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Auteur Joan L. LUBY |
Documents disponibles écrits par cet auteur (16)
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Brain–behavior relationships in the experience and regulation of negative emotion in healthy children: Implications for risk for childhood depression / David PAGLIACCIO in Development and Psychopathology, 26-4 (Part 2) (November 2014)
[article]
Titre : Brain–behavior relationships in the experience and regulation of negative emotion in healthy children: Implications for risk for childhood depression Type de document : Texte imprimé et/ou numérique Auteurs : David PAGLIACCIO, Auteur ; Joan L. LUBY, Auteur ; Katherine R. LUKING, Auteur ; Andrew C. BELDEN, Auteur ; Deanna M. BARCH, Auteur Année de publication : 2014 Article en page(s) : p.1289-1303 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Structural and functional alterations in a variety of brain regions have been associated with depression and risk for depression across the life span. A majority of these regions are associated with emotion reactivity and/or regulation. However, it is generally unclear what mechanistic role these alterations play in the etiology of depression. A first step toward understanding this is to characterize the relationships between variation in brain structure/function and individual differences in depression severity and related processes, particularly emotion regulation. To this end, the current study examines how brain structure and function predict concurrent and longitudinal measures of depression symptomology and emotion regulation skills in psychiatrically healthy school-age children (N = 60). Specifically, we found that smaller hippocampus volumes and greater responses to sad faces in emotion reactivity regions predict increased depressive symptoms at the time of scan, whereas larger amygdala volumes, smaller insula volumes, and greater responses in emotion reactivity regions predict decreased emotion regulation skills. In addition, larger insula volumes predict improvements in emotion regulation skills even after accounting for emotion regulation at the time of scan. Understanding brain–behavior relationships in psychiatrically healthy samples, especially early in development, will help inform normative developmental trajectories and neural alterations in depression and other affective pathology. En ligne : http://dx.doi.org/10.1017/S0954579414001035 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=245
in Development and Psychopathology > 26-4 (Part 2) (November 2014) . - p.1289-1303[article] Brain–behavior relationships in the experience and regulation of negative emotion in healthy children: Implications for risk for childhood depression [Texte imprimé et/ou numérique] / David PAGLIACCIO, Auteur ; Joan L. LUBY, Auteur ; Katherine R. LUKING, Auteur ; Andrew C. BELDEN, Auteur ; Deanna M. BARCH, Auteur . - 2014 . - p.1289-1303.
Langues : Anglais (eng)
in Development and Psychopathology > 26-4 (Part 2) (November 2014) . - p.1289-1303
Index. décimale : PER Périodiques Résumé : Structural and functional alterations in a variety of brain regions have been associated with depression and risk for depression across the life span. A majority of these regions are associated with emotion reactivity and/or regulation. However, it is generally unclear what mechanistic role these alterations play in the etiology of depression. A first step toward understanding this is to characterize the relationships between variation in brain structure/function and individual differences in depression severity and related processes, particularly emotion regulation. To this end, the current study examines how brain structure and function predict concurrent and longitudinal measures of depression symptomology and emotion regulation skills in psychiatrically healthy school-age children (N = 60). Specifically, we found that smaller hippocampus volumes and greater responses to sad faces in emotion reactivity regions predict increased depressive symptoms at the time of scan, whereas larger amygdala volumes, smaller insula volumes, and greater responses in emotion reactivity regions predict decreased emotion regulation skills. In addition, larger insula volumes predict improvements in emotion regulation skills even after accounting for emotion regulation at the time of scan. Understanding brain–behavior relationships in psychiatrically healthy samples, especially early in development, will help inform normative developmental trajectories and neural alterations in depression and other affective pathology. En ligne : http://dx.doi.org/10.1017/S0954579414001035 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=245 Default mode network connectivity in children with a history of preschool onset depression / Michael S. GAFFREY in Journal of Child Psychology and Psychiatry, 53-9 (September 2012)
