Adolescent cannabis use, change in neurocognitive function, and high-school graduation: A longitudinal study from early adolescence to young adulthood / Natalie CASTELLANOS-RYAN in Development and Psychopathology, 29-4 (October 2017)  

Public ISBD [article]  inDevelopment and Psychopathology > 29-4 (October 2017) . - p.1253-1266 Titre : Adolescent cannabis use, change in neurocognitive function, and high-school graduation: A longitudinal study from early adolescence to young adulthood Type de document : Texte imprimé et/ou numérique Auteurs : Natalie CASTELLANOS-RYAN, Auteur ; Jean-Baptiste PINGAULT, Auteur ; Sophie PARENT, Auteur ; Frank VITARO, Auteur ; Richard E. TREMBLAY, Auteur ; Jean R. SEGUIN, Auteur Article en page(s) : p.1253-1266 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract The main objective of this prospective longitudinal study was to investigate bidirectional associations between adolescent cannabis use (CU) and neurocognitive performance in a community sample of 294 young men from ages 13 to 20 years. The results showed that in early adolescence, and prior to initiation to CU, poor short-term and working memory, but high verbal IQ, were associated with earlier age of onset of CU. In turn, age of CU onset and CU frequency across adolescence were associated with (a) specific neurocognitive decline in verbal IQ and executive function tasks tapping trial and error learning and reward processing by early adulthood and (b) lower rates of high-school graduation. The association between CU onset and change in neurocognitive function, however, was found to be accounted for by CU frequency. Whereas the link between CU frequency across adolescence and change in verbal IQ was explained (mediated) by high school graduation, the link between CU frequency and tasks tapping trial and error learning were independent from high school graduation, concurrent cannabis and other substance use, adolescent alcohol use, and externalizing behaviors. Findings support prevention efforts aimed at delaying onset and reducing frequency of CU. En ligne : http://dx.doi.org/10.1017/s0954579416001280 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=312 [article] Adolescent cannabis use, change in neurocognitive function, and high-school graduation: A longitudinal study from early adolescence to young adulthood [Texte imprimé et/ou numérique] / Natalie CASTELLANOS-RYAN, Auteur ; Jean-Baptiste PINGAULT, Auteur ; Sophie PARENT, Auteur ; Frank VITARO, Auteur ; Richard E. TREMBLAY, Auteur ; Jean R. SEGUIN, Auteur . - p.1253-1266. Langues : Anglais (eng) in Development and Psychopathology > 29-4 (October 2017) . - p.1253-1266 Index. décimale : PER Périodiques Résumé : Abstract The main objective of this prospective longitudinal study was to investigate bidirectional associations between adolescent cannabis use (CU) and neurocognitive performance in a community sample of 294 young men from ages 13 to 20 years. The results showed that in early adolescence, and prior to initiation to CU, poor short-term and working memory, but high verbal IQ, were associated with earlier age of onset of CU. In turn, age of CU onset and CU frequency across adolescence were associated with (a) specific neurocognitive decline in verbal IQ and executive function tasks tapping trial and error learning and reward processing by early adulthood and (b) lower rates of high-school graduation. The association between CU onset and change in neurocognitive function, however, was found to be accounted for by CU frequency. Whereas the link between CU frequency across adolescence and change in verbal IQ was explained (mediated) by high school graduation, the link between CU frequency and tasks tapping trial and error learning were independent from high school graduation, concurrent cannabis and other substance use, adolescent alcohol use, and externalizing behaviors. Findings support prevention efforts aimed at delaying onset and reducing frequency of CU. En ligne : http://dx.doi.org/10.1017/s0954579416001280 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=312

Behaviors in kindergarten are associated with trajectories of long-term welfare receipt: A 30-year population-based study / Francis VERGUNST in Development and Psychopathology, 35-1 (February 2023)  

