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Auteur Dieter WOLKE |
Documents disponibles écrits par cet auteur (20)
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Sibling Bullying in Middle Childhood is Associated with Psychosocial Difficulties in Early Adolescence: The Case of Individuals with Autism Spectrum Disorder / Umar TOSEEB in Journal of Autism and Developmental Disorders, 50-5 (May 2020)
[article]
Titre : Sibling Bullying in Middle Childhood is Associated with Psychosocial Difficulties in Early Adolescence: The Case of Individuals with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Umar TOSEEB, Auteur ; Gillian MCCHESNEY, Auteur ; Jeremy OLDFIELD, Auteur ; Dieter WOLKE, Auteur Article en page(s) : p.1457-1469 Langues : Anglais (eng) Mots-clés : Adolescence Emotional Longitudinal Psychosocial Sibling bullying Social Index. décimale : PER Périodiques Résumé : Sibling bullying is associated with various psychosocial difficulties. We investigated this in 231 individuals with Autism Spectrum Disorder (ASD) and 8180 without ASD between middle childhood (age 11 years) and early adolescence (age 14 years). On the whole, self-reported sibling bullying decreased from middle childhood to early adolescence. Despite this, individuals with ASD continued to report more sibling bullying as both perpetrator and victim in early adolescence than those without ASD. We found that self-report sibling bullying in middle childhood was associated with psychosocial difficulties in early adolescence. Moreover, individuals with ASD were more likely to report being bullied by both siblings and peers in middle childhood and this pattern of victimisation was associated with concurrent and longitudinal psychosocial difficulties. En ligne : http://dx.doi.org/10.1007/s10803-019-04116-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422
in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1457-1469[article] Sibling Bullying in Middle Childhood is Associated with Psychosocial Difficulties in Early Adolescence: The Case of Individuals with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Umar TOSEEB, Auteur ; Gillian MCCHESNEY, Auteur ; Jeremy OLDFIELD, Auteur ; Dieter WOLKE, Auteur . - p.1457-1469.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1457-1469
Mots-clés : Adolescence Emotional Longitudinal Psychosocial Sibling bullying Social Index. décimale : PER Périodiques Résumé : Sibling bullying is associated with various psychosocial difficulties. We investigated this in 231 individuals with Autism Spectrum Disorder (ASD) and 8180 without ASD between middle childhood (age 11 years) and early adolescence (age 14 years). On the whole, self-reported sibling bullying decreased from middle childhood to early adolescence. Despite this, individuals with ASD continued to report more sibling bullying as both perpetrator and victim in early adolescence than those without ASD. We found that self-report sibling bullying in middle childhood was associated with psychosocial difficulties in early adolescence. Moreover, individuals with ASD were more likely to report being bullied by both siblings and peers in middle childhood and this pattern of victimisation was associated with concurrent and longitudinal psychosocial difficulties. En ligne : http://dx.doi.org/10.1007/s10803-019-04116-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 The Association between Direct and Relational Bullying and Behaviour Problems among Primary School Children / Dieter WOLKE in Journal of Child Psychology and Psychiatry, 41-8 (November 2000)
[article]
Titre : The Association between Direct and Relational Bullying and Behaviour Problems among Primary School Children Type de document : Texte imprimé et/ou numérique Auteurs : Dieter WOLKE, Auteur ; Sarah WOODS, Auteur ; Linda BLOOMFIELD, Auteur ; Lyn KARSTADT, Auteur Année de publication : 2000 Article en page(s) : p.989-1002 Langues : Anglais (eng) Mots-clés : Aggression behavioural problems bullying conduct disorder hyperactivity victimisation Index. décimale : PER Périodiques Résumé : The prevalence of direct and relational bullying and their differential relationship to behaviour problems in young primary school children was investigated. Individual interviews were conducted with 1982 children aged 6–9 years (mean age 7.6 years) and 1639 parents completed the Strength and Difficulties Questionnaire regarding behaviour problems of their children. Of the 1639 children with both data sets, 4.3% were direct bullies, 39.8% victims, and 10.2% both bullied and were victimised frequently (bully/victims). The rates for relational bullying were 1.1% bullies, 37.9% victims, and 5.9% bully/victims. All children involved in direct bullying had significantly increased