Associations between developmental trajectories of peer victimization, hair cortisol, and depressive symptoms: a longitudinal study / Isabelle OUELLET-MORIN in Journal of Child Psychology and Psychiatry, 62-1 (January 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-1 (January 2021) . - p.19-27 Titre : Associations between developmental trajectories of peer victimization, hair cortisol, and depressive symptoms: a longitudinal study Type de document : Texte imprimé et/ou numérique Auteurs : Isabelle OUELLET-MORIN, Auteur ; Christina CANTAVE, Auteur ; Stéphane PAQUIN, Auteur ; Marie-Claude GEOFFROY, Auteur ; Mara BRENDGEN, Auteur ; Frank VITARO, Auteur ; Richard TREMBLAY, Auteur ; Michel BOIVIN, Auteur ; Sonia LUPIEN, Auteur ; Sylvana M. CÔTÉ, Auteur Article en page(s) : p.19-27 Langues : Anglais (eng) Mots-clés : HPA axis  Peer victimization  depression  hair cortisol  nonlinear models Index. décimale : PER Périodiques Résumé : BACKGROUND: Peer victimization has been associated with long-lasting risks for mental health. Prior research suggests that stress-related systems underlying adaptation to changing environments may be at play. To date, inconsistent findings have been reported for the hypothalamic-pituitary-adrenal (HPA) axis, and its end product cortisol. This study tested whether peer victimization was associated with hair cortisol concentrations (HCC), and whether this association varied according to sex, timing, and changes in exposure. We also examined whether peer victimization differentially predicted depressive symptoms according to HCC. METHODS: The sample comprised 556 adolescents (42.0%; 231 males) who provided hair for cortisol measurement at 17 years of age. Peer victimization was reported at seven occasions between the ages of 6 and 15 years. RESULTS: Peer victimization was nonlinearly associated with HCC for boys only, whereas changes in peer victimization were related to HCC for boys and girls. Peer victimization predicted more depressive symptoms for all participants, except those with lower HCC. CONCLUSIONS: Our findings provide further support for persistent dysregulation of the HPA axis following exposure to chronic adversity, of which the expression may change according to sex and the severity of victimization. En ligne : http://dx.doi.org/10.1111/jcpp.13228 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=435 [article] Associations between developmental trajectories of peer victimization, hair cortisol, and depressive symptoms: a longitudinal study [Texte imprimé et/ou numérique] / Isabelle OUELLET-MORIN, Auteur ; Christina CANTAVE, Auteur ; Stéphane PAQUIN, Auteur ; Marie-Claude GEOFFROY, Auteur ; Mara BRENDGEN, Auteur ; Frank VITARO, Auteur ; Richard TREMBLAY, Auteur ; Michel BOIVIN, Auteur ; Sonia LUPIEN, Auteur ; Sylvana M. CÔTÉ, Auteur . - p.19-27. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-1 (January 2021) . - p.19-27 Mots-clés : HPA axis  Peer victimization  depression  hair cortisol  nonlinear models Index. décimale : PER Périodiques Résumé : BACKGROUND: Peer victimization has been associated with long-lasting risks for mental health. Prior research suggests that stress-related systems underlying adaptation to changing environments may be at play. To date, inconsistent findings have been reported for the hypothalamic-pituitary-adrenal (HPA) axis, and its end product cortisol. This study tested whether peer victimization was associated with hair cortisol concentrations (HCC), and whether this association varied according to sex, timing, and changes in exposure. We also examined whether peer victimization differentially predicted depressive symptoms according to HCC. METHODS: The sample comprised 556 adolescents (42.0%; 231 males) who provided hair for cortisol measurement at 17 years of age. Peer victimization was reported at seven occasions between the ages of 6 and 15 years. RESULTS: Peer victimization was nonlinearly associated with HCC for boys only, whereas changes in peer victimization were related to HCC for boys and girls. Peer victimization predicted more depressive symptoms for all participants, except those with lower HCC. CONCLUSIONS: Our findings provide further support for persistent dysregulation of the HPA axis following exposure to chronic adversity, of which the expression may change according to sex and the severity of victimization. En ligne : http://dx.doi.org/10.1111/jcpp.13228 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=435