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Titre : Default mode network connectivity in children with a history of preschool onset depression Type de document : Texte imprimé et/ou numérique Auteurs : Michael S. GAFFREY, Auteur ; Joan L. LUBY ; Kelly N. BOTTERON, Auteur ; Grega REPOVS, Auteur ; Deanna M. BARCH, Auteur Année de publication : 2012 Article en page(s) : p.964-72 Langues : Anglais (eng) Mots-clés : Depression functional connectivity preschool default mode network Index. décimale : PER Périodiques Résumé : Background: Atypical Default Mode Network (DMN) functional connectivity has been previously reported in depressed adults. However, there is relatively little data informing the developmental nature of this phenomenon. The current case-control study examined the DMN in a unique prospective sample of school-age children with a previous history of preschool depression. Methods: DMN functional connectivity was assessed using resting state functional connectivity magnetic resonance imaging data and the posterior cingulate (PCC) as a seed region of interest. Thirty-nine medication naïve school age children (21 with a history of preschool depression and 18 healthy peers) and their families who were ascertained as preschoolers and prospectively assessed over at least 4 annual waves as part of a federally funded study of preschool depression were included. Results: Decreased connectivity between the PCC and regions within the middle temporal gyrus (MTG), inferior parietal lobule, and cerebellum was found in children with known depression during the preschool period. Increased connectivity between the PCC and regions within the subgenual and anterior cingulate cortices and anterior MTG bilaterally was also found in these children. Additionally, a clinically relevant ‘brain-behavior’ relationship between atypical functional connectivity of the PCC and disruptions in emotion regulation was identified. Conclusions: To our knowledge, this is the first study to examine the DMN in children known to have experienced the onset of a clinically significant depressive syndrome during preschool. Results suggest that a history of preschool depression is associated with atypical DMN connectivity. However, longitudinal studies are needed to clarify whether the current findings of atypical DMN connectivity are a precursor or a consequence of preschool depression. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02552.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179
in Journal of Child Psychology and Psychiatry > 53-9 (September 2012) . - p.964-72[article] Default mode network connectivity in children with a history of preschool onset depression [Texte imprimé et/ou numérique] / Michael S. GAFFREY, Auteur ; Joan L. LUBY ; Kelly N. BOTTERON, Auteur ; Grega REPOVS, Auteur ; Deanna M. BARCH, Auteur . - 2012 . - p.964-72.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 53-9 (September 2012) . - p.964-72
Mots-clés : Depression functional connectivity preschool default mode network Index. décimale : PER Périodiques Résumé : Background: Atypical Default Mode Network (DMN) functional connectivity has been previously reported in depressed adults. However, there is relatively little data informing the developmental nature of this phenomenon. The current case-control study examined the DMN in a unique prospective sample of school-age children with a previous history of preschool depression. Methods: DMN functional connectivity was assessed using resting state functional connectivity magnetic resonance imaging data and the posterior cingulate (PCC) as a seed region of interest. Thirty-nine medication naïve school age children (21 with a history of preschool depression and 18 healthy peers) and their families who were ascertained as preschoolers and prospectively assessed over at least 4 annual waves as part of a federally funded study of preschool depression were included. Results: Decreased connectivity between the PCC and regions within the middle temporal gyrus (MTG), inferior parietal lobule, and cerebellum was found in children with known depression during the preschool period. Increased connectivity between the PCC and regions within the subgenual and anterior cingulate cortices and anterior MTG bilaterally was also found in these children. Additionally, a clinically relevant ‘brain-behavior’ relationship between atypical functional connectivity of the PCC and disruptions in emotion regulation was identified. Conclusions: To our knowledge, this is the first study to examine the DMN in children known to have experienced the onset of a clinically significant depressive syndrome during preschool. Results suggest that a history of preschool depression is associated with atypical DMN connectivity. However, longitudinal studies are needed to clarify whether the current findings of atypical DMN connectivity are a precursor or a consequence of preschool depression. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02552.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 Developmental pathways from preschool temper tantrums to later psychopathology / Meghan R. DONOHUE ; Laura E. QUIÑONES-CAMACHO ; Alecia C. VOGEL ; Michael T. PERINO ; Laura HENNEFIELD ; Rebecca TILLMAN ; Deanna M. BARCH ; Joan L. LUBY in Development and Psychopathology, 35-4 (October 2023)