total behaviour problems, hyperactivity, conduct problems, and peer problem scores, and lower prosocial behaviour scores compared to those not involved in bullying (neutrals). Findings were similar for relational bullying involvement and behaviour problems for bully/victims and victims but less pronounced. Relational bullies had the lowest behaviour problem scores while being rated the least prosocially inclined children, consistent with the concept of a cool manipulator. Overall, direct bully/victims and children who were involved in both direct and relational bullying behaviour had the highest rates of behaviour problems. No relationship between victimisation and increased emotional problems were found. Those involved in bullying behaviour who show externalising and hyperactivity problems in primary school may be at increased risk for persistent conduct problems. Different interventions may be needed for those involved in relational bullying only, both direct and relational bullying, and those with additional behaviour problems. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125
in Journal of Child Psychology and Psychiatry > 41-8 (November 2000) . - p.989-1002[article] The Association between Direct and Relational Bullying and Behaviour Problems among Primary School Children [Texte imprimé et/ou numérique] / Dieter WOLKE, Auteur ; Sarah WOODS, Auteur ; Linda BLOOMFIELD, Auteur ; Lyn KARSTADT, Auteur . - 2000 . - p.989-1002.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 41-8 (November 2000) . - p.989-1002
Mots-clés : Aggression behavioural problems bullying conduct disorder hyperactivity victimisation Index. décimale : PER Périodiques Résumé : The prevalence of direct and relational bullying and their differential relationship to behaviour problems in young primary school children was investigated. Individual interviews were conducted with 1982 children aged 6–9 years (mean age 7.6 years) and 1639 parents completed the Strength and Difficulties Questionnaire regarding behaviour problems of their children. Of the 1639 children with both data sets, 4.3% were direct bullies, 39.8% victims, and 10.2% both bullied and were victimised frequently (bully/victims). The rates for relational bullying were 1.1% bullies, 37.9% victims, and 5.9% bully/victims. All children involved in direct bullying had significantly increased total behaviour problems, hyperactivity, conduct problems, and peer problem scores, and lower prosocial behaviour scores compared to those not involved in bullying (neutrals). Findings were similar for relational bullying involvement and behaviour problems for bully/victims and victims but less pronounced. Relational bullies had the lowest behaviour problem scores while being rated the least prosocially inclined children, consistent with the concept of a cool manipulator. Overall, direct bully/victims and children who were involved in both direct and relational bullying behaviour had the highest rates of behaviour problems. No relationship between victimisation and increased emotional problems were found. Those involved in bullying behaviour who show externalising and hyperactivity problems in primary school may be at increased risk for persistent conduct problems. Different interventions may be needed for those involved in relational bullying only, both direct and relational bullying, and those with additional behaviour problems. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 The association of early regulatory problems with behavioral problems and cognitive functioning in adulthood: two cohorts in two countries / Dieter WOLKE in Journal of Child Psychology and Psychiatry, 64-6 (June 2023)
[article]
Titre : The association of early regulatory problems with behavioral problems and cognitive functioning in adulthood: two cohorts in two countries Type de document : Texte imprimé et/ou numérique Auteurs : Dieter WOLKE, Auteur ; Nicole BAUMANN, Auteur ; Julia JAEKEL, Auteur ; Riikka PYHÄLÄ, Auteur ; Kati HEINONEN, Auteur ; Katri RAIKKONEN, Auteur ; Christian SORG, Auteur ; Ayten BILGIN, Auteur Article en page(s) : p.876-885 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Regulatory problems (RPs; excessive crying, sleeping, or feeding difficulties) that co-occur (i.e., multiple) or are persistent have been associated with cognitive and behavioral problems in childhood. However, it remains unknown if multiple or persistent RPs are associated with cognitive and behavioral problems in adulthood. Methods This large prospective longitudinal study (N = 759) was conducted in two cohorts in Germany (N = 342) and Finland (N = 417). RPs were assessed at 5, 20, and 56?months via the same standardized parental interviews and neurological examinations. In young