Annual Research Review: An expanded account of information-processing mechanisms in risk for child and adolescent anxiety and depression / Jennifer Y. F. LAU in Journal of Child Psychology and Psychiatry, 58-4 (April 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-4 (April 2017) . - p.387-407 Titre : Annual Research Review: An expanded account of information-processing mechanisms in risk for child and adolescent anxiety and depression Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer Y. F. LAU, Auteur ; Allison M. WATERS, Auteur Article en page(s) : p.387-407 Langues : Anglais (eng) Mots-clés : Anxiety  depression  risk factors Index. décimale : PER Périodiques Résumé : Background Anxiety and depression occurring during childhood and adolescence are common and costly. While early-emerging anxiety and depression can arise through a complex interplay of ‘distal’ factors such as genetic and environmental influences, temperamental characteristics and brain circuitry, the more proximal mechanisms that transfer risks on symptoms are poorly delineated. Information-processing biases, which differentiate youth with and without anxiety and/or depression, could act as proximal mechanisms that mediate more distal risks on symptoms. This article reviews the literature on information-processing biases, their associations with anxiety and depression symptoms in youth and with other distal risk factors, to provide direction for further research. Methods Based on strategic searches of the literature, we consider how youth with and without anxiety and/or depression vary in how they deploy attention to social-affective stimuli, discriminate between threat and safety cues, retain memories of negative events and appraise ambiguous information. We discuss how these information-processing biases are similarly or differentially expressed on anxiety and depression and whether these biases are linked to genetic and environmental factors, temperamental characteristics and patterns of brain circuitry functioning implicated in anxiety and depression. Findings Biases in attention and appraisal characterise both youth anxiety and depression but with some differences in how these are expressed for each symptom type. Difficulties in threat-safety cue discrimination characterise anxiety and are understudied in depression, while biases in the retrieval of negative and overgeneral memories have been observed in depression but are understudied in anxiety. Information-processing biases have been studied in relation to some distal factors but not systematically, so relationships remain inconclusive. Conclusions Biases in attention, threat-safety cue discrimination, memory and appraisal may characterise anxiety and/or depression risk. We discuss future research directions that can more systematically test whether these biases act as proximal mechanisms that mediate other distal risk factors. En ligne : http://dx.doi.org/10.1111/jcpp.12653 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Annual Research Review: An expanded account of information-processing mechanisms in risk for child and adolescent anxiety and depression [Texte imprimé et/ou numérique] / Jennifer Y. F. LAU, Auteur ; Allison M. WATERS, Auteur . - p.387-407. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-4 (April 2017) . - p.387-407 Mots-clés : Anxiety  depression  risk factors Index. décimale : PER Périodiques Résumé : Background Anxiety and depression occurring during childhood and adolescence are common and costly. While early-emerging anxiety and depression can arise through a complex interplay of ‘distal’ factors such as genetic and environmental influences, temperamental characteristics and brain circuitry, the more proximal mechanisms that transfer risks on symptoms are poorly delineated. Information-processing biases, which differentiate youth with and without anxiety and/or depression, could act as proximal mechanisms that mediate more distal risks on symptoms. This article reviews the literature on information-processing biases, their associations with anxiety and depression symptoms in youth and with other distal risk factors, to provide direction for further research. Methods Based on strategic searches of the literature, we consider how youth with and without anxiety and/or depression vary in how they deploy attention to social-affective stimuli, discriminate between threat and safety cues, retain memories of negative events and appraise ambiguous information. We discuss how these information-processing biases are similarly or differentially expressed on anxiety and depression and whether these biases are linked to genetic and environmental factors, temperamental characteristics and patterns of brain circuitry functioning implicated in anxiety and depression. Findings Biases in attention and appraisal characterise both youth anxiety and depression but with some differences in how these are expressed for each symptom type. Difficulties in threat-safety cue discrimination characterise anxiety and are understudied in depression, while biases in the retrieval of negative and overgeneral memories have been observed in depression but are understudied in anxiety. Information-processing biases have been studied in relation to some distal factors but not systematically, so relationships remain inconclusive. Conclusions Biases in attention, threat-safety cue discrimination, memory and appraisal may characterise anxiety and/or depression risk. We discuss future research directions that can more systematically test whether these biases act as proximal mechanisms that mediate other distal risk factors. En ligne : http://dx.doi.org/10.1111/jcpp.12653 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

