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Mention de date : December 2016
Paru le : 01/12/2016 |
[n° ou bulletin]
[n° ou bulletin]
57-12 - December 2016 [Texte imprimé et/ou numérique] . - 2016. Langues : Anglais (eng)
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Code-barres | Cote | Support | Localisation | Section | Disponibilité |
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PER0001527 | PER JCP | Périodique | Centre d'Information et de Documentation du CRA Rhône-Alpes | PER - Périodiques | Exclu du prêt |
Dépouillements


Editorial: Boredom and developmental psychopathology / Argyris STRINGARIS in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)
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Titre : Editorial: Boredom and developmental psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : Argyris STRINGARIS, Auteur Article en page(s) : p.1335-1336 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Adolescent disruptive behaviours have been the focus of scientific study for decades. However, this work has often ignored the experiences that provide the setting for those behaviours and the states of mind that precede them. These have largely remained the concern of novelists and philosophers. Here I discuss the various reasons why boredom and its associated features should be at the forefront of future research in psychopathology. En ligne : http://dx.doi.org/10.1111/jcpp.12664 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1335-1336[article] Editorial: Boredom and developmental psychopathology [Texte imprimé et/ou numérique] / Argyris STRINGARIS, Auteur . - p.1335-1336.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1335-1336
Index. décimale : PER Périodiques Résumé : Adolescent disruptive behaviours have been the focus of scientific study for decades. However, this work has often ignored the experiences that provide the setting for those behaviours and the states of mind that precede them. These have largely remained the concern of novelists and philosophers. Here I discuss the various reasons why boredom and its associated features should be at the forefront of future research in psychopathology. En ligne : http://dx.doi.org/10.1111/jcpp.12664 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Practitioner Review: School-based interventions in child mental health / Frank W. PAULUS in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)
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Titre : Practitioner Review: School-based interventions in child mental health Type de document : Texte imprimé et/ou numérique Auteurs : Frank W. PAULUS, Auteur ; Susanne OHMANN, Auteur ; Christian POPOW, Auteur Article en page(s) : p.1337-1359 Langues : Anglais (eng) Mots-clés : Schoolchildren school intervention prevention behaviour therapy Index. décimale : PER Périodiques Résumé : Background School-based interventions (SBIs) are well-established and effective treatments for improving child mental health. Specific school-based topics include prevention (Tier I–III) and interventions (e.g. cognitive–behavioural programmes and daily report cards). Methods We performed a systematic literature search in five commonly used online databases (ERIC, MEDLINE, PsycARTICLES, PsycINFO and PSYNDEX) for English-language articles published between 1993 and 2015. Additional sources included reference lists of relevant articles and book chapters. Results We identified a number of successful behavioural or cognitive–behavioural programmes yielding moderate to strong effects for a range of emotional and behavioural problems. The implementation of these programmes and the collaboration of the involved settings (school and home) and persons are important factors for their effectiveness under real-life conditions. Conclusions Effective SBIs are valuable tools for students with mental health problems if evidence-based cognitive–behavioural interventions are applied and rules of translational algorithms and implementation science are respected. En ligne : http://dx.doi.org/10.1111/jcpp.12584 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1337-1359[article] Practitioner Review: School-based interventions in child mental health [Texte imprimé et/ou numérique] / Frank W. PAULUS, Auteur ; Susanne OHMANN, Auteur ; Christian POPOW, Auteur . - p.1337-1359.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1337-1359
Mots-clés : Schoolchildren school intervention prevention behaviour therapy Index. décimale : PER Périodiques Résumé : Background School-based interventions (SBIs) are well-established and effective treatments for improving child mental health. Specific school-based topics include prevention (Tier I–III) and interventions (e.g. cognitive–behavioural programmes and daily report cards). Methods We performed a systematic literature search in five commonly used online databases (ERIC, MEDLINE, PsycARTICLES, PsycINFO and PSYNDEX) for English-language articles published between 1993 and 2015. Additional sources included reference lists of relevant articles and book chapters. Results We identified a number of successful behavioural or cognitive–behavioural programmes yielding moderate to strong effects for a range of emotional and behavioural problems. The implementation of these programmes and the collaboration of the involved settings (school and home) and persons are important factors for their effectiveness under real-life conditions. Conclusions Effective SBIs are valuable tools for students with mental health problems if evidence-based cognitive–behavioural interventions are applied and rules of translational algorithms and implementation science are respected. En ligne : http://dx.doi.org/10.1111/jcpp.12584 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments / Margaret J. SNOWLING in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)