adulthood, questionnaires were used to assess behavioral problems. Cognitive functioning was assessed with IQ tests. We examined the effects of multiple or persistent RPs on the outcomes via analysis of covariance tests and logistic regression controlled for the influence of cohort. Results Of 163 participants with RPs, 89 had multiple and 77 had persistent RPs. Adults who had early multiple or persistent RPs (N = 151) reported more internalizing (p = .001), externalizing (p = .020), and total behavioral problems (p = .001), and, specifically, more depressive (p = .012), somatic (p = .005), avoidant personality (p?.001), and antisocial personality problems (p = .006) than those who never had RPs (N = 596). Participants with multiple or persistent RPs were more likely to receive any ADHD diagnoses (p = .017), particularly of hyperactive/impulsive subtype (p = .032). In contrast, there were no associations between multiple or persistent RPs and IQ scores in young adulthood. Conclusions The results indicate long-lasting associations between multiple or persistent RPs and behavioral problems. Thus, screening for early RPs could help to identify children who are at risk for later behavioral problems. En ligne : http://dx.doi.org/https://doi.org/10.1111/jcpp.13742 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504
in Journal of Child Psychology and Psychiatry > 64-6 (June 2023) . - p.876-885[article] The association of early regulatory problems with behavioral problems and cognitive functioning in adulthood: two cohorts in two countries [Texte imprimé et/ou numérique] / Dieter WOLKE, Auteur ; Nicole BAUMANN, Auteur ; Julia JAEKEL, Auteur ; Riikka PYHÄLÄ, Auteur ; Kati HEINONEN, Auteur ; Katri RAIKKONEN, Auteur ; Christian SORG, Auteur ; Ayten BILGIN, Auteur . - p.876-885.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 64-6 (June 2023) . - p.876-885
Index. décimale : PER Périodiques Résumé : Background Regulatory problems (RPs; excessive crying, sleeping, or feeding difficulties) that co-occur (i.e., multiple) or are persistent have been associated with cognitive and behavioral problems in childhood. However, it remains unknown if multiple or persistent RPs are associated with cognitive and behavioral problems in adulthood. Methods This large prospective longitudinal study (N = 759) was conducted in two cohorts in Germany (N = 342) and Finland (N = 417). RPs were assessed at 5, 20, and 56?months via the same standardized parental interviews and neurological examinations. In young adulthood, questionnaires were used to assess behavioral problems. Cognitive functioning was assessed with IQ tests. We examined the effects of multiple or persistent RPs on the outcomes via analysis of covariance tests and logistic regression controlled for the influence of cohort. Results Of 163 participants with RPs, 89 had multiple and 77 had persistent RPs. Adults who had early multiple or persistent RPs (N = 151) reported more internalizing (p = .001), externalizing (p = .020), and total behavioral problems (p = .001), and, specifically, more depressive (p = .012), somatic (p = .005), avoidant personality (p?.001), and antisocial personality problems (p = .006) than those who never had RPs (N = 596). Participants with multiple or persistent RPs were more likely to receive any ADHD diagnoses (p = .017), particularly of hyperactive/impulsive subtype (p = .032). In contrast, there were no associations between multiple or persistent RPs and IQ scores in young adulthood. Conclusions The results indicate long-lasting associations between multiple or persistent RPs and behavioral problems. Thus, screening for early RPs could help to identify children who are at risk for later behavioral problems. En ligne : http://dx.doi.org/https://doi.org/10.1111/jcpp.13742 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 Very preterm birth and trajectories of domain-specific self-concept from childhood into adulthood / Yiwen LIU in Development and Psychopathology, 34-5 (December 2022)
[article]
Titre : Very preterm birth and trajectories of domain-specific self-concept from childhood into adulthood Type de document : Texte imprimé et/ou numérique Auteurs : Yiwen LIU, Auteur ; Marina MENDONCA, Auteur ; Peter BARTMANN, Auteur ; Dieter WOLKE, Auteur Article en page(s) : p.1926-1937 Langues : Anglais (eng) Mots-clés : bullying longitudinal low birth weight preterm birth self-concept Index. décimale : PER Périodiques Résumé : Self-concept refers to individuals’ perceptions of themselves in specific domains and is closely related with their overall self-esteem. Lower self-esteem has been reported in those born preterm (<37 weeks gestation), but the development of self-concept has not been studied in this population. This