Can friends protect genetically vulnerable children from depression? / Mara BRENDGEN in Development and Psychopathology, 25-2 (May 2013)  

Public ISBD [article]  inDevelopment and Psychopathology > 25-2 (May 2013) . - p.277-289 Titre : Can friends protect genetically vulnerable children from depression? Type de document : Texte imprimé et/ou numérique Auteurs : Mara BRENDGEN, Auteur ; Frank VITARO, Auteur ; William M. BUKOWSKI, Auteur ; Ginette DIONNE, Auteur ; Richard E. TREMBLAY, Auteur ; Michel BOIVIN, Auteur Article en page(s) : p.277-289 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The study examined whether reciprocal friendship quantity or quality can mitigate genetic vulnerability for depression symptoms in children. The sample comprised 168 monozygotic twin pairs and 126 same-sex dizygotic twin pairs assessed in Grade 4 (mean age = 10.04 years). Friendship participation was measured via reciprocal nominations of close friendships within the classroom. Friendship quality was measured through self-reports. Depression symptoms were measured through teacher and peer reports. Genetic vulnerability for depression symptoms was unrelated to friendship participation or the number of reciprocal friends, but it was negatively related to positive friendship quality. In line with gene–environment interaction, genetic risk effects on depression symptoms were mitigated in girls who had at least one close reciprocal friend. In boys, only moderate main effects of genetic vulnerability and friendship participation were found but no interaction between them. However, among boys with at least one reciprocal friend, a greater number of friends was related to fewer depression symptoms whereas no cumulative effect of friendship was found for girls. Finally, positive friendship quality was related to fewer depression symptoms in girls and boys even when controlling for genetic risk. The findings emphasize the importance of teaching social interactional skills that promote high-quality friendship relations to help prevent the development of depression symptoms in children. En ligne : http://dx.doi.org/10.1017/S0954579412001058 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Can friends protect genetically vulnerable children from depression? [Texte imprimé et/ou numérique] / Mara BRENDGEN, Auteur ; Frank VITARO, Auteur ; William M. BUKOWSKI, Auteur ; Ginette DIONNE, Auteur ; Richard E. TREMBLAY, Auteur ; Michel BOIVIN, Auteur . - p.277-289. Langues : Anglais (eng) in Development and Psychopathology > 25-2 (May 2013) . - p.277-289 Index. décimale : PER Périodiques Résumé : The study examined whether reciprocal friendship quantity or quality can mitigate genetic vulnerability for depression symptoms in children. The sample comprised 168 monozygotic twin pairs and 126 same-sex dizygotic twin pairs assessed in Grade 4 (mean age = 10.04 years). Friendship participation was measured via reciprocal nominations of close friendships within the classroom. Friendship quality was measured through self-reports. Depression symptoms were measured through teacher and peer reports. Genetic vulnerability for depression symptoms was unrelated to friendship participation or the number of reciprocal friends, but it was negatively related to positive friendship quality. In line with gene–environment interaction, genetic risk effects on depression symptoms were mitigated in girls who had at least one close reciprocal friend. In boys, only moderate main effects of genetic vulnerability and friendship participation were found but no interaction between them. However, among boys with at least one reciprocal friend, a greater number of friends was related to fewer depression symptoms whereas no cumulative effect of friendship was found for girls. Finally, positive friendship quality was related to fewer depression symptoms in girls and boys even when controlling for genetic risk. The findings emphasize the importance of teaching social interactional skills that promote high-quality friendship relations to help prevent the development of depression symptoms in children. En ligne : http://dx.doi.org/10.1017/S0954579412001058 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

