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Mention de date : November 2014
Paru le : 01/11/2014 |
[n° ou bulletin]
[n° ou bulletin]
55-11 - November 2014 [Texte imprimé et/ou numérique] . - 2014. Langues : Anglais (eng)
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Code-barres | Cote | Support | Localisation | Section | Disponibilité |
---|---|---|---|---|---|
PER0001309 | PER JCP | Périodique | Centre d'Information et de Documentation du CRA Rhône-Alpes | PER - Périodiques | Exclu du prêt |
Dépouillements


Editorial: Trials and tribulations in child psychology and psychiatry: what is needed for evidence-based practice / Argyris STRINGARIS in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
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Titre : Editorial: Trials and tribulations in child psychology and psychiatry: what is needed for evidence-based practice Type de document : Texte imprimé et/ou numérique Auteurs : Argyris STRINGARIS, Auteur Article en page(s) : p.1185-1186 Langues : Anglais (eng) Mots-clés : Clinical trials child and adolescent psychiatry Index. décimale : PER Périodiques Résumé : If your child had leukaemia you would be distraught. Yet, there would also be hope. Most children with a diagnosis of leukaemia start their treatment as part of ongoing trials. The clinical teams looking after such children are motivated, knowledgeable and work in centres that specialise in the treatment of this lethal illness. The results speak for themselves. Not only have the trials helped oncologists learn more about which treatments work best. For years we have known that those who enter trials do better than those patients with similar characteristics who don't. We have recently also learnt that trials improve survival rates in those cancers population wide: the annual reduction between 1978–2005 in risk of death from childhood cancers ranged from 2.7% to 12.0%. This cancer trial culture is a splendid example of British health care delivery. What is happening in child psychiatry, though? If your child had, say, depression you would have every reason to be distraught too. The mortality rate is higher than in the general population and the burden of disease in the long run heavier than that of cardiovascular illness or cancer. Yet, your child would not have access to a trial. Instead, you would probably struggle to have your child's depression recognised in the first place. The care you would get would be determined by extreme regional variations and by what resources are available to local services and often the ideology or preferences of practitioners. En ligne : http://dx.doi.org/10.1111/jcpp.12343 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1185-1186[article] Editorial: Trials and tribulations in child psychology and psychiatry: what is needed for evidence-based practice [Texte imprimé et/ou numérique] / Argyris STRINGARIS, Auteur . - p.1185-1186.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1185-1186
Mots-clés : Clinical trials child and adolescent psychiatry Index. décimale : PER Périodiques Résumé : If your child had leukaemia you would be distraught. Yet, there would also be hope. Most children with a diagnosis of leukaemia start their treatment as part of ongoing trials. The clinical teams looking after such children are motivated, knowledgeable and work in centres that specialise in the treatment of this lethal illness. The results speak for themselves. Not only have the trials helped oncologists learn more about which treatments work best. For years we have known that those who enter trials do better than those patients with similar characteristics who don't. We have recently also learnt that trials improve survival rates in those cancers population wide: the annual reduction between 1978–2005 in risk of death from childhood cancers ranged from 2.7% to 12.0%. This cancer trial culture is a splendid example of British health care delivery. What is happening in child psychiatry, though? If your child had, say, depression you would have every reason to be distraught too. The mortality rate is higher than in the general population and the burden of disease in the long run heavier than that of cardiovascular illness or cancer. Yet, your child would not have access to a trial. Instead, you would probably struggle to have your child's depression recognised in the first place. The care you would get would be determined by extreme regional variations and by what resources are available to local services and often the ideology or preferences of practitioners. En ligne : http://dx.doi.org/10.1111/jcpp.12343 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 Practitioner Review: Engaging fathers – recommendations for a game change in parenting interventions based on a systematic review of the global evidence / Catherine PANTER-BRICK in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
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Titre : Practitioner Review: Engaging fathers – recommendations for a game change in parenting interventions based on a systematic review of the global evidence Type de document : Texte imprimé et/ou numérique Auteurs : Catherine PANTER-BRICK, Auteur ; Adrienne BURGESS, Auteur ; Mark EGGERMAN, Auteur ; Fiona MCALLISTER, Auteur ; Kyle PRUETT, Auteur ; James F. LECKMAN, Auteur Article en page(s) : p.1187-1212 Langues : Anglais (eng) Mots-clés : Research design coparent father involvement child development violence prevention family Index. décimale : PER Périodiques Résumé : Background Despite robust evidence of fathers’ impact on children and mothers, engaging with fathers is one of the least well-explored and articulated aspects of parenting interventions. It is therefore critical to evaluate implicit and explicit biases manifested in current approaches to research, intervention, and policy. Methods We conducted a systematic database and a thematic hand search of the global literature on parenting interventions. Studies were selected from Medline, Psychinfo, SSCI, and Cochrane databases, and from gray literature on parenting programs, using multiple search terms for parent, father, intervention, and evaluation. We tabulated single programs and undertook systematic quality coding to review the evidence base in terms of the scope and nature of data reporting. Results After screening 786 nonduplicate records, we identified 199 publications that presented evidence on father participation and impact in parenting interventions. With some notable exceptions, few interventions disaggregate ‘father’ or ‘couple’ effects in their evaluation, being mostly driven by a focus on the mother–child dyad. We identified seven key barriers to engaging fathers in parenting programs, pertaining to cultural, institutional, professional, operational, content, resource, and policy considerations in their design and delivery. Conclusions Barriers to engaging men as parents work against father inclusion as well as father retention, and undervalue coparenting as contrasted with mothering. Robust evaluations of father participation and father impact on child or family outcomes are stymied by the ways in which parenting interventions are currently designed, delivered, and evaluated. Three key priorities are to engage fathers and coparenting couples successfully, to disaggregate process and impact data by fathers, mothers, and coparents, and to pay greater attention to issues of reach, sustainability, cost, equity, and scale-up. Clarity of purpose with respect to gender-differentiated and coparenting issues in the design, delivery, and evaluation of parenting programs will constitute a game change in this field. En ligne : http://dx.doi.org/10.1111/jcpp.12280 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1187-1212[article] Practitioner Review: Engaging fathers – recommendations for a game change in parenting interventions based on a systematic review of the global evidence [Texte imprimé et/ou numérique] / Catherine PANTER-BRICK, Auteur ; Adrienne BURGESS, Auteur ; Mark EGGERMAN, Auteur ; Fiona MCALLISTER, Auteur ; Kyle PRUETT, Auteur ; James F. LECKMAN, Auteur . - p.1187-1212.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1187-1212