study investigates whether differences in trajectories of domain-specific self-concepts are explained by premature birth or other risk factors, using the Bavarian Longitudinal Study (N = 460), a population-based study of very preterm (VP; <32 weeks gestation)/very low birth weight (VLBW; <1500 g) cohort and term-born controls. Trajectories of body and social self-concept from 6 to 26 years of age were estimated using latent class growth analysis. Regression models examined the effects of VP/VLBW and other individual, social, and family factors. Two trajectories “ one stable and one decreasing “ were identified for both self-concepts. VP/VLBW birth was associated with decreasing self-concept in both domains, although the effect of VP/VLBW on social self-concept was weakened in the adjusted analysis. Furthermore, mediated pathways were found from VP/VLBW to decreasing social self-concept via chronic bullying (Î2 = 0.05, 95% CI [0.002, 0.12]) and motor impairments (Î2 = 0.04, 95% CI [0.01, 0.07]), suggesting that negative self-concept in the VP/VLBW population is partially modifiable through improving peer relationships and motor impairments in childhood. En ligne : http://dx.doi.org/10.1017/S0954579421000432 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492
in Development and Psychopathology > 34-5 (December 2022) . - p.1926-1937[article] Very preterm birth and trajectories of domain-specific self-concept from childhood into adulthood [Texte imprimé et/ou numérique] / Yiwen LIU, Auteur ; Marina MENDONCA, Auteur ; Peter BARTMANN, Auteur ; Dieter WOLKE, Auteur . - p.1926-1937.
Langues : Anglais (eng)
in Development and Psychopathology > 34-5 (December 2022) . - p.1926-1937
Mots-clés : bullying longitudinal low birth weight preterm birth self-concept Index. décimale : PER Périodiques Résumé : Self-concept refers to individuals’ perceptions of themselves in specific domains and is closely related with their overall self-esteem. Lower self-esteem has been reported in those born preterm (<37 weeks gestation), but the development of self-concept has not been studied in this population. This study investigates whether differences in trajectories of domain-specific self-concepts are explained by premature birth or other risk factors, using the Bavarian Longitudinal Study (N = 460), a population-based study of very preterm (VP; <32 weeks gestation)/very low birth weight (VLBW; <1500 g) cohort and term-born controls. Trajectories of body and social self-concept from 6 to 26 years of age were estimated using latent class growth analysis. Regression models examined the effects of VP/VLBW and other individual, social, and family factors. Two trajectories “ one stable and one decreasing “ were identified for both self-concepts. VP/VLBW birth was associated with decreasing self-concept in both domains, although the effect of VP/VLBW on social self-concept was weakened in the adjusted analysis. Furthermore, mediated pathways were found from VP/VLBW to decreasing social self-concept via chronic bullying (Î2 = 0.05, 95% CI [0.002, 0.12]) and motor impairments (Î2 = 0.04, 95% CI [0.01, 0.07]), suggesting that negative self-concept in the VP/VLBW population is partially modifiable through improving peer relationships and motor impairments in childhood. En ligne : http://dx.doi.org/10.1017/S0954579421000432 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492 Virtual learning intervention to reduce bullying victimization in primary school: a controlled trial / Maria SAPOUNA in Journal of Child Psychology and Psychiatry, 51-1 (January 2010)
[article]
Titre : Virtual learning intervention to reduce bullying victimization in primary school: a controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Maria SAPOUNA, Auteur ; Kerstin DAUTENHAHN, Auteur ; Elizabeth ANDRE, Auteur ; Ana PAIVA, Auteur ; Lynne HALL, Auteur ; Sibylle ENZ, Auteur ; Wolfgang SCHNEIDER, Auteur ; Sarah WOODS, Auteur ; Scott WATSON, Auteur ; Natalie VANNINI, Auteur ; Dieter WOLKE, Auteur ; Ruth AYLETT, Auteur Année de publication : 2010 Article en page(s) : p.104-112 Langues : Anglais (eng) Mots-clés : Anti-bullying-intervention victimization virtual-learning controlled-trial Index. décimale : PER Périodiques Résumé : Background: Anti-bullying interventions to date have shown limited success in reducing victimization and have rarely been evaluated using a controlled trial design. This study examined the effects of the FearNot! anti-bullying virtual learning intervention on escaping victimization, and reducing overall victimization rates among primary school students using a nonrandomized controlled trial design. The program was designed to enhance the coping skills of children who are known to be, or are likely to be, victimized.