Closing the gap in academic readiness and achievement: the role of early childcare / Marie-Claude GEOFFROY in Journal of Child Psychology and Psychiatry, 51-12 (December 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1359-1367 Titre : Closing the gap in academic readiness and achievement: the role of early childcare Type de document : Texte imprimé et/ou numérique Auteurs : Marie-Claude GEOFFROY, Auteur ; Sylvana M. CÔTÉ, Auteur ; Charles-Édouard GIGUERE, Auteur ; Ginette DIONNE, Auteur ; Philip David ZELAZO, Auteur ; Richard E. TREMBLAY, Auteur ; Michel BOIVIN, Auteur ; Jean R. SEGUIN, Auteur Année de publication : 2010 Article en page(s) : p.1359-1367 Langues : Anglais (eng) Mots-clés : Cognition  prevention  social class  day care Index. décimale : PER Périodiques Résumé : Background:  Socially disadvantaged children with academic difficulties at school entry are at increased risk for poor health and psychosocial outcomes. Our objective is to test the possibility that participation in childcare – at the population level – could attenuate the gap in academic readiness and achievement between children with and without a social disadvantage (indexed by low levels of maternal education). Methods:  A cohort of infants born in the Canadian province of Quebec in 1997/1998 was selected through birth registries and followed annually until 7 years of age (n = 1,863). Children receiving formal childcare (i.e., center-based or non-relative out-of-home) were distinguished from those receiving informal childcare (i.e., relative or nanny). Measures from 4 standardized tests that assessed cognitive school readiness (Lollipop Test for School Readiness), receptive vocabulary (Peabody Picture Vocabulary Test Revised), mathematics (Number Knowledge Test), and reading performance (Kaufman Assessment Battery for children) were administered at 6 and 7 years. Results:  Children of mothers with low levels of education showed a consistent pattern of lower scores on academic readiness and achievement tests at 6 and 7 years than those of highly educated mothers, unless they received formal childcare. Specifically, among children of mothers with low levels of education, those who received formal childcare obtained higher school readiness (d = 0.87), receptive vocabulary (d = 0.36), reading(d = 0.48) and math achievement scores (d = 0.38; although not significant at 5%) in comparison with those who were cared for by their parents. Childcare participation was not associated with cognitive outcomes among children of mothers with higher levels of education. Conclusions:  Public investments in early childcare are increasing in many countries with the intention of reducing cognitive inequalities between disadvantaged and advantaged children. Our findings provide further evidence suggesting that formal childcare could represent a preventative means of attenuating effects of disadvantage on children’s early academic trajectory. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02316.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Closing the gap in academic readiness and achievement: the role of early childcare [Texte imprimé et/ou numérique] / Marie-Claude GEOFFROY, Auteur ; Sylvana M. CÔTÉ, Auteur ; Charles-Édouard GIGUERE, Auteur ; Ginette DIONNE, Auteur ; Philip David ZELAZO, Auteur ; Richard E. TREMBLAY, Auteur ; Michel BOIVIN, Auteur ; Jean R. SEGUIN, Auteur . - 2010 . - p.1359-1367. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1359-1367 Mots-clés : Cognition  prevention  social class  day care Index. décimale : PER Périodiques Résumé : Background:  Socially disadvantaged children with academic difficulties at school entry are at increased risk for poor health and psychosocial outcomes. Our objective is to test the possibility that participation in childcare – at the population level – could attenuate the gap in academic readiness and achievement between children with and without a social disadvantage (indexed by low levels of maternal education). Methods:  A cohort of infants born in the Canadian province of Quebec in 1997/1998 was selected through birth registries and followed annually until 7 years of age (n = 1,863). Children receiving formal childcare (i.e., center-based or non-relative out-of-home) were distinguished from those receiving informal childcare (i.e., relative or nanny). Measures from 4 standardized tests that assessed cognitive school readiness (Lollipop Test for School Readiness), receptive vocabulary (Peabody Picture Vocabulary Test Revised), mathematics (Number Knowledge Test), and reading performance (Kaufman Assessment Battery for children) were administered at 6 and 7 years. Results:  Children of mothers with low levels of education showed a consistent pattern of lower scores on academic readiness and achievement tests at 6 and 7 years than those of highly educated mothers, unless they received formal childcare. Specifically, among children of mothers with low levels of education, those who received formal childcare obtained higher school readiness (d = 0.87), receptive vocabulary (d = 0.36), reading(d = 0.48) and math achievement scores (d = 0.38; although not significant at 5%) in comparison with those who were cared for by their parents. Childcare participation was not associated with cognitive outcomes among children of mothers with higher levels of education. Conclusions:  Public investments in early childcare are increasing in many countries with the intention of reducing cognitive inequalities between disadvantaged and advantaged children. Our findings provide further evidence suggesting that formal childcare could represent a preventative means of attenuating effects of disadvantage on children’s early academic trajectory. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02316.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Complex effects of dyslexia risk factors account for ADHD traits: evidence from two independent samples / Sara MASCHERETTI in Journal of Child Psychology and Psychiatry, 58-1 (January 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-1 (January 2017) . - p.75-82 Titre : Complex effects of dyslexia risk factors account for ADHD traits: evidence from two independent samples Type de document : Texte imprimé et/ou numérique Auteurs : Sara MASCHERETTI, Auteur ; Vittoria TREZZI, Auteur ; Roberto GIORDA, Auteur ; Michel BOIVIN, Auteur ; Vickie PLOURDE, Auteur ; Frank VITARO, Auteur ; Mara BRENDGEN, Auteur ; Ginette DIONNE, Auteur ; Cecilia MARINO, Auteur Article en page(s) : p.75-82 Langues : Anglais (eng) Mots-clés : Developmental dyslexia  attention deficit/hyperactivity disorder  association study  gene-by-environment interaction  gene-by-gene interaction  pleiotropy Index. décimale : PER Périodiques Résumé : Background Developmental dyslexia (DD) and attention deficit/hyperactivity disorder (ADHD) are among the most common neurodevelopmental disorders, whose etiology involves multiple risk factors. DD and ADHD co-occur in the same individuals much more often than would be expected by chance. Several studies have found significant bivariate heritability, and specific genes associated with either DD or ADHD have been investigated for association in the other disorder. Moreover, there are likely to be gene-by-gene and gene-by-environment interaction effects (G × G and G × E, respectively) underlying the comorbidity between DD and ADHD. We investigated the pleiotropic effects of 19 SNPs spanning five DD genes (DYX1C1, DCDC2, KIAA0319, ROBO1, and GRIN2B) and seven DD environmental factors (smoke, miscarriage, birth weight, breastfeeding, parental age, socioeconomic status, and parental education) for main, either (a) genetic or (b) environmental, (c) G × G, and (d) G × E upon inattention and hyperactivity/impulsivity. We then attempted replication of these findings in an independent twin cohort. Methods Marker-trait association was analyzed by implementing the Quantitative Transmission Disequilibrium Test (QTDT). Environmental associations were tested by partial correlations. G × G were investigated by a general linear model equation and a family-based association test. G × E were analyzed through a general test for G × E in sib pair-based association analysis of quantitative traits. Results DCDC2-rs793862 was associated with hyperactivity/impulsivity via G × G (KIAA0319) and G × E (miscarriage). Smoke was significantly correlated with hyperactivity/impulsivity. We replicated the DCDC2 × KIAA0319 interaction upon hyperactivity/impulsivity in the twin cohort. Conclusions En ligne : http://dx.doi.org/10.1111/jcpp.12612 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 [article] Complex effects of dyslexia risk factors account for ADHD traits: evidence from two independent samples [Texte imprimé et/ou numérique] / Sara MASCHERETTI, Auteur ; Vittoria TREZZI, Auteur ; Roberto GIORDA, Auteur ; Michel BOIVIN, Auteur ; Vickie PLOURDE, Auteur ; Frank VITARO, Auteur ; Mara BRENDGEN, Auteur ; Ginette DIONNE, Auteur ; Cecilia MARINO, Auteur . - p.75-82. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-1 (January 2017) . - p.75-82 Mots-clés : Developmental dyslexia  attention deficit/hyperactivity disorder  association study  gene-by-environment interaction  gene-by-gene interaction  pleiotropy Index. décimale : PER Périodiques Résumé : Background Developmental dyslexia (DD) and attention deficit/hyperactivity disorder (ADHD) are among the most common neurodevelopmental disorders, whose etiology involves multiple risk factors. DD and ADHD co-occur in the same individuals much more often than would be expected by chance. Several studies have found significant bivariate heritability, and specific genes associated with either DD or ADHD have been investigated for association in the other disorder. Moreover, there are likely to be gene-by-gene and gene-by-environment interaction effects (G × G and G × E, respectively) underlying the comorbidity between DD and ADHD. We investigated the pleiotropic effects of 19 SNPs spanning five DD genes (DYX1C1, DCDC2, KIAA0319, ROBO1, and GRIN2B) and seven DD environmental factors (smoke, miscarriage, birth weight, breastfeeding, parental age, socioeconomic status, and parental education) for main, either (a) genetic or (b) environmental, (c) G × G, and (d) G × E upon inattention and hyperactivity/impulsivity. We then attempted replication of these findings in an independent twin cohort. Methods Marker-trait association was analyzed by implementing the Quantitative Transmission Disequilibrium Test (QTDT). Environmental associations were tested by partial correlations. G × G were investigated by a general linear model equation and a family-based association test. G × E were analyzed through a general test for G × E in sib pair-based association analysis of quantitative traits. Results DCDC2-rs793862 was associated with hyperactivity/impulsivity via G × G (KIAA0319) and G × E (miscarriage). Smoke was significantly correlated with hyperactivity/impulsivity. We replicated the DCDC2 × KIAA0319 interaction upon hyperactivity/impulsivity in the twin cohort. Conclusions En ligne : http://dx.doi.org/10.1111/jcpp.12612 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298