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Titre : Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments Type de document : Texte imprimé et/ou numérique Auteurs : Margaret J. SNOWLING, Auteur ; Fiona J. DUFF, Auteur ; Hannah M. NASH, Auteur ; Charles HULME, Auteur Article en page(s) : p.1360-1369 Langues : Anglais (eng) Mots-clés : Language disorder reading language specific language impairment Index. décimale : PER Périodiques Résumé : Background Children with language impairment (LI) show heterogeneity in development. We tracked children from pre-school to middle childhood to characterize three developmental trajectories: resolving, persisting and emerging LI. Methods We analyzed data from children identified as having preschool LI, or being at family risk of dyslexia, together with typically developing controls at three time points: t1 (age 3;09), t3 (5;08) and t5 (8;01). Language measures are reported at t1, t3 and t5, and literacy abilities at t3 and t5. A research diagnosis of LI (irrespective of recruitment group) was validated at t1 by a composite language score derived from measures of receptive and expressive grammar and vocabulary; a score falling 1SD below the mean of the typical language group on comparable measures at t3 and t5 was used to determine whether a child had LI at later time points and then to classify LIs as resolving, persisting or emerging. Results Persisting preschool LIs were more severe and pervasive than resolving LIs. Language and literacy outcomes were relatively poor for those with persisting LI, and relatively good for those with resolving LI. A significant proportion of children with average language abilities in preschool had LIs that emerged in middle childhood – a high proportion of these children were at family risk of dyslexia. There were more boys in the persisting and resolving LI groups. Children with early LIs which resolved by the start of formal literacy instruction tended to have good literacy outcomes; children with late-emerging difficulties that persisted developed reading difficulties. Conclusions Children with late-emerging LI are relatively common and are hard to detect in the preschool years. Our findings show that children whose LIs persist to the point of formal literacy instruction frequently experience reading difficulties. En ligne : http://dx.doi.org/10.1111/jcpp.12497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1360-1369[article] Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments [Texte imprimé et/ou numérique] / Margaret J. SNOWLING, Auteur ; Fiona J. DUFF, Auteur ; Hannah M. NASH, Auteur ; Charles HULME, Auteur . - p.1360-1369.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1360-1369
Mots-clés : Language disorder reading language specific language impairment Index. décimale : PER Périodiques Résumé : Background Children with language impairment (LI) show heterogeneity in development. We tracked children from pre-school to middle childhood to characterize three developmental trajectories: resolving, persisting and emerging LI. Methods We analyzed data from children identified as having preschool LI, or being at family risk of dyslexia, together with typically developing controls at three time points: t1 (age 3;09), t3 (5;08) and t5 (8;01). Language measures are reported at t1, t3 and t5, and literacy abilities at t3 and t5. A research diagnosis of LI (irrespective of recruitment group) was validated at t1 by a composite language score derived from measures of receptive and expressive grammar and vocabulary; a score falling 1SD below the mean of the typical language group on comparable measures at t3 and t5 was used to determine whether a child had LI at later time points and then to classify LIs as resolving, persisting or emerging. Results Persisting preschool LIs were more severe and pervasive than resolving LIs. Language and literacy outcomes were relatively poor for those with persisting LI, and relatively good for those with resolving LI. A significant proportion of children with average language abilities in preschool had LIs that emerged in middle childhood – a high proportion of these children were at family risk of dyslexia. There were more boys in the persisting and resolving LI groups. Children with early LIs which resolved by the start of formal literacy instruction tended to have good literacy outcomes; children with late-emerging difficulties that persisted developed reading difficulties. Conclusions Children with late-emerging LI are relatively common and are hard to detect in the preschool years. Our findings show that children whose LIs persist to the point of formal literacy instruction frequently experience reading difficulties. En ligne : http://dx.doi.org/10.1111/jcpp.12497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Randomized controlled trial of a book-sharing intervention in a deprived South African community: effects on carer–infant interactions, and their relation to infant cognitive and socioemotional outcome / Lynne MURRAY in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)
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Titre : Randomized controlled trial of a book-sharing intervention in a deprived South African community: effects on carer–infant interactions, and their relation to infant cognitive and socioemotional outcome Type de document : Texte imprimé et/ou numérique Auteurs : Lynne MURRAY, Auteur ; Leonardo DE PASCALIS, Auteur ; Mark TOMLINSON, Auteur ; Zahir VALLY, Auteur ; Harold DADOMO, Auteur ; Brenda MACLACHLAN, Auteur ; Charlotte WOODWARD, Auteur ; Peter J. COOPER, Auteur Article en page(s) : p.1370-1379 Langues : Anglais (eng) Mots-clés : Parent–child interactions prosocial behaviour attention language parent training Index. décimale : PER Périodiques Résumé : Background Consistent with evidence from high-income countries (HICs), we previously showed that, in an informal peri-urban settlement in a low-middle income country, training parents in book sharing with their infants benefitted infant language and attention (Vally, Murray, Tomlinson, & Cooper, ). Here, we investigated whether these benefits were explained by improvements in carer–infant interactions in both book-sharing and non-book-sharing contexts. We also explored whether infant socioemotional development benefitted from book sharing. Methods We conducted a randomized controlled trial in Khayelitsha, South Africa. Carers of 14–16-month-old infants were randomized to 8 weeks’ training in book sharing (n = 49) or a wait-list control group (n = 42). In addition to the cognitive measures reported previously, independent assessments were made at base line and follow-up of carer–infant interactions during book sharing and toy play. Assessments were also made, at follow-up only, of infant prosocial behaviour in a ‘help task’, and of infant imitation of doll characters’ nonsocial actions and an interpersonal interaction. Eighty-two carer–infant pairs (90%) were assessed at follow-up. (Trial registration ISRCTN39953901). Results Carers who received the training showed significant improvements in book-sharing interactions (sensitivity, elaborations, reciprocity), and, to a smaller extent, in toy-play interactions (sensitivity). Infants in the intervention group showed a significantly higher rate of prosocial behaviour, and tended to show more frequent imitation of the interpersonal interaction. Improvements in carer behaviour during book sharing, but not during toy play, mediated intervention effects on all infant cognitive outcomes, and tended to mediate intervention effects on infant interpersonal imitation. Conclusions Training in book sharing, a simple, inexpensive intervention that has been shown to benefit infant cognitive development in a low-middle income country, also shows promise for improving infant socioemotional outcomes in this context. Benefits are mediated by improvements in carer–infant interactions, particularly in book-sharing contexts. En ligne : http://dx.doi.org/10.1111/jcpp.12605 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1370-1379[article] Randomized controlled trial of a book-sharing intervention in a deprived South African community: effects on carer–infant interactions, and their relation to infant cognitive and socioemotional outcome [Texte imprimé et/ou numérique] / Lynne MURRAY, Auteur ; Leonardo DE PASCALIS, Auteur ; Mark TOMLINSON, Auteur ; Zahir VALLY, Auteur ; Harold DADOMO, Auteur ; Brenda MACLACHLAN, Auteur ; Charlotte WOODWARD, Auteur ; Peter J. COOPER, Auteur . - p.1370-1379.