Public ISBD [article]  inDevelopment and Psychopathology > 35-1 (February 2023) . - p.119-129 Titre : Behaviors in kindergarten are associated with trajectories of long-term welfare receipt: A 30-year population-based study Type de document : Texte imprimé et/ou numérique Auteurs : Francis VERGUNST, Auteur ; Richard E. TREMBLAY, Auteur ; Frank VITARO, Auteur ; Daniel NAGIN, Auteur ; Jungwee PARK, Auteur ; Yann ALGAN, Auteur ; Elizabeth BEASLEY, Auteur ; Sylvana M. CÔTÉ, Auteur Article en page(s) : p.119-129 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examines the link between behavior in kindergarten and adult-life welfare receipt. Teacher-rated behavioral assessments were obtained for inattention, hyperactivity, aggression-opposition, anxiety, and prosociality when children (n=2960) were aged 5-6 years and linked to their tax return records from age 18-35 years. We used group-based based trajectory modeling to identify distinct trajectories of welfare receipt and multinomial logistic regression models to examine the association between behaviors and trajectory group membership. The child's sex, IQ, and family background were adjusted for. Four trajectories of welfare receipt were identified: low (n = 2,390, 80.7%), declining (n = 260, 8.8%), rising (n = 150, 5.2%), and chronic (n = 160, 5.4%). Relative to the low trajectory, inattention and aggression-opposition at age 6 years were associated with increased risk of following a declining, rising, and chronic trajectory of welfare receipt, independent of hyperactivity and anxiety. Prosocial behaviors were independently associated with a lower risk of following a chronic trajectory. This study shows that kindergarten children exhibiting high inattention and aggression-opposition and low prosocial behaviors may be at increased risk of long-term welfare receipt in adulthood. The implications for early screening, monitoring, and prevention are discussed. En ligne : https://doi.org/10.1017/S095457942100047X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 [article] Behaviors in kindergarten are associated with trajectories of long-term welfare receipt: A 30-year population-based study [Texte imprimé et/ou numérique] / Francis VERGUNST, Auteur ; Richard E. TREMBLAY, Auteur ; Frank VITARO, Auteur ; Daniel NAGIN, Auteur ; Jungwee PARK, Auteur ; Yann ALGAN, Auteur ; Elizabeth BEASLEY, Auteur ; Sylvana M. CÔTÉ, Auteur . - p.119-129. Langues : Anglais (eng) in Development and Psychopathology > 35-1 (February 2023) . - p.119-129 Index. décimale : PER Périodiques Résumé : This study examines the link between behavior in kindergarten and adult-life welfare receipt. Teacher-rated behavioral assessments were obtained for inattention, hyperactivity, aggression-opposition, anxiety, and prosociality when children (n=2960) were aged 5-6 years and linked to their tax return records from age 18-35 years. We used group-based based trajectory modeling to identify distinct trajectories of welfare receipt and multinomial logistic regression models to examine the association between behaviors and trajectory group membership. The child's sex, IQ, and family background were adjusted for. Four trajectories of welfare receipt were identified: low (n = 2,390, 80.7%), declining (n = 260, 8.8%), rising (n = 150, 5.2%), and chronic (n = 160, 5.4%). Relative to the low trajectory, inattention and aggression-opposition at age 6 years were associated with increased risk of following a declining, rising, and chronic trajectory of welfare receipt, independent of hyperactivity and anxiety. Prosocial behaviors were independently associated with a lower risk of following a chronic trajectory. This study shows that kindergarten children exhibiting high inattention and aggression-opposition and low prosocial behaviors may be at increased risk of long-term welfare receipt in adulthood. The implications for early screening, monitoring, and prevention are discussed. En ligne : https://doi.org/10.1017/S095457942100047X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499