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Titre : Developmental pathways from preschool temper tantrums to later psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : Meghan R. DONOHUE, Auteur ; Laura E. QUIÑONES-CAMACHO, Auteur ; Alecia C. VOGEL, Auteur ; Michael T. PERINO, Auteur ; Laura HENNEFIELD, Auteur ; Rebecca TILLMAN, Auteur ; Deanna M. BARCH, Auteur ; Joan L. LUBY, Auteur Article en page(s) : p.1643-1655 Langues : Anglais (eng) Mots-clés : aggression early childhood longitudinal course self-injurious behaviors temper tantrums Index. décimale : PER Périodiques Résumé : Temper tantrums are sudden, overt negative emotional displays that are disproportionate to the eliciting event. Research supports that severe temper tantrums during the preschool period are associated with preschool psychopathology, but few studies have identified which characteristics of preschool tantrums are predictive of distal psychopathological outcomes in later childhood and adolescence. To examine this question, we used a prospective, longitudinal dataset enriched for early psychopathology. Participants (N = 299) included 3-to 6-year-old children (47.8% female) assessed for tantrums and early childhood psychopathology using diagnostic interviews and then continually assessed using diagnostic interviews over 10 subsequent time points throughout childhood and adolescence. We identified two unique groupings of tantrum behaviors: aggression towards others/objects (e.g., hitting others) and aggression towards self (e.g., hitting self). While both types of tantrum behaviors were associated with early childhood psychopathology severity, tantrum behaviors characterized by aggression towards self were more predictive of later psychopathology. Children displaying high levels of both types of tantrum behaviors had more severe externalizing problems during early childhood and more severe depression and oppositional defiant disorder across childhood and adolescence. Findings suggest that tantrum behaviors characterized by aggression towards self are particularly predictive of later psychopathology. En ligne : https://dx.doi.org/10.1017/S0954579422000359 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515
in Development and Psychopathology > 35-4 (October 2023) . - p.1643-1655[article] Developmental pathways from preschool temper tantrums to later psychopathology [Texte imprimé et/ou numérique] / Meghan R. DONOHUE, Auteur ; Laura E. QUIÑONES-CAMACHO, Auteur ; Alecia C. VOGEL, Auteur ; Michael T. PERINO, Auteur ; Laura HENNEFIELD, Auteur ; Rebecca TILLMAN, Auteur ; Deanna M. BARCH, Auteur ; Joan L. LUBY, Auteur . - p.1643-1655.
Langues : Anglais (eng)
in Development and Psychopathology > 35-4 (October 2023) . - p.1643-1655
Mots-clés : aggression early childhood longitudinal course self-injurious behaviors temper tantrums Index. décimale : PER Périodiques Résumé : Temper tantrums are sudden, overt negative emotional displays that are disproportionate to the eliciting event. Research supports that severe temper tantrums during the preschool period are associated with preschool psychopathology, but few studies have identified which characteristics of preschool tantrums are predictive of distal psychopathological outcomes in later childhood and adolescence. To examine this question, we used a prospective, longitudinal dataset enriched for early psychopathology. Participants (N = 299) included 3-to 6-year-old children (47.8% female) assessed for tantrums and early childhood psychopathology using diagnostic interviews and then continually assessed using diagnostic interviews over 10 subsequent time points throughout childhood and adolescence. We identified two unique groupings of tantrum behaviors: aggression towards others/objects (e.g., hitting others) and aggression towards self (e.g., hitting self). While both types of tantrum behaviors were associated with early childhood psychopathology severity, tantrum behaviors characterized by aggression towards self were more predictive of later psychopathology. Children displaying high levels of both types of tantrum behaviors had more severe externalizing problems during early childhood and more severe depression and oppositional defiant disorder across childhood and adolescence. Findings suggest that tantrum behaviors characterized by aggression towards self are particularly predictive of later psychopathology. En ligne : https://dx.doi.org/10.1017/S0954579422000359 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 Editorial: Environmental conditions for growing healthy children / Joan L. LUBY in Journal of Child Psychology and Psychiatry, 63-9 (September 2022)
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Titre : Editorial: Environmental conditions for growing healthy children Type de document : Texte imprimé et/ou numérique Auteurs : Joan L. LUBY, Auteur Article en page(s) : p.961-962 Langues : Anglais (eng) Mots-clés : Adverse Childhood Experiences Child Child, Preschool Humans Prospective Studies Retrospective Studies Risk Factors Adversity child development maltreatment psychosocial Index. décimale : PER Périodiques Résumé : The deleterious developmental effects of exposure to early adversity have been well documented in the scientific literature. The finding that poverty in early childhood is among the most robust predictors of a range of poor developmental outcomes has been well known for decades. More recently, evidence that early experiences of poverty and related forms of adversity negatively impact the function and structure of the developing brain have also emerged. Retrospective studies linking poor physical health outcomes to adverse childhood experiences (ACES) highlighted the more global nature of these risk factors to wellbeing and follow-up prospective studies have since confirmed these findings (Brown et al., 2009). Alternatively, it has become increasingly clear that early experiences of stimulation, nurturance, and caregiver support promote positive development outcomes with emerging evidence for tangible impacts on neurodevelopment in humans (Luby et al., 2021). However, the scientific and public health community has yet to synthesize these related bodies of data and develop a plan of action related to their over-reaching and global importance to protecting and promoting childhood health and development more generally despite numerous calls to do just that (Farah, 2018; Luby et al., 2020). En ligne : http://dx.doi.org/10.1111/jcpp.13674 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486