Methods: One thousand, one hundred twenty-nine children (mean age 8.9 years) in 27 primary schools across the UK and Germany were assigned to the FearNot! intervention or the waiting control condition. The program consisted of three sessions, each lasting approximately 30 minutes over a three-week period. The participants were assessed on self-report measures of victimization before and one and four weeks after the intervention or the normal curriculum period.
Results: In the combined sample, baseline victims in the intervention group were more likely to escape victimization at the first follow-up compared with baseline victims in the control group (adjusted RR, 1.41; 95% CI, 1.02–1.81). A dose–response relationship between the amount of active interaction with the virtual victims and escaping victimization was found (adjusted OR, 1.09; 95% CI, 1.003–1.18). Subsample analyses found a significant effect on escaping victimization only to hold for UK children (adjusted RR, 1.90; CI, 1.23–2.57). UK children in the intervention group experienced decreased victimization rates at the first follow-up compared with controls, even after adjusting for baseline victimization, gender and age (adjusted RR, .60; 95% CI, .36–.93).
Conclusions: A virtual learning intervention designed to help children experience effective strategies for dealing with bullying had a short-term effect on escaping victimization for a priori identified victims, and a short-term overall prevention effect for UK children.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02137.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=940
in Journal of Child Psychology and Psychiatry > 51-1 (January 2010) . - p.104-112[article] Virtual learning intervention to reduce bullying victimization in primary school: a controlled trial [Texte imprimé et/ou numérique] / Maria SAPOUNA, Auteur ; Kerstin DAUTENHAHN, Auteur ; Elizabeth ANDRE, Auteur ; Ana PAIVA, Auteur ; Lynne HALL, Auteur ; Sibylle ENZ, Auteur ; Wolfgang SCHNEIDER, Auteur ; Sarah WOODS, Auteur ; Scott WATSON, Auteur ; Natalie VANNINI, Auteur ; Dieter WOLKE, Auteur ; Ruth AYLETT, Auteur . - 2010 . - p.104-112.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 51-1 (January 2010) . - p.104-112
Mots-clés : Anti-bullying-intervention victimization virtual-learning controlled-trial Index. décimale : PER Périodiques Résumé : Background: Anti-bullying interventions to date have shown limited success in reducing victimization and have rarely been evaluated using a controlled trial design. This study examined the effects of the FearNot! anti-bullying virtual learning intervention on escaping victimization, and reducing overall victimization rates among primary school students using a nonrandomized controlled trial design. The program was designed to enhance the coping skills of children who are known to be, or are likely to be, victimized.
Methods: One thousand, one hundred twenty-nine children (mean age 8.9 years) in 27 primary schools across the UK and Germany were assigned to the FearNot! intervention or the waiting control condition. The program consisted of three sessions, each lasting approximately 30 minutes over a three-week period. The participants were assessed on self-report measures of victimization before and one and four weeks after the intervention or the normal curriculum period.
Results: In the combined sample, baseline victims in the intervention group were more likely to escape victimization at the first follow-up compared with baseline victims in the control group (adjusted RR, 1.41; 95% CI, 1.02–1.81). A dose–response relationship between the amount of active interaction with the virtual victims and escaping victimization was found (adjusted OR, 1.09; 95% CI, 1.003–1.18). Subsample analyses found a significant effect on escaping victimization only to hold for UK children (adjusted RR, 1.90; CI, 1.23–2.57). UK children in the intervention group experienced decreased victimization rates at the first follow-up compared with controls, even after adjusting for baseline victimization, gender and age (adjusted RR, .60; 95% CI, .36–.93).
Conclusions: A virtual learning intervention designed to help children experience effective strategies for dealing with bullying had a short-term effect on escaping victimization for a priori identified victims, and a short-term overall prevention effect for UK children.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02137.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=940