Mots-clés : Research design coparent father involvement child development violence prevention family Index. décimale : PER Périodiques Résumé : Background Despite robust evidence of fathers’ impact on children and mothers, engaging with fathers is one of the least well-explored and articulated aspects of parenting interventions. It is therefore critical to evaluate implicit and explicit biases manifested in current approaches to research, intervention, and policy. Methods We conducted a systematic database and a thematic hand search of the global literature on parenting interventions. Studies were selected from Medline, Psychinfo, SSCI, and Cochrane databases, and from gray literature on parenting programs, using multiple search terms for parent, father, intervention, and evaluation. We tabulated single programs and undertook systematic quality coding to review the evidence base in terms of the scope and nature of data reporting. Results After screening 786 nonduplicate records, we identified 199 publications that presented evidence on father participation and impact in parenting interventions. With some notable exceptions, few interventions disaggregate ‘father’ or ‘couple’ effects in their evaluation, being mostly driven by a focus on the mother–child dyad. We identified seven key barriers to engaging fathers in parenting programs, pertaining to cultural, institutional, professional, operational, content, resource, and policy considerations in their design and delivery. Conclusions Barriers to engaging men as parents work against father inclusion as well as father retention, and undervalue coparenting as contrasted with mothering. Robust evaluations of father participation and father impact on child or family outcomes are stymied by the ways in which parenting interventions are currently designed, delivered, and evaluated. Three key priorities are to engage fathers and coparenting couples successfully, to disaggregate process and impact data by fathers, mothers, and coparents, and to pay greater attention to issues of reach, sustainability, cost, equity, and scale-up. Clarity of purpose with respect to gender-differentiated and coparenting issues in the design, delivery, and evaluation of parenting programs will constitute a game change in this field. En ligne : http://dx.doi.org/10.1111/jcpp.12280 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 Commentary: Getting fathers into parenting programmes – a reflection on Panter-Brick et al. (2014) / Paul RAMCHANDANI in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
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[article]
Titre : Commentary: Getting fathers into parenting programmes – a reflection on Panter-Brick et al. (2014) Type de document : Texte imprimé et/ou numérique Auteurs : Paul RAMCHANDANI, Auteur ; Jane ILES, Auteur Article en page(s) : p.1213-1214 Langues : Anglais (eng) Mots-clés : Parenting programmes fathers clinical practice implementation Index. décimale : PER Périodiques Résumé : Research, policy and clinical practice focussed on engaging and working with fathers and their children often seems to oscillate between extremes. Where policy documents relating to children's health and wellbeing do include fathers it is often in a restricted way, and similarly discussions about the role of fathers in the media are often one-dimensional. It is sometimes hard to escape a feeling of despondency at the continuing exchanges, too often made ignoring or misinterpreting years of research regarding the importance of co-parenting and the involvement of fathers and other carers. One of the great contributions of child and adolescent mental health professionals has been the drawing of attention to the importance of family processes and systemic thinking, yet in relation to parenting, this seems to have been increasingly overlooked in recent years with an increased focus on attachment or social learning inspired approaches for a single parent–child dyad. In this issue of the JCPP, in a thorough and timely review, Catherine Panter-Brick and colleagues call for a clear change to the way parenting programmes are considered, studied and implemented. In this commentary, we reflect on this call and look at three challenges for CAMHS professionals. En ligne : http://dx.doi.org/10.1111/jcpp.12321 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1213-1214[article] Commentary: Getting fathers into parenting programmes – a reflection on Panter-Brick et al. (2014) [Texte imprimé et/ou numérique] / Paul RAMCHANDANI, Auteur ; Jane ILES, Auteur . - p.1213-1214.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1213-1214
Mots-clés : Parenting programmes fathers clinical practice implementation Index. décimale : PER Périodiques Résumé : Research, policy and clinical practice focussed on engaging and working with fathers and their children often seems to oscillate between extremes. Where policy documents relating to children's health and wellbeing do include fathers it is often in a restricted way, and similarly discussions about the role of fathers in the media are often one-dimensional. It is sometimes hard to escape a feeling of despondency at the continuing exchanges, too often made ignoring or misinterpreting years of research regarding the importance of co-parenting and the involvement of fathers and other carers. One of the great contributions of child and adolescent mental health professionals has been the drawing of attention to the importance of family processes and systemic thinking, yet in relation to parenting, this seems to have been increasingly overlooked in recent years with an increased focus on attachment or social learning inspired approaches for a single parent–child dyad. In this issue of the JCPP, in a thorough and timely review, Catherine Panter-Brick and colleagues call for a clear change to the way parenting programmes are considered, studied and implemented. In this commentary, we reflect on this call and look at three challenges for CAMHS professionals. En ligne : http://dx.doi.org/10.1111/jcpp.12321 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 Editorial Perspective: Laying the foundations for next generation models of ADHD neuropsychology / Edmund J. S. SONUGA-BARKE in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
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Titre : Editorial Perspective: Laying the foundations for next generation models of ADHD neuropsychology Type de document : Texte imprimé et/ou numérique Auteurs : Edmund J. S. SONUGA-BARKE, Auteur ; David COGHILL, Auteur Article en page(s) : p.1215-1217 Langues : Anglais (eng) Mots-clés : ADHD neuropsychology diagnostic markers developmental phenotypes treatment targets Index. décimale : PER Périodiques Résumé : The JCPP has just published a virtual issue focusing specifically on the journal's contribution to progress in the field of ADHD neuropsychology over last 30 years and its role in establishing the foundations of next generation ADHD neuropsychology models. The virtual issue is structured around six themes. Here we provide a précis of the issue summarizing these themes and illustrating each with a reference to an influential paper published over the last 5 years. En ligne : http://dx.doi.org/10.1111/jcpp.12341 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1215-1217[article] Editorial Perspective: Laying the foundations for next generation models of ADHD neuropsychology [Texte imprimé et/ou numérique] / Edmund J. S. SONUGA-BARKE, Auteur ; David COGHILL, Auteur . - p.1215-1217.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1215-1217