in Journal of Child Psychology and Psychiatry > 63-9 (September 2022) . - p.961-962[article] Editorial: Environmental conditions for growing healthy children [Texte imprimé et/ou numérique] / Joan L. LUBY, Auteur . - p.961-962.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 63-9 (September 2022) . - p.961-962
Mots-clés : Adverse Childhood Experiences Child Child, Preschool Humans Prospective Studies Retrospective Studies Risk Factors Adversity child development maltreatment psychosocial Index. décimale : PER Périodiques Résumé : The deleterious developmental effects of exposure to early adversity have been well documented in the scientific literature. The finding that poverty in early childhood is among the most robust predictors of a range of poor developmental outcomes has been well known for decades. More recently, evidence that early experiences of poverty and related forms of adversity negatively impact the function and structure of the developing brain have also emerged. Retrospective studies linking poor physical health outcomes to adverse childhood experiences (ACES) highlighted the more global nature of these risk factors to wellbeing and follow-up prospective studies have since confirmed these findings (Brown et al., 2009). Alternatively, it has become increasingly clear that early experiences of stimulation, nurturance, and caregiver support promote positive development outcomes with emerging evidence for tangible impacts on neurodevelopment in humans (Luby et al., 2021). However, the scientific and public health community has yet to synthesize these related bodies of data and develop a plan of action related to their over-reaching and global importance to protecting and promoting childhood health and development more generally despite numerous calls to do just that (Farah, 2018; Luby et al., 2020). En ligne : http://dx.doi.org/10.1111/jcpp.13674 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 Excitability and irritability in preschoolers predicts later psychopathology: The importance of positive and negative emotion dysregulation / Alecia C. VOGEL in Development and Psychopathology, 31-3 (August 2019)
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Titre : Excitability and irritability in preschoolers predicts later psychopathology: The importance of positive and negative emotion dysregulation Type de document : Texte imprimé et/ou numérique Auteurs : Alecia C. VOGEL, Auteur ; Joshua J. JACKSON, Auteur ; Deanna M. BARCH, Auteur ; Rebecca TILLMAN, Auteur ; Joan L. LUBY, Auteur Article en page(s) : p.1067-1083 Langues : Anglais (eng) Mots-clés : depression emotion dysregulation exploratory factor analysis mood lability preschool Index. décimale : PER Périodiques Résumé : Emotion dysregulation is a risk factor for the development of a variety of psychopathologic outcomes. In children, irritability, or dysregulated negative affect, has been the primary focus, as it predicts later negative outcomes even in very young children. However, dysregulation of positive emotion is increasingly recognized as a contributor to psychopathology. Here we used an exploratory factor analysis and defined four factors of emotion dysregulation: irritability, excitability, sadness, and anhedonia, in the preschool-age psychiatric assessment collected in a sample of 302 children ages 3–5 years enriched for early onset depression. The irritability and excitability factor scores defined in preschoolers predicted later diagnosis of mood and externalizing disorders when controlling for other factor scores, social adversity, maternal history of mood disorders, and externalizing diagnoses at baseline. The preschool excitability factor score predicted emotion lability in late childhood and early adolescence when controlling for other factor scores, social adversity, and maternal history. Both excitability and irritability factor scores in preschoolers predicted global functioning into the teen years and early adolescence, respectively. These findings underscore the importance of positive, as well as negative, affect dysregulation as early as the preschool years in predicting later psychopathology, which deserves both further study and clinical consideration. En ligne : http://dx.doi.org/10.1017/S0954579419000609 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403
in Development and Psychopathology > 31-3 (August 2019) . - p.1067-1083[article] Excitability and irritability in preschoolers predicts later psychopathology: The importance of positive and negative emotion dysregulation [Texte imprimé et/ou numérique] / Alecia C. VOGEL, Auteur ; Joshua J. JACKSON, Auteur ; Deanna M. BARCH, Auteur ; Rebecca TILLMAN, Auteur ; Joan L. LUBY, Auteur . - p.1067-1083.