Concurrent and prospective associations between family socioeconomic status, social support and salivary diurnal and hair cortisol in adolescence / Mara BRENDGEN ; Sonia LUPIEN ; Ginette DIONNE ; Frank VITARO ; Michel BOIVIN ; Isabelle OUELLET-MORIN in Journal of Child Psychology and Psychiatry, 65-3 (March 2023)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 65-3 (March 2023) . - p.298-307 Titre : Concurrent and prospective associations between family socioeconomic status, social support and salivary diurnal and hair cortisol in adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Mara BRENDGEN, Auteur ; Sonia LUPIEN, Auteur ; Ginette DIONNE, Auteur ; Frank VITARO, Auteur ; Michel BOIVIN, Auteur ; Isabelle OUELLET-MORIN, Auteur Article en page(s) : p.298-307 Index. décimale : PER Périodiques Résumé : Background Exposure to socioeconomic adversity is hypothesized to impact hypothalamic?pituitary?adrenal (HPA) axis activity and cortisol secretion, but existing evidence is inconsistent. Yet, few studies have investigated this association using a developmental approach that considers potential protective contextual factors. This study examined the role of stability and changes in family socioeconomic status (SES) in the prediction of multiple cortisol indicators and tested whether social support moderated these associations. Methods Participants were part of a population-based sample of twin pairs recruited at birth. Family SES was assessed in early childhood (ages 0?5) and mid-adolescence (age 14). Social support was assessed at ages 14 and 19. Diurnal cortisol (n?=?569) was measured at age 14 at awakening, 30?min later, in the afternoon and evening over four non-consecutive days. Hair cortisol concentration (HCC, n?=?704) was measured at age 19. All data were collected before the pandemic and multilevel regression models were conducted to account for the nested data structure. Results Youth exposed to lower family SES levels in childhood and mid-adolescence had a flatter diurnal slope and higher HCC compared with those who experienced upward socioeconomic mobility in mid-adolescence. Contrastingly, mid-adolescence SES showed no association with the diurnal slope or HCC for youth from higher-SES households in early childhood. Moreover, youth raised in higher-SES families in early childhood had a higher CAR in mid-adolescence if they reported greater social support in mid-adolescence. Social support also moderated the SES-cortisol association in mid-adolescence, with higher-SES youth showing higher awakening cortisol secretion when reporting more social support. Conclusions Our findings support the hypothesis that early socioeconomic adversity sensitizes HPA axis activity to later socioeconomic disadvantage, which may bear consequences for socioemotional and behavioral functioning. En ligne : https://doi.org/10.1111/jcpp.13893 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] Concurrent and prospective associations between family socioeconomic status, social support and salivary diurnal and hair cortisol in adolescence [Texte imprimé et/ou numérique] / Mara BRENDGEN, Auteur ; Sonia LUPIEN, Auteur ; Ginette DIONNE, Auteur ; Frank VITARO, Auteur ; Michel BOIVIN, Auteur ; Isabelle OUELLET-MORIN, Auteur . - p.298-307. in Journal of Child Psychology and Psychiatry > 65-3 (March 2023) . - p.298-307 Index. décimale : PER Périodiques Résumé : Background Exposure to socioeconomic adversity is hypothesized to impact hypothalamic?pituitary?adrenal (HPA) axis activity and cortisol secretion, but existing evidence is inconsistent. Yet, few studies have investigated this association using a developmental approach that considers potential protective contextual factors. This study examined the role of stability and changes in family socioeconomic status (SES) in the prediction of multiple cortisol indicators and tested whether social support moderated these associations. Methods Participants were part of a population-based sample of twin pairs recruited at birth. Family SES was assessed in early childhood (ages 0?5) and mid-adolescence (age 14). Social support was assessed at ages 14 and 19. Diurnal cortisol (n?=?569) was measured at age 14 at awakening, 30?min later, in the afternoon and evening over four non-consecutive days. Hair cortisol concentration (HCC, n?=?704) was measured at age 19. All data were collected before the pandemic and multilevel regression models were conducted to account for the nested data structure. Results Youth exposed to lower family SES levels in childhood and mid-adolescence had a flatter diurnal slope and higher HCC compared with those who experienced upward socioeconomic mobility in mid-adolescence. Contrastingly, mid-adolescence SES showed no association with the diurnal slope or HCC for youth from higher-SES households in early childhood. Moreover, youth raised in higher-SES families in early childhood had a higher CAR in mid-adolescence if they reported greater social support in mid-adolescence. Social support also moderated the SES-cortisol association in mid-adolescence, with higher-SES youth showing higher awakening cortisol secretion when reporting more social support. Conclusions Our findings support the hypothesis that early socioeconomic adversity sensitizes HPA axis activity to later socioeconomic disadvantage, which may bear consequences for socioemotional and behavioral functioning. En ligne : https://doi.org/10.1111/jcpp.13893 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