Mots-clés : ADHD neuropsychology diagnostic markers developmental phenotypes treatment targets Index. décimale : PER Périodiques Résumé : The JCPP has just published a virtual issue focusing specifically on the journal's contribution to progress in the field of ADHD neuropsychology over last 30 years and its role in establishing the foundations of next generation ADHD neuropsychology models. The virtual issue is structured around six themes. Here we provide a précis of the issue summarizing these themes and illustrating each with a reference to an influential paper published over the last 5 years. En ligne : http://dx.doi.org/10.1111/jcpp.12341 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD / Michelle DEAN in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
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Titre : The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD Type de document : Texte imprimé et/ou numérique Auteurs : Michelle DEAN, Auteur ; Connie KASARI, Auteur ; Wendy SHIH, Auteur ; Fred FRANKEL, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Felice ORLICH, Auteur ; Bryan KING, Auteur ; Robin HARWOOD, Auteur Article en page(s) : p.1218-1225 Langues : Anglais (eng) Mots-clés : Gender autism spectrum disorders inclusion schools peer relationships Index. décimale : PER Périodiques Résumé : Background This study examines the social relationships of elementary school children with high-functioning autism, focusing on how gender relates to social preferences and acceptance, social connections, reciprocal friendships, and rejection. Method Peer nomination data were analyzed for girls with and without ASD (n = 50) and boys with and without ASD (n = 50). Girls and boys with ASD were matched by age, gender, and IQ. Each child with ASD was matched by age and gender to a typically developing classmate. Results Consistent with typically developing populations, children with ASD preferred, were accepted by, and primarily socialized with same-gender friends. With fewer nominations and social relationships, girls and boys with ASD appear more socially similar to each other than to the same-gender control group. Additionally, girls and boys with ASD showed higher rates of social exclusion than their typically developing peers. However, boys with ASD were more overtly socially excluded compared to girls with ASD, who seemed to be overlooked, rather than rejected. Conclusions Our data suggest a number of interesting findings in the social relationships of children with ASD in schools. Like typically developing populations, children with ASD identify with their own gender when socializing and choosing friends. But given the social differences between genders, it is likely that girls with ASD are experiencing social challenges that are different from boys with ASD. Therefore, gender is an important environmental factor to consider when planning social skills interventions at school. En ligne : http://dx.doi.org/10.1111/jcpp.12242 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1218-1225[article] The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD [Texte imprimé et/ou numérique] / Michelle DEAN, Auteur ; Connie KASARI, Auteur ; Wendy SHIH, Auteur ; Fred FRANKEL, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Felice ORLICH, Auteur ; Bryan KING, Auteur ; Robin HARWOOD, Auteur . - p.1218-1225.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1218-1225
Mots-clés : Gender autism spectrum disorders inclusion schools peer relationships Index. décimale : PER Périodiques Résumé : Background This study examines the social relationships of elementary school children with high-functioning autism, focusing on how gender relates to social preferences and acceptance, social connections, reciprocal friendships, and rejection. Method Peer nomination data were analyzed for girls with and without ASD (n = 50) and boys with and without ASD (n = 50). Girls and boys with ASD were matched by age, gender, and IQ. Each child with ASD was matched by age and gender to a typically developing classmate. Results Consistent with typically developing populations, children with ASD preferred, were accepted by, and primarily socialized with same-gender friends. With fewer nominations and social relationships, girls and boys with ASD appear more socially similar to each other than to the same-gender control group. Additionally, girls and boys with ASD showed higher rates of social exclusion than their typically developing peers. However, boys with ASD were more overtly socially excluded compared to girls with ASD, who seemed to be overlooked, rather than rejected. Conclusions Our data suggest a number of interesting findings in the social relationships of children with ASD in schools. Like typically developing populations, children with ASD identify with their own gender when socializing and choosing friends. But given the social differences between genders, it is likely that girls with ASD are experiencing social challenges that are different from boys with ASD. Therefore, gender is an important environmental factor to consider when planning social skills interventions at school. En ligne : http://dx.doi.org/10.1111/jcpp.12242 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 Different clinical courses of children exposed to a single incident of psychological trauma: a 30-month prospective follow-up study / Soon-Beom HONG in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
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Titre : Different clinical courses of children exposed to a single incident of psychological trauma: a 30-month prospective follow-up study Type de document : Texte imprimé et/ou numérique Auteurs : Soon-Beom HONG, Auteur ; George J. YOUSSEF, Auteur ; Sook-Hyung SONG, Auteur ; Nam-Hee CHOI, Auteur ; Jeong RYU, Auteur ; Brett MCDERMOTT, Auteur ; Vanessa E. COBHAM, Auteur ; Subin PARK, Auteur ; Jae-Won KIM, Auteur ; Min-Sup SHIN, Auteur ; Hee-Jeong YOO, Auteur ; Soo-Churl CHO, Auteur ; Bung-Nyun KIM, Auteur Article en page(s) : p.1226-1233 Langues : Anglais (eng) Mots-clés : Children growth mixture modeling PTSD resilience Index. décimale : PER Périodiques Résumé : Background We investigated the distinct longitudinal trajectories of posttraumatic stress symptoms in a sample of 167 children, who witnessed death of two mothers of their schoolmates. Methods The cohort was followed-up at 2 days (T1), 2 months (T2), 6 months (T3), and 30 months (T4) after the traumatic event. The children's posttraumatic stress symptoms (T1–T4), depression (T1, T3 and T4), state anxiety (T1, T3 and T4), and quality of life (T4) were assessed, along with parental stress related to child rearing (T4). Different trajectory patterns of the children's posttraumatic stress symptoms were identified using growth mixture modeling (GMM). Results Four different patterns of symptom change were identified, which were consistent with the prototypical model, and were named Recovery (19.9%), Resilience (72.7%), Chronic Dysfunction (1.8%), and Delayed Reactions (5.6%). Significant differences were found in depression and anxiety scores, children's quality of life, and parental rearing stress according to the distinct longitudinal trajectories of posttraumatic stress symptoms. Conclusions The present study suggests that individual differences should be taken into account in the clinical course and outcome of children exposed to psychological trauma. The two most common trajectories were the Resilience and the Recovery types, together suggesting that over 90% of children were evidenced with a favorable 30-month outcome. The latent classes were associated with significant mean differences in depression and anxiety scores, supporting the clinical validity of the distinct trajectories. En ligne : http://dx.doi.org/10.1111/jcpp.12241 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1226-1233[article] Different clinical courses of children exposed to a single incident of psychological trauma: a 30-month prospective follow-up study [Texte imprimé et/ou numérique] / Soon-Beom HONG, Auteur ; George J. YOUSSEF, Auteur ; Sook-Hyung SONG, Auteur ; Nam-Hee CHOI, Auteur ; Jeong RYU, Auteur ; Brett MCDERMOTT, Auteur ; Vanessa E. COBHAM, Auteur ; Subin PARK, Auteur ; Jae-Won KIM, Auteur ; Min-Sup SHIN, Auteur ; Hee-Jeong YOO, Auteur ; Soo-Churl CHO, Auteur ; Bung-Nyun KIM, Auteur . - p.1226-1233.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1226-1233
Mots-clés : Children growth mixture modeling PTSD resilience Index. décimale : PER Périodiques Résumé : Background We investigated the distinct longitudinal trajectories of posttraumatic stress symptoms in a sample of 167 children, who witnessed death of two mothers of their schoolmates. Methods The cohort was followed-up at 2 days (T1), 2 months (T2), 6 months (T3), and 30 months (T4) after the traumatic event. The children's posttraumatic stress symptoms (T1–T4), depression (T1, T3 and T4), state anxiety (T1, T3 and T4), and quality of life (T4) were assessed, along with parental stress related to child rearing (T4). Different trajectory patterns of the children's posttraumatic stress symptoms were identified using growth mixture modeling (GMM). Results Four different patterns of symptom change were identified, which were consistent with the prototypical model, and were named Recovery (19.9%), Resilience (72.7%), Chronic Dysfunction (1.8%), and Delayed Reactions (5.6%). Significant differences were found in depression and anxiety scores, children's quality of life, and parental rearing stress according to the distinct longitudinal trajectories of posttraumatic stress symptoms. Conclusions The present study suggests that individual differences should be taken into account in the clinical course and outcome of children exposed to psychological trauma. The two most common trajectories were the Resilience and the Recovery types, together suggesting that over 90% of children were evidenced with a favorable 30-month outcome. The latent classes were associated with significant mean differences in depression and anxiety scores, supporting the clinical validity of the distinct trajectories. En ligne : http://dx.doi.org/10.1111/jcpp.12241 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 Reading and language intervention for children at risk of dyslexia: a randomised controlled trial / Fiona J. DUFF in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
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Titre : Reading and language intervention for children at risk of dyslexia: a randomised controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Fiona J. DUFF, Auteur ; Charles HULME, Auteur ; Katy GRAINGER, Auteur ; Samantha J. HARDWICK, Auteur ; Jeremy N. V. MILES, Auteur ; Margaret J. SNOWLING, Auteur Article en page(s) : p.1234-1243 Langues : Anglais (eng) Mots-clés : Dyslexia specific language impairment reading intervention RCT design Index. décimale : PER Périodiques Résumé : Background Intervention studies for children at risk of dyslexia have typically been delivered preschool, and show short-term effects on letter knowledge and phoneme awareness, with little transfer to literacy. Methods This randomised controlled trial evaluated the effectiveness of a reading and language intervention for 6-year-old children identified by research criteria as being at risk of dyslexia (n = 56), and their school-identified peers (n = 89). An Experimental group received two 9-week blocks of daily intervention delivered by trained teaching assistants; the Control group received 9 weeks of typical classroom instruction, followed by 9 weeks of intervention. Results Following mixed effects regression models and path analyses, small-to-moderate effects were shown on letter knowledge, phoneme awareness and taught vocabulary. However, these were fragile and short lived, and there was no reliable effect on the primary outcome of word-level reading. Conclusions This new intervention was theoretically motivated and based on previous successful interventions, yet failed to show reliable effects on language and literacy measures following a rigorous evaluation. We suggest that the intervention may have been too short to yield improvements in oral language; and that literacy instruction in and beyond the classroom may have weakened training effects. We argue that reporting of null results makes an important contribution in terms of raising standards both of trial reporting and educational practice. En ligne : http://dx.doi.org/10.1111/jcpp.12257 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1234-1243[article] Reading and language intervention for children at risk of dyslexia: a randomised controlled trial [Texte imprimé et/ou numérique] / Fiona J. DUFF, Auteur ; Charles HULME, Auteur ; Katy GRAINGER, Auteur ; Samantha J. HARDWICK, Auteur ; Jeremy N. V. MILES, Auteur ; Margaret J. SNOWLING, Auteur . - p.1234-1243.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1234-1243
Mots-clés : Dyslexia specific language impairment reading intervention RCT design Index. décimale : PER Périodiques Résumé : Background Intervention studies for children at risk of dyslexia have typically been delivered preschool, and show short-term effects on letter knowledge and phoneme awareness, with little transfer to literacy. Methods This randomised controlled trial evaluated the effectiveness of a reading and language intervention for 6-year-old children identified by research criteria as being at risk of dyslexia (n = 56), and their school-identified peers (n = 89). An Experimental group received two 9-week blocks of daily intervention delivered by trained teaching assistants; the Control group received 9 weeks of typical classroom instruction, followed by 9 weeks of intervention. Results Following mixed effects regression models and path analyses, small-to-moderate effects were shown on letter knowledge, phoneme awareness and taught vocabulary. However, these were fragile and short lived, and there was no reliable effect on the primary outcome of word-level reading. Conclusions This new intervention was theoretically motivated and based on previous successful interventions, yet failed to show reliable effects on language and literacy measures following a rigorous evaluation. We suggest that the intervention may have been too short to yield improvements in oral language; and that literacy instruction in and beyond the classroom may have weakened training effects. We argue that reporting of null results makes an important contribution in terms of raising standards both of trial reporting and educational practice. En ligne : http://dx.doi.org/10.1111/jcpp.12257 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 Children's relative age in class and use of medication for ADHD: a Danish Nationwide Study / Anton POTTEGARD in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