Langues : Anglais (eng)
in Development and Psychopathology > 31-3 (August 2019) . - p.1067-1083
Mots-clés : depression emotion dysregulation exploratory factor analysis mood lability preschool Index. décimale : PER Périodiques Résumé : Emotion dysregulation is a risk factor for the development of a variety of psychopathologic outcomes. In children, irritability, or dysregulated negative affect, has been the primary focus, as it predicts later negative outcomes even in very young children. However, dysregulation of positive emotion is increasingly recognized as a contributor to psychopathology. Here we used an exploratory factor analysis and defined four factors of emotion dysregulation: irritability, excitability, sadness, and anhedonia, in the preschool-age psychiatric assessment collected in a sample of 302 children ages 3–5 years enriched for early onset depression. The irritability and excitability factor scores defined in preschoolers predicted later diagnosis of mood and externalizing disorders when controlling for other factor scores, social adversity, maternal history of mood disorders, and externalizing diagnoses at baseline. The preschool excitability factor score predicted emotion lability in late childhood and early adolescence when controlling for other factor scores, social adversity, and maternal history. Both excitability and irritability factor scores in preschoolers predicted global functioning into the teen years and early adolescence, respectively. These findings underscore the importance of positive, as well as negative, affect dysregulation as early as the preschool years in predicting later psychopathology, which deserves both further study and clinical consideration. En ligne : http://dx.doi.org/10.1017/S0954579419000609 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 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)
PermalinkLatent class profiles of depressive symptoms from early to middle childhood: predictors, outcomes, and gender effects / Diana J. WHALEN in Journal of Child Psychology and Psychiatry, 57-7 (July 2016)
PermalinkA novel early intervention for preschool depression: findings from a pilot randomized controlled trial / Joan L. LUBY in Journal of Child Psychology and Psychiatry, 53-3 (March 2012)
PermalinkPediatric bipolar disorder: evidence for prodromal states and early markers / Joan L. LUBY in Journal of Child Psychology and Psychiatry, 51-4 (April 2010)
PermalinkPredictors of change in depressive symptoms from preschool to first grade / Trude REINFJELL in Development and Psychopathology, 28-4 pt2 (November 2016)
PermalinkRisk factors for preschool depression: the mediating role of early stressful life events / Joan L. LUBY in Journal of Child Psychology and Psychiatry, 47-12 (December 2006)
PermalinkSerotonin transporter-linked polymorphic region (5-HTTLPR) genotype and stressful life events interact to predict preschool-onset depression: a replication and developmental extension / Ryan BOGDAN in Journal of Child Psychology and Psychiatry, 55-5 (May 2014)
PermalinkShame and guilt in preschool depression: evidence for elevations in self-conscious emotions in depression as early as age 3 / Joan L. LUBY in Journal of Child Psychology and Psychiatry, 50-9 (September 2009)
PermalinkTrajectory of emotion dysregulation in positive and negative affect across childhood predicts adolescent emotion dysregulation and overall functioning / Alecia C. VOGEL in Development and Psychopathology, 33-5 (December 2021)
PermalinkTranslating RDoC to real-world impact in developmental psychopathology: A neurodevelopmental framework for application of mental health risk calculators / Leigha A. MACNEILL in Development and Psychopathology, 33-5 (December 2021)
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