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1370-1379
Mots-clés : Parent–child interactions prosocial behaviour attention language parent training Index. décimale : PER Périodiques Résumé : Background Consistent with evidence from high-income countries (HICs), we previously showed that, in an informal peri-urban settlement in a low-middle income country, training parents in book sharing with their infants benefitted infant language and attention (Vally, Murray, Tomlinson, & Cooper, ). Here, we investigated whether these benefits were explained by improvements in carer–infant interactions in both book-sharing and non-book-sharing contexts. We also explored whether infant socioemotional development benefitted from book sharing. Methods We conducted a randomized controlled trial in Khayelitsha, South Africa. Carers of 14–16-month-old infants were randomized to 8 weeks’ training in book sharing (n = 49) or a wait-list control group (n = 42). In addition to the cognitive measures reported previously, independent assessments were made at base line and follow-up of carer–infant interactions during book sharing and toy play. Assessments were also made, at follow-up only, of infant prosocial behaviour in a ‘help task’, and of infant imitation of doll characters’ nonsocial actions and an interpersonal interaction. Eighty-two carer–infant pairs (90%) were assessed at follow-up. (Trial registration ISRCTN39953901). Results Carers who received the training showed significant improvements in book-sharing interactions (sensitivity, elaborations, reciprocity), and, to a smaller extent, in toy-play interactions (sensitivity). Infants in the intervention group showed a significantly higher rate of prosocial behaviour, and tended to show more frequent imitation of the interpersonal interaction. Improvements in carer behaviour during book sharing, but not during toy play, mediated intervention effects on all infant cognitive outcomes, and tended to mediate intervention effects on infant interpersonal imitation. Conclusions Training in book sharing, a simple, inexpensive intervention that has been shown to benefit infant cognitive development in a low-middle income country, also shows promise for improving infant socioemotional outcomes in this context. Benefits are mediated by improvements in carer–infant interactions, particularly in book-sharing contexts. En ligne : http://dx.doi.org/10.1111/jcpp.12605 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Computerised attention training for children with intellectual and developmental disabilities: a randomised controlled trial / Hannah E. KIRK in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)
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Titre : Computerised attention training for children with intellectual and developmental disabilities: a randomised controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Hannah E. KIRK, Auteur ; Kylie M. GRAY, Auteur ; Kirsten ELLIS, Auteur ; John R. TAFFE, Auteur ; Kim CORNISH, Auteur Article en page(s) : p.1380-1389 Langues : Anglais (eng) Mots-clés : Attention cognitive training developmental disability intellectual disability Index. décimale : PER Périodiques Résumé : Background Children with intellectual and developmental disabilities (IDD) experience heightened attention difficulties which have been linked to poorer cognitive, academic and social outcomes. Although, increasing research has focused on the potential of computerised cognitive training in reducing attention problems, limited studies have assessed whether this intervention could be utilised for those with IDD. This study aimed to assess the efficacy of a computerised attention training programme in children with IDD. Methods In a double-blind randomised controlled trial, children (n = 76; IQ < 75) aged 4–11 years were assigned to an adaptive attention training condition or a nonadaptive control condition. Both conditions were completed at home over a 5-week period and consisted of 25 sessions, each of 20-min duration. Outcome measures (baseline, posttraining and 3-month follow-up) assessed core attention skills (selective attention, sustained attention and attentional control) and inattentive/hyperactive behaviour. Results Children in the attention training condition showed greater improvement in selective attention performance compared to children in the control condition (SMD = 0.24, 95% CI 0.02, 0.45). These improvements were maintained 3 months after training had ceased (SMD = 0.26, 95% CI 0.04, 0.48). The attention training programme was not effective in promoting improvements in sustained attention, attentional control or inattentive/hyperactive behaviours. Conclusions The findings suggest that attention training may enhance some aspects of attention (selective attention) in children with IDD, but the small to medium effect sizes indicate that further refinement of the training programme is needed to promote larger, more global improvements. En ligne : http://dx.doi.org/10.1111/jcpp.12615 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1380-1389[article] Computerised attention training for children with intellectual and developmental disabilities: a randomised controlled trial [Texte imprimé et/ou numérique] / Hannah E. KIRK, Auteur ; Kylie M. GRAY, Auteur ; Kirsten ELLIS, Auteur ; John R. TAFFE, Auteur ; Kim CORNISH, Auteur . - p.1380-1389.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1380-1389