Commentary: A glass half full or half empty? Cognitive bias modification for mental health problems in children and adolescents – reflections on the meta-analysis by Cristea et al. (2015) / Jennifer Y. F. LAU in Journal of Child Psychology and Psychiatry, 56-7 (July 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-7 (July 2015) . - p.735-737 Titre : Commentary: A glass half full or half empty? Cognitive bias modification for mental health problems in children and adolescents – reflections on the meta-analysis by Cristea et al. (2015) Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer Y. F. LAU, Auteur Article en page(s) : p.735-737 Langues : Anglais (eng) Mots-clés : Cognitive bias modification  training programs  depression  anxiety  youth  mental health Index. décimale : PER Périodiques Résumé : The last decade has cognitive bias modification (CBM) training paradigms, emerging first as an experimental test of the causal role of information-processing biases on mood and anxiety symptoms, and then, as the clinical implications of these findings were realised, as a potential clinical ‘vaccine’ that could be used to modify biases and reduce symptoms. CBM is an umbrella term for methods designed to modify cognitive factors that maintain psychiatric conditions such as anxiety and depression through simple repetitive learning. Two biases that have most often been targeted by these training programs are the tendency to orient attention towards threat and distortions in the interpretation of ambiguous situations. This commentary reflects on an accompanying meta-analysis by Crsitea et al., which pooled effect sizes from over 20 statistical comparisons between a CBM group and a control group on post-training measures of mental health (mostly anxiety and depression). Cristea et al. reported that any CBM training-associated difference on measures of anxiety and depression were weak and non-significant (although training effects were generally evident on measures of cognitive biases). Heterogeneity across studies was high, but with exception to the setting in which CBM was delivered (home, school, laboratory or mental health facility), there was no persuasive evidence for significant moderation of training effects by other key variables. In their conclusions the authors suggested that CBM had little clinical utility and that it was unclear whether positive results in any individual study arose from experimenter or participant bias. So if the glass is half empty, what should the next stage of CBM research usefully focus on? En ligne : http://dx.doi.org/10.1111/jcpp.12436 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Commentary: A glass half full or half empty? Cognitive bias modification for mental health problems in children and adolescents – reflections on the meta-analysis by Cristea et al. (2015) [Texte imprimé et/ou numérique] / Jennifer Y. F. LAU, Auteur . - p.735-737. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-7 (July 2015) . - p.735-737 Mots-clés : Cognitive bias modification  training programs  depression  anxiety  youth  mental health Index. décimale : PER Périodiques Résumé : The last decade has cognitive bias modification (CBM) training paradigms, emerging first as an experimental test of the causal role of information-processing biases on mood and anxiety symptoms, and then, as the clinical implications of these findings were realised, as a potential clinical ‘vaccine’ that could be used to modify biases and reduce symptoms. CBM is an umbrella term for methods designed to modify cognitive factors that maintain psychiatric conditions such as anxiety and depression through simple repetitive learning. Two biases that have most often been targeted by these training programs are the tendency to orient attention towards threat and distortions in the interpretation of ambiguous situations. This commentary reflects on an accompanying meta-analysis by Crsitea et al., which pooled effect sizes from over 20 statistical comparisons between a CBM group and a control group on post-training measures of mental health (mostly anxiety and depression). Cristea et al. reported that any CBM training-associated difference on measures of anxiety and depression were weak and non-significant (although training effects were generally evident on measures of cognitive biases). Heterogeneity across studies was high, but with exception to the setting in which CBM was delivered (home, school, laboratory or mental health facility), there was no persuasive evidence for significant moderation of training effects by other key variables. In their conclusions the authors suggested that CBM had little clinical utility and that it was unclear whether positive results in any individual study arose from experimenter or participant bias. So if the glass is half empty, what should the next stage of CBM research usefully focus on? En ligne : http://dx.doi.org/10.1111/jcpp.12436 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

Commentary: Predicting outcomes of treatment for anxiety disorders – using data from fear learning paradigms. A commentary on Waters and Pine (2016) / Tom J. BARRY in Journal of Child Psychology and Psychiatry, 57-7 (July 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-7 (July 2016) . - p.877-879 Titre : Commentary: Predicting outcomes of treatment for anxiety disorders – using data from fear learning paradigms. A commentary on Waters and Pine (2016) Type de document : Texte imprimé et/ou numérique Auteurs : Tom J. BARRY, Auteur ; Jennifer Y. F. LAU, Auteur Article en page(s) : p.877-879 Langues : Anglais (eng) Mots-clés : Anxiety  cognitive therapy  conditioning Index. décimale : PER Périodiques Résumé : Despite the apparent effectiveness of cognitive-behavioral therapy (CBT) in the treatment of anxiety disorders, more can be done to predict individual variability in the effectiveness of