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

Child-care quality moderates the association between maternal depression and children's behavioural outcome / Justine CHARROIS in Journal of Child Psychology and Psychiatry, 58-11 (November 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-11 (November 2017) . - p.1210-1218 Titre : Child-care quality moderates the association between maternal depression and children's behavioural outcome Type de document : Texte imprimé et/ou numérique Auteurs : Justine CHARROIS, Auteur ; Sylvana M. CÔTÉ, Auteur ; Christa JAPEL, Auteur ; Jean R. SEGUIN, Auteur ; Stéphane PAQUIN, Auteur ; Richard E. TREMBLAY, Auteur ; Catherine M. HERBA, Auteur Article en page(s) : p.1210-1218 Langues : Anglais (eng) Mots-clés : Behaviour problems  child care  maternal depression  longitudinal study Index. décimale : PER Périodiques Résumé : Background Maternal depression is a risk factor for adverse outcomes in the child, including emotional and behavioural difficulties. There is evidence that child care attendance during the preschool years may moderate associations between familial risk factors and child outcome. However, the possibility that high-quality child care provides protection for children exposed to maternal depression or that low-quality child care provides additional risk has not been investigated. We study whether child-care quality moderates the association between probable history of maternal depression (PMD) and child behavioural and emotional outcomes over the preschool period. Methods Within a longitudinal study, we examined PMD (no depression; clinical PMD before the child's birth; subclinical PMD from 0 to 5 years; clinical PMD from 0 to 5 years), child-care quality and child emotional and behavioural difficulties at the ages of 2, 3 and 4 years. Child-care quality was evaluated in settings, and trajectories were calculated to reflect (a) global quality and (b) two quality subfactors: ‘Teaching and interactions’ and ‘Provision for learning’. Data were analysed for 264 families. Results Significant interactions emerged between clinical PMD and global quality of child care for children's externalising behaviour (b = ?.185, p = .008), more specifically hyperactivity/inattention (b = ?.237, p = .002). In the context of clinical PMD, children attending high-quality child care presented fewer difficulties than those attending a low-quality care. Child-care quality was not associated with outcomes for children whose mothers did not report a PMD or a PMD before their birth. Conclusions In the context of PMD, high-quality child care was associated with fewer behavioural problems and may thus constitute a protective factor. En ligne : http://dx.doi.org/10.1111/jcpp.12764 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=326 [article] Child-care quality moderates the association between maternal depression and children's behavioural outcome [Texte imprimé et/ou numérique] / Justine CHARROIS, Auteur ; Sylvana M. CÔTÉ, Auteur ; Christa JAPEL, Auteur ; Jean R. SEGUIN, Auteur ; Stéphane PAQUIN, Auteur ; Richard E. TREMBLAY, Auteur ; Catherine M. HERBA, Auteur . - p.1210-1218. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-11 (November 2017) . - p.1210-1218 Mots-clés : Behaviour problems  child care  maternal depression  longitudinal study Index. décimale : PER Périodiques Résumé : Background Maternal depression is a risk factor for adverse outcomes in the child, including emotional and behavioural difficulties. There is evidence that child care attendance during the preschool years may moderate associations between familial risk factors and child outcome. However, the possibility that high-quality child care provides protection for children exposed to maternal depression or that low-quality child care provides additional risk has not been investigated. We study whether child-care quality moderates the association between probable history of maternal depression (PMD) and child behavioural and emotional outcomes over the preschool period. Methods Within a longitudinal study, we examined PMD (no depression; clinical PMD before the child's birth; subclinical PMD from 0 to 5 years; clinical PMD from 0 to 5 years), child-care quality and child emotional and behavioural difficulties at the ages of 2, 3 and 4 years. Child-care quality was evaluated in settings, and trajectories were calculated to reflect (a) global quality and (b) two quality subfactors: ‘Teaching and interactions’ and ‘Provision for learning’. Data were analysed for 264 families. Results Significant interactions emerged between clinical PMD and global quality of child care for children's externalising behaviour (b = ?.185, p = .008), more specifically hyperactivity/inattention (b = ?.237, p = .002). In the context of clinical PMD, children attending high-quality child care presented fewer difficulties than those attending a low-quality care. Child-care quality was not associated with outcomes for children whose mothers did not report a PMD or a PMD before their birth. Conclusions In the context of PMD, high-quality child care was associated with fewer behavioural problems and may thus constitute a protective factor. En ligne : http://dx.doi.org/10.1111/jcpp.12764 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=326

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

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)  

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Development of male proactive and reactive physical aggression during adolescence / Edward D. BARKER in Journal of Child Psychology and Psychiatry, 47-8 (August 2006)  

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Developmental association of prosocial behaviour with aggression, anxiety and depression from infancy to preadolescence / Amélie NANTEL-VIVIER in Journal of Child Psychology and Psychiatry, 55-10 (October 2014)  

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Developmental origins of disruptive behaviour problems: the 'original sin'hypothesis, epigenetics and their consequences for prevention / Richard E. TREMBLAY in Journal of Child Psychology and Psychiatry, 51-4 (April 2010)  

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Different neurocognitive functions regulating physical aggression and hyperactivity in early childhood / Jean R. SEGUIN in Journal of Child Psychology and Psychiatry, 50-6 (June 2009)  

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Differential susceptibility to environmental influences: Interactions between child temperament and parenting in adolescent alcohol use / Charlie RIOUX in Development and Psychopathology, 28-1 (February 2016)  

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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)  

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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)  

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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)  

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Effects of juvenile court exposure on crime in young adulthood / Amélie PETITCLERC in Journal of Child Psychology and Psychiatry, 54-3 (March 2013)  

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