Mots-clés : Attention cognitive training developmental disability intellectual disability Index. décimale : PER Périodiques Résumé : Background Children with intellectual and developmental disabilities (IDD) experience heightened attention difficulties which have been linked to poorer cognitive, academic and social outcomes. Although, increasing research has focused on the potential of computerised cognitive training in reducing attention problems, limited studies have assessed whether this intervention could be utilised for those with IDD. This study aimed to assess the efficacy of a computerised attention training programme in children with IDD. Methods In a double-blind randomised controlled trial, children (n = 76; IQ < 75) aged 4–11 years were assigned to an adaptive attention training condition or a nonadaptive control condition. Both conditions were completed at home over a 5-week period and consisted of 25 sessions, each of 20-min duration. Outcome measures (baseline, posttraining and 3-month follow-up) assessed core attention skills (selective attention, sustained attention and attentional control) and inattentive/hyperactive behaviour. Results Children in the attention training condition showed greater improvement in selective attention performance compared to children in the control condition (SMD = 0.24, 95% CI 0.02, 0.45). These improvements were maintained 3 months after training had ceased (SMD = 0.26, 95% CI 0.04, 0.48). The attention training programme was not effective in promoting improvements in sustained attention, attentional control or inattentive/hyperactive behaviours. Conclusions The findings suggest that attention training may enhance some aspects of attention (selective attention) in children with IDD, but the small to medium effect sizes indicate that further refinement of the training programme is needed to promote larger, more global improvements. En ligne : http://dx.doi.org/10.1111/jcpp.12615 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Sluggish cognitive tempo is associated with suicide risk in psychiatrically hospitalized children / Stephen P. BECKER in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)
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Titre : Sluggish cognitive tempo is associated with suicide risk in psychiatrically hospitalized children Type de document : Texte imprimé et/ou numérique Auteurs : Stephen P. BECKER, Auteur ; Amanda R. WITHROW, Auteur ; Laura STOPPELBEIN, Auteur ; Aaron M. LUEBBE, Auteur ; Paula J. FITE, Auteur ; Leilani GREENING, Auteur Article en page(s) : p.1390-1399 Langues : Anglais (eng) Mots-clés : Attention-deficit/hyperactivity disorder daydreaming depression inpatient rumination self-injury suicidal ideation suicidal imagery suicidality Index. décimale : PER Périodiques Résumé : Background Although identified as a significant public health concern, few studies have examined correlates of suicide risk in school-aged children. Recent studies show a relation between sluggish cognitive tempo (SCT) symptoms and a range of adverse outcomes linked to suicidal ideation, including depression, emotion dysregulation, lowered self-esteem, and peer problems/social withdrawal, yet no study to date has examined SCT in relation to suicide risk. Methods We tested the hypothesis that SCT would be associated with suicide risk in a sample of 95 psychiatrically hospitalized children (74% male; 62% black) between the ages of 8 and 12 (M = 10.01, SD = 1.50). Parents completed measures of their child's psychiatric symptoms, including SCT and depression, as well as a measure of their own psychopathology. Children completed measures assessing loneliness and depression. Both parents and children completed measures of suicide risk. Results White children reported greater suicide risk than nonwhite children. After controlling for demographic characteristics, loneliness, parental psychopathology, and correlated psychiatric symptoms, including both parent- and child self-reported depressive symptoms, SCT remained uniquely associated with children's suicide risk. Results were consistent across both parent and child measures of suicide risk. Conclusions This multi-informant study provides strong preliminary support for an association between SCT symptoms and suicide risk in psychiatrically hospitalized children, above and beyond loneliness, depression, and demographic characteristics. Findings are discussed in the context of the interpersonal theory of suicide. Additional studies are needed to replicate and extend these findings, with a particular need for studies that examine the cognitive processes and daydreaming content of individuals displaying elevated SCT symptomatology. En ligne : http://dx.doi.org/10.1111/jcpp.12580 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1390-1399[article] Sluggish cognitive tempo is associated with suicide risk in psychiatrically hospitalized children [Texte imprimé et/ou numérique] / Stephen P. BECKER, Auteur ; Amanda R. WITHROW, Auteur ; Laura STOPPELBEIN, Auteur ; Aaron M. LUEBBE, Auteur ; Paula J. FITE, Auteur ; Leilani GREENING, Auteur . - p.1390-1399.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1390-1399
Mots-clés : Attention-deficit/hyperactivity disorder daydreaming depression inpatient rumination self-injury suicidal ideation suicidal imagery suicidality Index. décimale : PER Périodiques Résumé : Background Although identified as a significant public health concern, few studies have examined correlates of suicide risk in school-aged children. Recent studies show a relation between sluggish cognitive tempo (SCT) symptoms and a range of adverse outcomes linked to suicidal ideation, including depression, emotion dysregulation, lowered self-esteem, and peer problems/social withdrawal, yet no study to date has examined SCT in relation to suicide risk. Methods We tested the hypothesis that SCT would be associated with suicide risk in a sample of 95 psychiatrically hospitalized children (74% male; 62% black) between the ages of 8 and 12 (M = 10.01, SD = 1.50). Parents completed measures of their child's psychiatric symptoms, including SCT and depression, as well as a measure of their own psychopathology. Children completed measures assessing loneliness and depression. Both parents and children completed measures of suicide risk. Results White children reported greater suicide risk than nonwhite children. After controlling for demographic characteristics, loneliness, parental psychopathology, and correlated psychiatric symptoms, including both parent- and child self-reported depressive symptoms, SCT remained uniquely associated with children's suicide risk. Results were consistent across both parent and child measures of suicide risk. Conclusions This multi-informant study provides strong preliminary support for an association between SCT symptoms and suicide risk in psychiatrically hospitalized children, above and beyond loneliness, depression, and demographic characteristics. Findings are discussed in the context of the interpersonal theory of suicide. Additional studies are needed to replicate and extend these findings, with a particular need for studies that examine the cognitive processes and daydreaming content of individuals displaying elevated SCT symptomatology. En ligne : http://dx.doi.org/10.1111/jcpp.12580 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Callous–unemotional traits affect adolescents' perception of collaboration / Christine FAWCETT in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)