CBT. One potentially useful predictor involves individual differences in fear inhibition and extinction as similar learning processes are thought to be involved in CBT. Waters and Pine (this issue) present an investigation of the relationship between pretreatment indices of fear extinction and responsiveness to CBT among children with anxiety disorders. We discuss these findings and place them within the context of supporting evidence from neurobiological and genetic research. Various novel ways in which different elements of fear inhibition and extinction can be quantified are then outlined, and the potential utility of this approach for clinicians and researchers particularly in developmental samples is discussed. En ligne : http://dx.doi.org/10.1111/jcpp.12553 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=291 [article] Commentary: Predicting outcomes of treatment for anxiety disorders – using data from fear learning paradigms. A commentary on Waters and Pine (2016) [Texte imprimé et/ou numérique] / Tom J. BARRY, Auteur ; Jennifer Y. F. LAU, Auteur . - p.877-879. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-7 (July 2016) . - p.877-879 Mots-clés : Anxiety  cognitive therapy  conditioning Index. décimale : PER Périodiques Résumé : Despite the apparent effectiveness of cognitive-behavioral therapy (CBT) in the treatment of anxiety disorders, more can be done to predict individual variability in the effectiveness of CBT. One potentially useful predictor involves individual differences in fear inhibition and extinction as similar learning processes are thought to be involved in CBT. Waters and Pine (this issue) present an investigation of the relationship between pretreatment indices of fear extinction and responsiveness to CBT among children with anxiety disorders. We discuss these findings and place them within the context of supporting evidence from neurobiological and genetic research. Various novel ways in which different elements of fear inhibition and extinction can be quantified are then outlined, and the potential utility of this approach for clinicians and researchers particularly in developmental samples is discussed. En ligne : http://dx.doi.org/10.1111/jcpp.12553 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=291

Interpersonal cognitive biases as genetic markers for pediatric depressive symptoms: Twin data from the Emotions, Cognitions, Heredity and Outcome (ECHO) study / Jennifer Y. F. LAU in Development and Psychopathology, 26-4 (Part 2) (November 2014)  

Public ISBD [article]  inDevelopment and Psychopathology > 26-4 (Part 2) (November 2014) . - p.1267-1276 Titre : Interpersonal cognitive biases as genetic markers for pediatric depressive symptoms: Twin data from the Emotions, Cognitions, Heredity and Outcome (ECHO) study Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer Y. F. LAU, Auteur ; Stefano R. BELLI, Auteur ; Alice M. GREGORY, Auteur ; Thalia C. ELEY, Auteur Année de publication : 2014 Article en page(s) : p.1267-1276 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Childhood depressive symptoms may arise from genetic and environmental risks, which act to bias the ways in which children process emotional information. Previous studies show that several “cognitive biases” are heritable and share genetic and environmental risks with depressive symptoms. Past research suggests that many cognitive biases only reflect genetic risks for depressive symptoms from adolescence. The present study sought to identify (a) when interpersonal cognitions mature as risk factors for depressive symptoms by examining whether these factors are stable and predict symptoms across time in childhood, and (b) the extent to which interpersonal cognitions reflect inherited/environmental risks on children's depressive symptoms. Results showed that there was some stability for interpersonal cognitive biases from age 8 to 10 years (rs = .32–.43). Only the absence of positive self/other perceptions, and negative peer and mother expectations at age 8 predicted depressive symptoms at age 10 (after controlling for depressive symptoms at age 8). The absence of positive self/other perceptions shared genetic influences with depressive symptoms within and across time. Across middle to late childhood, interpersonal cognitions begin to operate as vulnerability-trait factors for depressive symptoms, gradually reflecting distal genetic risks on symptoms. En ligne : http://dx.doi.org/10.1017/S0954579414001011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=245 [article] Interpersonal cognitive biases as genetic markers for pediatric depressive symptoms: Twin data from the Emotions, Cognitions, Heredity and Outcome (ECHO) study [Texte imprimé et/ou numérique] / Jennifer Y. F. LAU, Auteur ; Stefano R. BELLI, Auteur ; Alice M. GREGORY, Auteur ; Thalia C. ELEY, Auteur . - 2014 . - p.1267-1276. Langues : Anglais (eng) in Development and Psychopathology > 26-4 (Part 2) (November 2014) . - p.1267-1276 Index. décimale : PER Périodiques Résumé : Childhood depressive symptoms may arise from genetic and environmental risks, which act to bias the ways in which children process emotional information. Previous studies show that several “cognitive biases” are heritable and share genetic and environmental risks with depressive symptoms. Past research suggests that many cognitive biases only reflect genetic risks for depressive symptoms from adolescence. The present study sought to identify (a) when interpersonal cognitions mature as risk factors for depressive symptoms by examining whether these factors are stable and predict symptoms across time in childhood, and (b) the extent to which interpersonal cognitions reflect inherited/environmental risks on children's depressive symptoms. Results showed that there was some stability for interpersonal cognitive biases from age 8 to 10 years (rs = .32–.43). Only the absence of positive self/other perceptions, and negative peer and mother expectations at age 8 predicted depressive symptoms at age 10 (after controlling for depressive symptoms at age 8). The absence of positive self/other perceptions shared genetic influences with depressive symptoms within and across time. Across middle to late childhood, interpersonal cognitions begin to operate as vulnerability-trait factors for depressive symptoms, gradually reflecting distal genetic risks on symptoms. En ligne : http://dx.doi.org/10.1017/S0954579414001011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=245