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Titre : Children's relative age in class and use of medication for ADHD: a Danish Nationwide Study Type de document : Texte imprimé et/ou numérique Auteurs : Anton POTTEGARD, Auteur ; Jesper HALLAS, Auteur ; Díaz HERNANDEZ, Auteur ; Helga ZOEGA, Auteur Article en page(s) : p.1244-1250 Langues : Anglais (eng) Mots-clés : Attention-deficit hyperactivity disorder central stimulants children age factors drug utilization evaluation Index. décimale : PER Périodiques Résumé : Background Previous studies from North America and Iceland have shown that the youngest children within a grade are up to twice as likely to be diagnosed and treated for attention-deficit/hyperactivity disorder (ADHD) compared with their older classmates. We aimed to investigate whether younger age in class is associated with an increased probability of being prescribed medication for ADHD among school-aged children in Denmark. Methods We followed all Danish children between 2000 and 2012 from 1st through 6th grade (7–12 years). Among children who started school on their age-assigned grade level, we estimated the prevalence proportion ratio (PPR) of receiving ADHD medication between the youngest children in class (born in October–December) and the oldest in class (born in January–March), specified by grade level, calendar year and gender. As a sensitivity analysis, we added children not on their age-assigned grade level to the main calculations. Results We identified 932,032 eligible children for the main analysis, of whom 17.3% were among the youngest and 26.5% among the oldest in class. In total, 1.2% eligible children filled at least one prescription for ADHD medication in 2000–2012. The average PPR over the study period was 1.08 (95% CI, 1.04–1.12) and remained stable across subgroups and sensitivity analyses. Overall, 40% of children born October–December had entered school a year after their age-assigned grade level. Conclusions Contrary to previous study results, we observed almost no relative age effect on medication use for ADHD among children in Denmark. We postulate that this may be due to the high proportion of relatively young children held back by 1 year in the Danish school system and/or a generally low prevalence of ADHD medication use in the country. En ligne : http://dx.doi.org/10.1111/jcpp.12243 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1244-1250[article] Children's relative age in class and use of medication for ADHD: a Danish Nationwide Study [Texte imprimé et/ou numérique] / Anton POTTEGARD, Auteur ; Jesper HALLAS, Auteur ; Díaz HERNANDEZ, Auteur ; Helga ZOEGA, Auteur . - p.1244-1250.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1244-1250
Mots-clés : Attention-deficit hyperactivity disorder central stimulants children age factors drug utilization evaluation Index. décimale : PER Périodiques Résumé : Background Previous studies from North America and Iceland have shown that the youngest children within a grade are up to twice as likely to be diagnosed and treated for attention-deficit/hyperactivity disorder (ADHD) compared with their older classmates. We aimed to investigate whether younger age in class is associated with an increased probability of being prescribed medication for ADHD among school-aged children in Denmark. Methods We followed all Danish children between 2000 and 2012 from 1st through 6th grade (7–12 years). Among children who started school on their age-assigned grade level, we estimated the prevalence proportion ratio (PPR) of receiving ADHD medication between the youngest children in class (born in October–December) and the oldest in class (born in January–March), specified by grade level, calendar year and gender. As a sensitivity analysis, we added children not on their age-assigned grade level to the main calculations. Results We identified 932,032 eligible children for the main analysis, of whom 17.3% were among the youngest and 26.5% among the oldest in class. In total, 1.2% eligible children filled at least one prescription for ADHD medication in 2000–2012. The average PPR over the study period was 1.08 (95% CI, 1.04–1.12) and remained stable across subgroups and sensitivity analyses. Overall, 40% of children born October–December had entered school a year after their age-assigned grade level. Conclusions Contrary to previous study results, we observed almost no relative age effect on medication use for ADHD among children in Denmark. We postulate that this may be due to the high proportion of relatively young children held back by 1 year in the Danish school system and/or a generally low prevalence of ADHD medication use in the country. En ligne : http://dx.doi.org/10.1111/jcpp.12243 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 Development of children at risk for adverse outcomes participating in early intervention in developing countries: a randomized controlled trial / Jan L. WALLANDER in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
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Titre : Development of children at risk for adverse outcomes participating in early intervention in developing countries: a randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Jan L. WALLANDER, Auteur ; Carla M. BANN, Auteur ; Fred J. BIASINI, Auteur ; Shivaprasad S. GOUDAR, Auteur ; Omrana PASHA, Auteur ; Elwyn CHOMBA, Auteur ; Elizabeth MCCLURE, Auteur ; Waldemar A. CARLO, Auteur Article en page(s) : p.1251-1259 Langues : Anglais (eng) Mots-clés : Early developmental intervention low resource countries birth trauma at risk Index. décimale : PER Périodiques Résumé : Background Previous research has indicated positive effects of early developmental intervention (EDI) on the development of children in developing countries. Few studies, however, have examined longitudinally when differential treatment effects may be observed and whether differential outcomes are associated with exposure to different risk factors and country of implementation. Also, birth asphyxia as a risk condition has not been well studied. To address these limitations, we conducted a randomized controlled trial to test the hypothesis that there will be differential developmental trajectories favoring those who receive EDI versus a health education intervention in children in rural areas of India, Pakistan, and Zambia. Methods Children with and without birth asphyxia were randomized to EDI or control intervention, which was implemented by parents who received training in biweekly home visits initiated before child age 1 month and continuing until 36 months. Development was assessed in 376 children at ages 12, 24, and 36 months using the Bayley Scales of Infant Development and Ages Stages Questionnaire administered by evaluators blind to intervention assignment and risk condition. Results Longitudinal mixed model analysis indicated that EDI resulted in better development over 36 months in cognitive abilities, regardless of risk condition, maternal resources, child gender, or country. Psychomotor development and parent-reported general development showed similar trends as for cognitive abilities, but were not statistically different between intervention conditions. Developmental differences were observed first at 36 months of age. Conclusion Early developmental intervention has promise for improving development in children across developing countries when exposed to various risk conditions. EDI should be one prominent approach used to begin to address long-term outcomes and intergenerational transmission of poverty. En ligne : http://dx.doi.org/10.1111/jcpp.12247 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1251-1259[article] Development of children at risk for adverse outcomes participating in early intervention in developing countries: a randomized controlled trial [Texte imprimé et/ou numérique] / Jan L. WALLANDER, Auteur ; Carla M. BANN, Auteur ; Fred J. BIASINI, Auteur ; Shivaprasad S. GOUDAR, Auteur ; Omrana PASHA, Auteur ; Elwyn CHOMBA, Auteur ; Elizabeth MCCLURE, Auteur ; Waldemar A. CARLO, Auteur . - p.1251-1259.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1251-1259