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Titre : Callous–unemotional traits affect adolescents' perception of collaboration Type de document : Texte imprimé et/ou numérique Auteurs : Christine FAWCETT, Auteur ; Victoria WESEVICH, Auteur ; Erik TRUEDSSON, Auteur ; Cecilia WÅHLSTEDT, Auteur ; Gustaf GREDEBACK, Auteur Article en page(s) : p.1400-1406 Langues : Anglais (eng) Mots-clés : Callous–unemotional traits social cognition eye movement adolescence Index. décimale : PER Périodiques Résumé : Background How is the perception of collaboration influenced by individual characteristics, in particular high levels of callous–unemotional (CU) traits? CU traits are associated with low empathy and endorsement of negative social goals such as dominance and forced respect. Thus, it is possible that they could relate to difficulties in interpreting that others are collaborating based on a shared goal. Methods In the current study, a community sample of 15- to 16-year olds participated in an eye tracking task measuring whether they expect that others engaged in an action sequence are collaborating, depending on the emotion they display toward each other. Positive emotion would indicate that they share a goal, while negative emotion would indicate that they hold individual goals. Results When the actors showed positive emotion toward each other, expectations of collaboration varied with CU traits. The higher adolescents were on CU traits, the less likely they were to expect collaboration. When the actors showed negative emotion toward each other, CU traits did not influence expectations of collaboration. Conclusions The findings suggest that CU traits are associated with difficulty in perceiving positive social interactions, which could further contribute to the behavioral and emotional problems common to those with high CU traits. En ligne : http://dx.doi.org/10.1111/jcpp.12588 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1400-1406[article] Callous–unemotional traits affect adolescents' perception of collaboration [Texte imprimé et/ou numérique] / Christine FAWCETT, Auteur ; Victoria WESEVICH, Auteur ; Erik TRUEDSSON, Auteur ; Cecilia WÅHLSTEDT, Auteur ; Gustaf GREDEBACK, Auteur . - p.1400-1406.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1400-1406
Mots-clés : Callous–unemotional traits social cognition eye movement adolescence Index. décimale : PER Périodiques Résumé : Background How is the perception of collaboration influenced by individual characteristics, in particular high levels of callous–unemotional (CU) traits? CU traits are associated with low empathy and endorsement of negative social goals such as dominance and forced respect. Thus, it is possible that they could relate to difficulties in interpreting that others are collaborating based on a shared goal. Methods In the current study, a community sample of 15- to 16-year olds participated in an eye tracking task measuring whether they expect that others engaged in an action sequence are collaborating, depending on the emotion they display toward each other. Positive emotion would indicate that they share a goal, while negative emotion would indicate that they hold individual goals. Results When the actors showed positive emotion toward each other, expectations of collaboration varied with CU traits. The higher adolescents were on CU traits, the less likely they were to expect collaboration. When the actors showed negative emotion toward each other, CU traits did not influence expectations of collaboration. Conclusions The findings suggest that CU traits are associated with difficulty in perceiving positive social interactions, which could further contribute to the behavioral and emotional problems common to those with high CU traits. En ligne : http://dx.doi.org/10.1111/jcpp.12588 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Patterns of expressed emotion in adolescent eating disorders / Renee D. RIENECKE in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)
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Titre : Patterns of expressed emotion in adolescent eating disorders Type de document : Texte imprimé et/ou numérique Auteurs : Renee D. RIENECKE, Auteur ; Leslie SIM, Auteur ; James LOCK, Auteur ; Daniel LE GRANGE, Auteur Article en page(s) : p.1407-1413 Langues : Anglais (eng) Mots-clés : Expressed emotion adolescents anorexia nervosa bulimia nervosa depression Index. décimale : PER Périodiques Résumé : Background This goal of this study was to understand the patterns of expressed emotions (EEs) in adolescent eating disorders. As such, this study compared EE among families of adolescents with anorexia nervosa (AN), bulimia nervosa (BN), and a psychiatric control group, major depressive disorder (MDD). This study also examined the influence of family status (intact vs. nonintact) and the presence of siblings on EE. Methods Two-hundred and fifteen adolescents (ages 12–19) and their families were recruited for this study including 121 adolescents with AN, 54 adolescents with BN, and 40 adolescents with MDD. Adolescents with at least one parent completed the Standardized Clinical Family Interview. Adolescents completed structured diagnostic interviews to assess eligibility for the study, as well as a standardized questionnaire to assess depression. Results Analyses revealed that fathers showed higher levels of critical comments to adolescents with BN or MDD than those with AN, whereas mothers made more critical comments toward patients with BN. Mothers made the least number of positive remarks toward patients with MDD. In terms of the influence of family status, fathers from intact families showed more expressions of warmth and were less critical than fathers from nonintact families, whereas mothers from intact families were less critical but also made fewer positive remarks than mothers from nonintact families. The presence of siblings appeared to reduce mothers’ expression of warmth and emotional overinvolvement. Conclusions Unique patterns of EE were found to characterize AN, BN, and MDD. Family status and the presence of siblings exert an influence on EE that should be taken into consideration in future research. En ligne : http://dx.doi.org/10.1111/jcpp.12594 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1407-1413[article] Patterns of expressed emotion in adolescent eating disorders [Texte imprimé et/ou numérique] / Renee D. RIENECKE, Auteur ; Leslie SIM, Auteur ; James LOCK, Auteur ; Daniel LE GRANGE, Auteur . - p.1407-1413.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1407-1413
