteur ; Elizabeth SHIRTCLIFF, Auteur ; Linnea R. BURK, Auteur ; Paula RUTTLE, Auteur ; Marjorie H. KLEIN, Auteur ; Marcia SLATTERY, Auteur ; Ned H. KALIN, Auteur ; Jeffrey M. ARMSTRONG, Auteur Année de publication : 2011 Article en page(s) : p.1039-1058 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The hypothalamic–pituitary–adrenal (HPA) axis is a primary mechanism in the allostatic process through which early life stress (ELS) contributes to disease. Studies of the influence of ELS on children's HPA axis functioning have yielded inconsistent findings. To address this issue, the present study considers multiple types of ELS (maternal depression, paternal depression, and family expressed anger), mental health symptoms, and two components of HPA functioning (traitlike and epoch-specific activity) in a long-term prospective community study of 357 children. ELS was assessed during the infancy and preschool periods; mental health symptoms and cortisol were assessed at child ages 9, 11, 13, and 15 years. A three-level hierarchical linear model addressed questions regarding the influences of ELS on HPA functioning and its covariation with mental health symptoms. ELS influenced traitlike cortisol level and slope, with both hyper- and hypoarousal evident depending on type of ELS. Further, type(s) of ELS influenced covariation of epoch-specific HPA functioning and mental health symptoms, with a tighter coupling of HPA alterations with symptom severity among children exposed previously to ELS. Results highlight the importance of examining multiple types of ELS and dynamic HPA functioning in order to capture the allostatic process unfolding across the transition into adolescence. En ligne : http://dx.doi.org/10.1017/S0954579411000484 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 [article] Influence of early life stress on later hypothalamic–pituitary–adrenal axis functioning and its covariation with mental health symptoms: A study of the allostatic process from childhood into adolescence [Texte imprimé et/ou numérique] / Marilyn J. ESSEX, Auteur ; Elizabeth SHIRTCLIFF, Auteur ; Linnea R. BURK, Auteur ; Paula RUTTLE, Auteur ; Marjorie H. KLEIN, Auteur ; Marcia SLATTERY, Auteur ; Ned H. KALIN, Auteur ; Jeffrey M. ARMSTRONG, Auteur . - 2011 . - p.1039-1058. Langues : Anglais (eng) in Development and Psychopathology > 23-4 (November 2011) . - p.1039-1058 Index. décimale : PER Périodiques Résumé : The hypothalamic–pituitary–adrenal (HPA) axis is a primary mechanism in the allostatic process through which early life stress (ELS) contributes to disease. Studies of the influence of ELS on children's HPA axis functioning have yielded inconsistent findings. To address this issue, the present study considers multiple types of ELS (maternal depression, paternal depression, and family expressed anger), mental health symptoms, and two components of HPA functioning (traitlike and epoch-specific activity) in a long-term prospective community study of 357 children. ELS was assessed during the infancy and preschool periods; mental health symptoms and cortisol were assessed at child ages 9, 11, 13, and 15 years. A three-level hierarchical linear model addressed questions regarding the influences of ELS on HPA functioning and its covariation with mental health symptoms. ELS influenced traitlike cortisol level and slope, with both hyper- and hypoarousal evident depending on type of ELS. Further, type(s) of ELS influenced covariation of epoch-specific HPA functioning and mental health symptoms, with a tighter coupling of HPA alterations with symptom severity among children exposed previously to ELS. Results highlight the importance of examining multiple types of ELS and dynamic HPA functioning in order to capture the allostatic process unfolding across the transition into adolescence. En ligne : http://dx.doi.org/10.1017/S0954579411000484 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146

The symphonic structure of childhood stress reactivity: Patterns of sympathetic, parasympathetic, and adrenocortical responses to psychological challenge / Jodi A. QUAS in Development and Psychopathology, 26-4 (Part 1) (November 2014)  

Permalink

---

1 (1 - 6 / 6)