Contribution of genes and environment to the longitudinal association between childhood impulsive-aggression and suicidality in adolescence / Massimiliano ORRI in Journal of Child Psychology and Psychiatry, 61-6 (June 2020)  

Permalink

Cybervictimization in adolescence and its association with subsequent suicidal ideation/attempt beyond face-to-face victimization: a longitudinal population-based study / Léa C. PERRET in Journal of Child Psychology and Psychiatry, 61-8 (August 2020)  

Permalink

Depression and anxiety symptoms: onset, developmental course and risk factors during early childhood / Sylvana M. CÔTÉ in Journal of Child Psychology and Psychiatry, 50-10 (October 2009)  

Permalink

Developmental profiles of childhood attention-deficit/hyperactivity disorder and irritability: association with adolescent mental health, functional impairment, and suicidal outcomes / Cédric GALERA in Journal of Child Psychology and Psychiatry, 62-2 (February 2021)  

Permalink

Disregard for rules: the early development and predictors of a specific dimension of disruptive behavior disorders / Amélie PETITCLERC in Journal of Child Psychology and Psychiatry, 50-12 (December 2009)  

Permalink

Distinct trajectories of separation anxiety in the preschool years: persistence at school entry and early-life associated factors / Marco BATTAGLIA in Journal of Child Psychology and Psychiatry, 57-1 (January 2016)  

Permalink

Diurnal cortisol secretion at home and in child care: a prospective study of 2-year-old toddlers / Isabelle OUELLET-MORIN in Journal of Child Psychology and Psychiatry, 51-3 (March 2010)  

Permalink

Early childhood child care and disruptive behavior problems during adolescence: a 17-year population-based propensity score study / M. ORRI in Journal of Child Psychology and Psychiatry, 60-11 (November 2019)  

Permalink

Early warm-rewarding parenting moderates the genetic contributions to callous-unemotional traits in childhood / J. HENRY in Journal of Child Psychology and Psychiatry, 59-12 (December 2018)  

Permalink

Evidence of gene–environment correlation for peer difficulties: Disruptive behaviors predict early peer relation difficulties in school through genetic effects / Michel BOIVIN in Development and Psychopathology, 25-1 (February 2013)  

Permalink

---

1 2 (1 - 15 / 27) Par page : 25 Tout afficher