Mots-clés : Expressed emotion adolescents anorexia nervosa bulimia nervosa depression Index. décimale : PER Périodiques Résumé : Background This goal of this study was to understand the patterns of expressed emotions (EEs) in adolescent eating disorders. As such, this study compared EE among families of adolescents with anorexia nervosa (AN), bulimia nervosa (BN), and a psychiatric control group, major depressive disorder (MDD). This study also examined the influence of family status (intact vs. nonintact) and the presence of siblings on EE. Methods Two-hundred and fifteen adolescents (ages 12–19) and their families were recruited for this study including 121 adolescents with AN, 54 adolescents with BN, and 40 adolescents with MDD. Adolescents with at least one parent completed the Standardized Clinical Family Interview. Adolescents completed structured diagnostic interviews to assess eligibility for the study, as well as a standardized questionnaire to assess depression. Results Analyses revealed that fathers showed higher levels of critical comments to adolescents with BN or MDD than those with AN, whereas mothers made more critical comments toward patients with BN. Mothers made the least number of positive remarks toward patients with MDD. In terms of the influence of family status, fathers from intact families showed more expressions of warmth and were less critical than fathers from nonintact families, whereas mothers from intact families were less critical but also made fewer positive remarks than mothers from nonintact families. The presence of siblings appeared to reduce mothers’ expression of warmth and emotional overinvolvement. Conclusions Unique patterns of EE were found to characterize AN, BN, and MDD. Family status and the presence of siblings exert an influence on EE that should be taken into consideration in future research. En ligne : http://dx.doi.org/10.1111/jcpp.12594 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Response time variability under slow and fast-incentive conditions in children with ASD, ADHD and ASD+ADHD / Charlotte TYE in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)
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[article]
Titre : Response time variability under slow and fast-incentive conditions in children with ASD, ADHD and ASD+ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Charlotte TYE, Auteur ; Katherine A. JOHNSON, Auteur ; Simon P. KELLY, Auteur ; Philip ASHERSON, Auteur ; Jonna KUNTSI, Auteur ; Karen L. ASHWOOD, Auteur ; Bahare AZADI, Auteur ; Patrick BOLTON, Auteur ; Gráinne MCLOUGHLIN, Auteur Article en page(s) : p.1414-1423 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder attention deficit hyperactivity disorder cognition comorbidity reaction time variability Index. décimale : PER Périodiques Résumé : Background Attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) show significant behavioural and genetic overlap. Both ADHD and ASD are characterised by poor performance on a range of cognitive tasks. In particular, increased response time variability (RTV) is a promising indicator of risk for both ADHD and ASD. However, it is not clear whether different indices of RTV and changes to RTV according to task conditions are able to discriminate between the two disorders. Methods Children with ASD (n = 19), ADHD (n = 18), ASD + ADHD (n = 29) and typically developing controls (TDC; n = 26) performed a four-choice RT task with slow-baseline and fast-incentive conditions. Performance was characterised by mean RT (MRT), standard deviation of RT (SD-RT), coefficient of variation (CV) and ex-Gaussian distribution measures of Mu, Sigma and Tau. Results In the slow-baseline condition, categorical diagnoses and trait measures converged to indicate that children with ADHD-only and ASD + ADHD demonstrated increased MRT, SD-RT, CV and Tau compared to TDC and ASD-only. Importantly, greater improvement in MRT, SD-RT and Tau was demonstrated in ADHD and ASD + ADHD from slow-baseline to fast-incentive conditions compared to TDC and ASD-only. Conclusions Slower and more variable RTs are markers of ADHD compared to ASD and typically developing controls during slow and less rewarding conditions. Energetic factors and rewards improve task performance to a greater extent in children with ADHD compared to children with ASD. These findings suggest that RTV can be distinguished in ASD, ADHD and ASD + ADHD based on the indices of variability used and the conditions in which they are elicited. Further work identifying neural processes underlying increased RTV is warranted, in order to elucidate disorder-specific and disorder-convergent aetiological pathways. En ligne : http://dx.doi.org/10.1111/jcpp.12608 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1414-1423[article] Response time variability under slow and fast-incentive conditions in children with ASD, ADHD and ASD+ADHD [Texte imprimé et/ou numérique] / Charlotte TYE, Auteur ; Katherine A. JOHNSON, Auteur ; Simon P. KELLY, Auteur ; Philip ASHERSON, Auteur ; Jonna KUNTSI, Auteur ; Karen L. ASHWOOD, Auteur ; Bahare AZADI, Auteur ; Patrick BOLTON, Auteur ; Gráinne MCLOUGHLIN, Auteur . - p.1414-1423.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1414-1423
Mots-clés : Autism spectrum disorder attention deficit hyperactivity disorder cognition comorbidity reaction time variability Index. décimale : PER Périodiques Résumé : Background Attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) show significant behavioural and genetic overlap. Both ADHD and ASD are characterised by poor performance on a range of cognitive tasks. In particular, increased response time variability (RTV) is a promising indicator of risk for both ADHD and ASD. However, it is not clear whether different indices of RTV and changes to RTV according to task conditions are able to discriminate between the two disorders. Methods Children with ASD (n = 19), ADHD (n = 18), ASD + ADHD (n = 29) and typically developing controls (TDC; n = 26) performed a four-choice RT task with slow-baseline and fast-incentive conditions. Performance was characterised by mean RT (MRT), standard deviation of RT (SD-RT), coefficient of variation (CV) and ex-Gaussian distribution measures of Mu, Sigma and Tau. Results In the slow-baseline