Is cognitive bias modification training truly beneficial for adolescents? / Stella W. Y. CHAN in Journal of Child Psychology and Psychiatry, 56-11 (November 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-11 (November 2015) . - p.1239-1248 Titre : Is cognitive bias modification training truly beneficial for adolescents? Type de document : Texte imprimé et/ou numérique Auteurs : Stella W. Y. CHAN, Auteur ; Jennifer Y. F. LAU, Auteur ; Shirley A. REYNOLDS, Auteur Article en page(s) : p.1239-1248 Langues : Anglais (eng) Mots-clés : Cognitive Bias Modification  interpretation  adolescence  depression  anxiety  stress reactivity Index. décimale : PER Périodiques Résumé : Background Cognitive Bias Modification (CBM) has been shown to change interpretation biases commonly associated with anxiety and depression and may help ameliorate symptoms of these disorders. However, its evidence base for adolescents is scarce. Previous results have been hard to interpret because of methodological issues. In particular, many studies have used negative bias training as the control condition. This would tend to inflate any apparent benefits of CBM compared to a neutral control. Most studies also only examined the effects of a single training session and lacked follow-up assessment or ecologically valid outcome measures. Method Seventy-four adolescents, aged 16–18 years, were randomised to two sessions of CBM training or neutral control. Interpretation bias and mood were assessed three times: at baseline, immediately post-training and 1 week post-training. A controlled experimental stressor was also used, and responses to everyday stressors were recorded for 1 week after training to assess responses to psychological challenges. Feedback for the training programme was collected. Results The CBM group reported a greater reduction in negative affect than control participants. However, other hypothesised advantages of CBM were not demonstrated. Regardless of training group, participants reported increased positive interpretations, decreased negative interpretations, reduced depressive symptoms and no change in trait anxiety. The two groups did not differ in their stress reactivity. After controlling for group differences in training performance, all the mood effects disappeared. Conclusions When tested under stringent experimental conditions the effects of CBM in healthy adolescents appear to be minimal. Future studies should concentrate on participants with elevated cognitive biases and/or mood symptoms who may be more sensitive to CBM. En ligne : http://dx.doi.org/10.1111/jcpp.12368 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] Is cognitive bias modification training truly beneficial for adolescents? [Texte imprimé et/ou numérique] / Stella W. Y. CHAN, Auteur ; Jennifer Y. F. LAU, Auteur ; Shirley A. REYNOLDS, Auteur . - p.1239-1248. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-11 (November 2015) . - p.1239-1248 Mots-clés : Cognitive Bias Modification  interpretation  adolescence  depression  anxiety  stress reactivity Index. décimale : PER Périodiques Résumé : Background Cognitive Bias Modification (CBM) has been shown to change interpretation biases commonly associated with anxiety and depression and may help ameliorate symptoms of these disorders. However, its evidence base for adolescents is scarce. Previous results have been hard to interpret because of methodological issues. In particular, many studies have used negative bias training as the control condition. This would tend to inflate any apparent benefits of CBM compared to a neutral control. Most studies also only examined the effects of a single training session and lacked follow-up assessment or ecologically valid outcome measures. Method Seventy-four adolescents, aged 16–18 years, were randomised to two sessions of CBM training or neutral control. Interpretation bias and mood were assessed three times: at baseline, immediately post-training and 1 week post-training. A controlled experimental stressor was also used, and responses to everyday stressors were recorded for 1 week after training to assess responses to psychological challenges. Feedback for the training programme was collected. Results The CBM group reported a greater reduction in negative affect than control participants. However, other hypothesised advantages of CBM were not demonstrated. Regardless of training group, participants reported increased positive interpretations, decreased negative interpretations, reduced depressive symptoms and no change in trait anxiety. The two groups did not differ in their stress reactivity. After controlling for group differences in training performance, all the mood effects disappeared. Conclusions When tested under stringent experimental conditions the effects of CBM in healthy adolescents appear to be minimal. Future studies should concentrate on participants with elevated cognitive biases and/or mood symptoms who may be more sensitive to CBM. En ligne : http://dx.doi.org/10.1111/jcpp.12368 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

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