Mots-clés : Early developmental intervention low resource countries birth trauma at risk Index. décimale : PER Périodiques Résumé : Background Previous research has indicated positive effects of early developmental intervention (EDI) on the development of children in developing countries. Few studies, however, have examined longitudinally when differential treatment effects may be observed and whether differential outcomes are associated with exposure to different risk factors and country of implementation. Also, birth asphyxia as a risk condition has not been well studied. To address these limitations, we conducted a randomized controlled trial to test the hypothesis that there will be differential developmental trajectories favoring those who receive EDI versus a health education intervention in children in rural areas of India, Pakistan, and Zambia. Methods Children with and without birth asphyxia were randomized to EDI or control intervention, which was implemented by parents who received training in biweekly home visits initiated before child age 1 month and continuing until 36 months. Development was assessed in 376 children at ages 12, 24, and 36 months using the Bayley Scales of Infant Development and Ages Stages Questionnaire administered by evaluators blind to intervention assignment and risk condition. Results Longitudinal mixed model analysis indicated that EDI resulted in better development over 36 months in cognitive abilities, regardless of risk condition, maternal resources, child gender, or country. Psychomotor development and parent-reported general development showed similar trends as for cognitive abilities, but were not statistically different between intervention conditions. Developmental differences were observed first at 36 months of age. Conclusion Early developmental intervention has promise for improving development in children across developing countries when exposed to various risk conditions. EDI should be one prominent approach used to begin to address long-term outcomes and intergenerational transmission of poverty. En ligne : http://dx.doi.org/10.1111/jcpp.12247 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 Social withdrawal in children moderates the association between parenting styles and the children's own socioemotional development / Maryam ZARRA-NEZHAD in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
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Titre : Social withdrawal in children moderates the association between parenting styles and the children's own socioemotional development Type de document : Texte imprimé et/ou numérique Auteurs : Maryam ZARRA-NEZHAD, Auteur ; Noona KIURU, Auteur ; Kaisa AUNOLA, Auteur ; Mansour ZARRA-NEZHAD, Auteur ; Timo AHONEN, Auteur ; Anna-Maija POIKKEUS, Auteur ; Marja-Kristiina LERKKANEN, Auteur ; Jari-Erik NURMI, Auteur Article en page(s) : p.1260-1269 Langues : Anglais (eng) Mots-clés : Parenting styles socioemotional development social withdrawal prosocial skills problem behavior diathesis–stress model differential susceptibility model Index. décimale : PER Périodiques Résumé : Background Social withdrawal in early childhood is a risk factor for later socioemotional difficulties. This study examined the joint effects of children's social withdrawal and mothers' and fathers' parenting styles on children's socioemotional development. Based on diatheses-stress, vantage sensitivity, and differential susceptibility models, socially withdrawn children were assumed to be more prone to parental influences than others. Methods Teachers rated 314 children on prosocial skills, and internalizing and externalizing behaviors at three points in time between grades 1–3. Mothers (n = 279) and fathers (n = 182) filled in questionnaires measuring their affection, and their behavioral and psychological control at the same points in time. Teacher reports on children's level of social withdrawal were obtained at the end of kindergarten. Results Panel analysis showed that particularly those children who showed signs of social withdrawal were vulnerable to the negative effects of low maternal affection in terms of externalizing behavior. Moreover, among these children, mothers' and fathers' psychological control predicted high levels of internalizing problem but, at the same time, mothers' psychological control predicted also a high level of prosocial behavior and low levels of externalizing problem. Conclusions The results supported the diathesis–stress model more than the differential susceptibility model. For example, socially withdrawn children were found to be particularly vulnerable to the negative effects of low maternal affection. Although maternal psychological control had positive effects on the prosocial skills of socially withdrawn children, and reduced the amount of externalizing problems, it was at the same time associated with an increase in their internalizing problems. In this way, socially withdrawn children seem to be at risk of pleasing their mothers at the cost of their own well-being. En ligne : http://dx.doi.org/10.1111/jcpp.12251 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1260-1269[article] Social withdrawal in children moderates the association between parenting styles and the children's own socioemotional development [Texte imprimé et/ou numérique] / Maryam ZARRA-NEZHAD, Auteur ; Noona KIURU, Auteur ; Kaisa AUNOLA, Auteur ; Mansour ZARRA-NEZHAD, Auteur ; Timo AHONEN, Auteur ; Anna-Maija POIKKEUS, Auteur ; Marja-Kristiina LERKKANEN, Auteur ; Jari-Erik NURMI, Auteur . - p.1260-1269.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1260-1269
Mots-clés : Parenting styles socioemotional development social withdrawal prosocial skills problem behavior diathesis–stress model differential susceptibility model Index. décimale : PER Périodiques Résumé : Background Social withdrawal in early childhood is a risk factor for later socioemotional difficulties. This study examined the joint effects of children's social withdrawal and mothers' and fathers' parenting styles on children's socioemotional development. Based on diatheses-stress, vantage sensitivity, and differential susceptibility models, socially withdrawn children were assumed to be more prone to parental influences than others. Methods Teachers rated 314 children on prosocial skills, and internalizing and externalizing behaviors at three points in time between grades 1–3. Mothers (n = 279) and fathers (n = 182) filled in questionnaires measuring their affection, and their behavioral and psychological control at the same points in time. Teacher reports on children's level of social withdrawal were obtained at the end of kindergarten. Results Panel analysis showed that particularly those children who showed signs of social withdrawal were vulnerable to the negative effects of