condition, categorical diagnoses and trait measures converged to indicate that children with ADHD-only and ASD + ADHD demonstrated increased MRT, SD-RT, CV and Tau compared to TDC and ASD-only. Importantly, greater improvement in MRT, SD-RT and Tau was demonstrated in ADHD and ASD + ADHD from slow-baseline to fast-incentive conditions compared to TDC and ASD-only. Conclusions Slower and more variable RTs are markers of ADHD compared to ASD and typically developing controls during slow and less rewarding conditions. Energetic factors and rewards improve task performance to a greater extent in children with ADHD compared to children with ASD. These findings suggest that RTV can be distinguished in ASD, ADHD and ASD + ADHD based on the indices of variability used and the conditions in which they are elicited. Further work identifying neural processes underlying increased RTV is warranted, in order to elucidate disorder-specific and disorder-convergent aetiological pathways. En ligne : http://dx.doi.org/10.1111/jcpp.12608 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Understanding definitions of minimally verbal across instruments: evidence for subgroups within minimally verbal children and adolescents with autism spectrum disorder / Vanessa H. BAL in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)
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Titre : Understanding definitions of minimally verbal across instruments: evidence for subgroups within minimally verbal children and adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Vanessa H. BAL, Auteur ; Terry KATZ, Auteur ; Somer L. BISHOP, Auteur ; Kate E. KRASILEVA, Auteur Article en page(s) : p.1424-1433 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder cognitive impairment language disorder Index. décimale : PER Périodiques Résumé : Background Minimally verbal (MV) children with autism spectrum disorder (ASD) are often assumed to be profoundly cognitively impaired and excluded from analyses due to challenges completing standardized testing protocols. A literature aimed at increasing understanding of this subgroup is emerging; however, the many methods used to define MV status make it difficult to compare studies. Understanding how different instruments and definitions used to identify MV children affect sample composition is critical to advance research on this understudied clinical population. Method The MV status of 1,470 school-aged children was defined using five instruments commonly used in ASD research. MV sample composition was compared across instruments. Analyses examined the proportion of overlap across MV subgroups and the extent to which child characteristics varied across MV subgroups defined using different definitions or combinations of measures. Results A total of 257 children were classified as MV on at least one instrument. Proportion of overlap between definitions ranged from 3% to 100%. The stringency of definition (i.e. few-to-no vs. some words) was associated with differences in cognitive and adaptive functioning; more stringent definitions yielded greater consistency of MV status across instruments. Cognitive abilities ranged from profoundly impaired to average intelligence; 16% had NVIQ ? 70. Approximately half exhibited verbal skills commensurate with nonverbal cognitive ability, whereas half had verbal abilities significantly lower than their estimated NVIQ. Conclusions Future studies of MV children must carefully consider the methods used to identify their sample, acknowledging that definitions including children with ‘some words’ may yield larger samples with a wider range of language and cognitive abilities. Broadly defined MV samples may be particularly important to delineate factors interfering with language development in the subgroup of children whose expressive impairments are considerably below their estimated nonverbal cognitive abilities. En ligne : http://dx.doi.org/10.1111/jcpp.12609 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1424-1433[article] Understanding definitions of minimally verbal across instruments: evidence for subgroups within minimally verbal children and adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / Vanessa H. BAL, Auteur ; Terry KATZ, Auteur ; Somer L. BISHOP, Auteur ; Kate E. KRASILEVA, Auteur . - p.1424-1433.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1424-1433
Mots-clés : Autism spectrum disorder cognitive impairment language disorder Index. décimale : PER Périodiques Résumé : Background Minimally verbal (MV) children with autism spectrum disorder (ASD) are often assumed to be profoundly cognitively impaired and excluded from analyses due to challenges completing standardized testing protocols. A literature aimed at increasing understanding of this subgroup is emerging; however, the many methods used to define MV status make it difficult to compare studies. Understanding how different instruments and definitions used to identify MV children affect sample composition is critical to advance research on this understudied clinical population. Method The MV status of 1,470 school-aged children was defined using five instruments commonly used in ASD research. MV sample composition was compared across instruments. Analyses examined the proportion of overlap across MV subgroups and the extent to which child characteristics varied across MV subgroups defined using different definitions or combinations of measures. Results A total of 257 children were classified as MV on at least one instrument. Proportion of overlap between definitions ranged from 3% to 100%. The stringency of definition (i.e. few-to-no vs. some words) was associated with differences in cognitive and adaptive functioning; more stringent definitions yielded greater consistency of MV status across instruments. Cognitive abilities ranged from profoundly impaired to average intelligence; 16% had NVIQ ? 70. Approximately half exhibited verbal skills commensurate with nonverbal cognitive ability, whereas half had verbal abilities significantly lower than their estimated NVIQ. Conclusions Future studies of MV children must carefully consider the methods used to identify their sample, acknowledging that definitions including children with ‘some words’ may yield larger samples with a wider range of language and cognitive abilities. Broadly defined MV samples may be particularly important to delineate factors interfering with language development in the subgroup of children whose expressive impairments are considerably below their estimated nonverbal cognitive abilities. En ligne : http://dx.doi.org/10.1111/jcpp.12609 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Stability of core language skill across the first decade of life in children at biological and social risk / Marc H. BORNSTEIN in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)