low maternal affection in terms of externalizing behavior. Moreover, among these children, mothers' and fathers' psychological control predicted high levels of internalizing problem but, at the same time, mothers' psychological control predicted also a high level of prosocial behavior and low levels of externalizing problem. Conclusions The results supported the diathesis–stress model more than the differential susceptibility model. For example, socially withdrawn children were found to be particularly vulnerable to the negative effects of low maternal affection. Although maternal psychological control had positive effects on the prosocial skills of socially withdrawn children, and reduced the amount of externalizing problems, it was at the same time associated with an increase in their internalizing problems. In this way, socially withdrawn children seem to be at risk of pleasing their mothers at the cost of their own well-being. En ligne : http://dx.doi.org/10.1111/jcpp.12251 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 A longitudinal high-risk study of adolescent anxiety, depression and parent-severity on the developmental course of risk-adjustment / Adhip RAWAL in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
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Titre : A longitudinal high-risk study of adolescent anxiety, depression and parent-severity on the developmental course of risk-adjustment Type de document : Texte imprimé et/ou numérique Auteurs : Adhip RAWAL, Auteur ; Lucy RIGLIN, Auteur ; Terry NG-KNIGHT, Auteur ; Stephan COLLISHAW, Auteur ; Anita THAPAR, Auteur ; Frances RICE, Auteur Article en page(s) : p.1270-1278 Langues : Anglais (eng) Mots-clés : Depression anxiety adolescence reward decision-making Index. décimale : PER Périodiques Résumé : Background Adolescence is associated with developments in the reward system and increased rates of emotional disorders. Familial risk for depression may be associated with disruptions in the reward system. However, it is unclear how symptoms of depression and anxiety influence the development of reward-processing over adolescence and whether variation in the severity of parental depression is associated with hyposensitivity to reward in a high-risk sample. Methods We focused on risk-adjustment (adjusting decisions about reward according to the probability of obtaining reward) as this was hypothesized to improve over adolescence. In a one-year longitudinal sample (N = 197) of adolescent offspring of depressed parents, we examined how symptoms of depression and anxiety (generalized anxiety and social anxiety) influenced the development of risk-adjustment. We also examined how parental depression severity influenced adolescent risk-adjustment. Results Risk-adjustment improved over the course of the study indicating improved adjustment of reward-seeking to shifting contingencies. Depressive symptoms were associated with decreases in risk-adjustment over time while social anxiety symptoms were associated with increases in risk-adjustment over time. Specifically, depression was associated with reductions in reward-seeking at favourable reward probabilities only, whereas social anxiety (but not generalized anxiety) led to reductions in reward-seeking at low reward probabilities only. Parent depression severity was associated with lowered risk-adjustment in offspring and also influenced the longitudinal relationship between risk-adjustment and offspring depression. Conclusions Anxiety and depression distinctly alter the pattern of longitudinal change in reward-processing. Severity of parent depression was associated with alterations in adolescent offspring reward-processing in a high-risk sample. En ligne : http://dx.doi.org/10.1111/jcpp.12279 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1270-1278[article] A longitudinal high-risk study of adolescent anxiety, depression and parent-severity on the developmental course of risk-adjustment [Texte imprimé et/ou numérique] / Adhip RAWAL, Auteur ; Lucy RIGLIN, Auteur ; Terry NG-KNIGHT, Auteur ; Stephan COLLISHAW, Auteur ; Anita THAPAR, Auteur ; Frances RICE, Auteur . - p.1270-1278.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1270-1278
Mots-clés : Depression anxiety adolescence reward decision-making Index. décimale : PER Périodiques Résumé : Background Adolescence is associated with developments in the reward system and increased rates of emotional disorders. Familial risk for depression may be associated with disruptions in the reward system. However, it is unclear how symptoms of depression and anxiety influence the development of reward-processing over adolescence and whether variation in the severity of parental depression is associated with hyposensitivity to reward in a high-risk sample. Methods We focused on risk-adjustment (adjusting decisions about reward according to the probability of obtaining reward) as this was hypothesized to improve over adolescence. In a one-year longitudinal sample (N = 197) of adolescent offspring of depressed parents, we examined how symptoms of depression and anxiety (generalized anxiety and social anxiety) influenced the development of risk-adjustment. We also examined how parental depression severity influenced adolescent risk-adjustment. Results Risk-adjustment improved over the course of the study indicating improved adjustment of reward-seeking to shifting contingencies. Depressive symptoms were associated with decreases in risk-adjustment over time while social anxiety symptoms were associated with increases in risk-adjustment over time. Specifically, depression was associated with reductions in reward-seeking at favourable reward probabilities only, whereas social anxiety (but not generalized anxiety) led to reductions in reward-seeking at low reward probabilities only. Parent depression severity was associated with lowered risk-adjustment in offspring and also influenced the longitudinal relationship between risk-adjustment and offspring depression. Conclusions Anxiety and depression distinctly alter the pattern of longitudinal change in reward-processing. Severity of parent depression was associated with alterations in adolescent offspring reward-processing in a high-risk sample. En ligne : http://dx.doi.org/10.1111/jcpp.12279 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 Predictors of the onset of depression in young children: a multi-method, multi-informant longitudinal study from ages 3 to 6 / Sara J. BUFFERD in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
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Titre : Predictors of the onset of depression in young children: a multi-method, multi-informant longitudinal study from ages 3 to 6 Type de document : Texte imprimé et/ou numérique Auteurs : Sara J. BUFFERD, Auteur ; Lea R. DOUGHERTY, Auteur ; Thomas M. OLINO, Auteur ; Margaret W. DYSON, Auteur ; Rebecca S. LAPTOOK, Auteur ; Gabrielle A. CARLSON, Auteur ; Daniel N. KLEIN, Auteur Article en page(s) : p.1279-1287 Langues : Anglais (eng) Mots-clés : Early childhood depression predictors Index. décimale : PER Périodiques Résumé : Background Despite growing interest in depression in young children, little is known about which variables predict the onset of depression in early childhood. We examined a range of predictors of the onset of depression diagnoses in a multi-method, multi-informant longitudinal study of a large community sample of young children from ages 3 to 6. Methods Predictors of the onset of depression at age 6 were drawn from five domains assessed when children were 3 years old: child psychopathology (assessed using a parent diagnostic interview), observed child temperament, teacher ratings of peer functioning, parental psychopathology (assessed using a diagnostic interview), and psychosocial environment (observed parental hostility, parent-reported family stressors, parental education). Results A number of variables predicted the onset of depression by age 6, including child history of anxiety disorders, child temperamental low inhibitory control, poor peer functioning, parental history of mood, anxiety, and substance use disorders, early and recent stressful life events, and less parental education. Conclusions Predictors of the onset of depression in early childhood tend to be similar to those identified in older youth and adults, and support the feasibility of identifying children in greatest need for early intervention. En ligne : http://dx.doi.org/10.1111/jcpp.12252 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1279-1287[article] Predictors of the onset of depression in young children: a multi-method, multi-informant longitudinal study from ages 3 to 6 [Texte imprimé et/ou numérique] / Sara J. BUFFERD, Auteur ; Lea R. DOUGHERTY, Auteur ; Thomas M. OLINO, Auteur ; Margaret W. DYSON, Auteur ; Rebecca S. LAPTOOK, Auteur ; Gabrielle A. CARLSON, Auteur ; Daniel N. KLEIN, Auteur . - p.1279-1287.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1279-1287
Mots-clés : Early childhood depression predictors Index. décimale : PER Périodiques Résumé : Background Despite growing interest in depression in young children, little is known about which variables predict the onset of depression in early childhood. We examined a range of predictors of the onset of depression diagnoses in a multi-method, multi-informant longitudinal study of a large community sample of young children from ages 3 to 6. Methods Predictors of the onset of depression at age 6 were drawn from five domains assessed when children were 3 years old: child psychopathology (assessed using a parent diagnostic interview), observed child temperament, teacher ratings of peer functioning, parental psychopathology (assessed using a diagnostic interview), and psychosocial environment (observed parental hostility, parent-reported family stressors, parental education). Results A number of variables predicted the onset of depression by age 6, including child history of anxiety disorders, child temperamental low inhibitory control, poor peer functioning, parental history of mood, anxiety, and substance use disorders, early and recent stressful life events, and less parental education. Conclusions Predictors of the onset of depression in early childhood tend to be similar to those identified in older youth and adults, and support the feasibility of identifying children in greatest need for early intervention. En ligne : http://dx.doi.org/10.1111/jcpp.12252 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 Characteristics of suicidal ideation that predict the transition to future suicide attempts in adolescents / Regina MIRANDA in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
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Titre : Characteristics of suicidal ideation that predict the transition to future suicide attempts in adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Regina MIRANDA, Auteur ; Ana ORTIN, Auteur ; Michelle SCOTT, Auteur ; David SHAFFER, Auteur Article en page(s) : p.1288-1296 Langues : Anglais (eng) Mots-clés : Suicidal ideation suicide attempt adolescence Index. décimale : PER Périodiques Résumé : Background The present study sought to examine characteristics of suicidal ideation (SI) that predict a future suicide attempt (SA), beyond psychiatric diagnosis and previous SA history. Methods Participants were 506 adolescents (307 female) who completed the Columbia Suicide Screen (CSS) and selected modules from the Diagnostic Interview Schedule for Children (C-DISC 2.3) as part of a two-stage high school screening and who were followed up 4–6 years later to assess for a SA since baseline. At baseline, participants who endorsed SI on the CSS responded to four questions regarding currency, frequency, seriousness, and duration of their SI. A subsample of 122 adolescents who endorsed SI at baseline also completed a detailed interview about their most recent SI. Results Thinking about suicide often (OR = 3.5, 95% CI = 1.7–7.2), seriously (OR = 3.1, 95% CI = 1.4–6.7), and for a long time (OR = 2.3, 95% CI = 1.1–5.2) were associated with a future SA, adjusting for sex, the presence of a mood, anxiety, and substance use diagnosis, and baseline SA history. However, only SI frequency was significantly associated with higher odds of a future SA (OR = 3.6, 95% CI = 1.4–9.1) when also adjusting for currency, seriousness, and duration. Among ideators interviewed further about their most recent SI, ideating 1 hr or more (vs. less than 1 hr) was associated with a future SA (OR = 3.6, 95% CI = 1.0–12.7), adjusting for sex, depressive symptoms, previous SA history, and other baseline SI characteristics, and it was also associated with making a future SA earlier. Conclusions Assessments of SI in adolescents should take special care to inquire about frequency of their SI, along with length of their most recent SI. En ligne : http://dx.doi.org/10.1111/jcpp.12245 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1288-1296[article] Characteristics of suicidal ideation that predict the transition to future suicide attempts in adolescents [Texte imprimé et/ou numérique] / Regina MIRANDA, Auteur ; Ana ORTIN, Auteur ; Michelle SCOTT, Auteur ; David SHAFFER, Auteur . - p.1288-1296.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1288-1296
Mots-clés : Suicidal ideation suicide attempt adolescence Index. décimale : PER Périodiques Résumé : Background The present study sought to examine characteristics of suicidal ideation (SI) that predict a future suicide attempt (SA), beyond psychiatric diagnosis and previous SA history. Methods Participants were 506 adolescents (307 female) who completed the Columbia Suicide Screen (CSS) and selected modules from the Diagnostic Interview Schedule for Children (C-DISC 2.3) as part of a two-stage high school screening and who were followed up 4–6 years later to assess for a SA since baseline. At baseline, participants who endorsed SI on the CSS responded to four questions regarding currency, frequency, seriousness, and duration of their SI. A subsample of 122 adolescents who endorsed SI at baseline also completed a detailed interview about their most recent SI. Results Thinking about suicide often (OR = 3.5, 95% CI = 1.7–7.2), seriously (OR = 3.1, 95% CI = 1.4–6.7), and for a long time (OR = 2.3, 95% CI = 1.1–5.2) were associated with a future SA, adjusting for sex, the presence of a mood, anxiety, and substance use diagnosis, and baseline SA history. However, only SI frequency was significantly associated with higher odds of a future SA (OR = 3.6, 95% CI = 1.4–9.1) when also adjusting for currency, seriousness, and duration. Among ideators interviewed further about their most recent SI, ideating 1 hr or more (vs. less than 1 hr) was associated with a future SA (OR = 3.6, 95% CI = 1.0–12.7), adjusting for sex, depressive symptoms, previous SA history, and other baseline SI characteristics, and it was also associated with making a future SA earlier. Conclusions Assessments of SI in adolescents should take special care to inquire about frequency of their SI, along with length of their most recent SI. En ligne : http://dx.doi.org/10.1111/jcpp.12245 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241