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Titre : Stability of core language skill across the first decade of life in children at biological and social risk Type de document : Texte imprimé et/ou numérique Auteurs : Marc H. BORNSTEIN, Auteur ; Chun-Shin HAHN, Auteur ; Diane L. PUTNICK, Auteur Article en page(s) : p.1434-1443 Langues : Anglais (eng) Mots-clés : Language development health risk social risk Index. décimale : PER Périodiques Résumé : Background Command of language is a fundamental skill, a cornerstone of multiple cognitive and socioemotional aspects of development, and a necessary ingredient of successful adjustment and functioning in society. Little is known about the developmental stability of language in at-risk youth or which biological and social risk factors moderate stability. Methods This four-wave 10-year prospective longitudinal study evaluated stability of core language skill in 1,780 children in varying categories of biological and social risk in a multiage, multidomain, multimeasure, and multireporter framework. Results Structural equation modeling supported loadings of diverse age-appropriate measures of child language on single latent variables of core language skill at 15 and 25 months and 5 and 11 years, respectively. Core language skill was stable over the first decade of life; significant and comparable stability coefficients were obtained for children with diverse biological and social risks, including poor health, welfare status, teen motherhood, ethnicity, gender, birth order, and families that changed in income and maternal education over the study period; stability in language was strong even accounting for child nonverbal intelligence and social competence, maternal education and language, and the family home environment. Conclusions Core language skill varies in stability with age but is robustly stable in children regardless of multiple biological and social risk factors. En ligne : http://dx.doi.org/10.1111/jcpp.12632 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1434-1443[article] Stability of core language skill across the first decade of life in children at biological and social risk [Texte imprimé et/ou numérique] / Marc H. BORNSTEIN, Auteur ; Chun-Shin HAHN, Auteur ; Diane L. PUTNICK, Auteur . - p.1434-1443.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1434-1443
Mots-clés : Language development health risk social risk Index. décimale : PER Périodiques Résumé : Background Command of language is a fundamental skill, a cornerstone of multiple cognitive and socioemotional aspects of development, and a necessary ingredient of successful adjustment and functioning in society. Little is known about the developmental stability of language in at-risk youth or which biological and social risk factors moderate stability. Methods This four-wave 10-year prospective longitudinal study evaluated stability of core language skill in 1,780 children in varying categories of biological and social risk in a multiage, multidomain, multimeasure, and multireporter framework. Results Structural equation modeling supported loadings of diverse age-appropriate measures of child language on single latent variables of core language skill at 15 and 25 months and 5 and 11 years, respectively. Core language skill was stable over the first decade of life; significant and comparable stability coefficients were obtained for children with diverse biological and social risks, including poor health, welfare status, teen motherhood, ethnicity, gender, birth order, and families that changed in income and maternal education over the study period; stability in language was strong even accounting for child nonverbal intelligence and social competence, maternal education and language, and the family home environment. Conclusions Core language skill varies in stability with age but is robustly stable in children regardless of multiple biological and social risk factors. En ligne : http://dx.doi.org/10.1111/jcpp.12632 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 DSM-IV, DSM-5, and ICD-11: Identifying children with posttraumatic stress disorder after disasters / BreAnne A. DANZI in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)
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Titre : DSM-IV, DSM-5, and ICD-11: Identifying children with posttraumatic stress disorder after disasters Type de document : Texte imprimé et/ou numérique Auteurs : BreAnne A. DANZI, Auteur ; Annette M. LA GRECA, Auteur Article en page(s) : p.1444-1452 Langues : Anglais (eng) Mots-clés : PTSD ICD-11 DSM-5 natural disaster children Index. décimale : PER Périodiques Résumé : Background Different criteria for diagnosing posttraumatic stress disorder (PTSD) have been recommended by the 5th edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) and the proposed 11th edition of the International Classification of Diseases (ICD-11). Although children are vulnerable to PTSD following disasters, little is known about whether these revised criteria are appropriate for preadolescents, as diagnostic revisions have been based primarily on adult research. This study investigated rates of PTSD using DSM-IV, DSM-5, and ICD-11 diagnostic criteria, and their associations with symptom severity, impairment, and PTSD risk factors. Methods Children (7–11 years) exposed to Hurricanes Ike (n = 327) or Charley (n = 383) completed measures 8–9 months postdisaster. Using diagnostic algorithms for DSM-IV, DSM-5, and ICD-11, rates of ‘probable’ PTSD were calculated. Results Across samples, rates of PTSD were similar. However, there was low agreement across the diagnostic systems, with about a third overlap in identified cases. Children identified only by ICD-11 had higher ‘core’ symptom severity but lower impairment than children identified only by DSM-IV or DSM-5. ICD-11 was associated with more established risk factors for PTSD than was DSM-5. Conclusions Findings revealed differences in PTSD diagnosis across major diagnostic systems for preadolescent children, with no clear advantage to any one system. Further research on developmentally sensitive PTSD criteria for preadolescent children is needed. En ligne : http://dx.doi.org/10.1111/jcpp.12631 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1444-1452[article] DSM-IV, DSM-5, and ICD-11: Identifying children with posttraumatic stress disorder after disasters [Texte imprimé et/ou numérique] / BreAnne A. DANZI, Auteur ; Annette M. LA GRECA, Auteur . - p.1444-1452.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1444-1452
Mots-clés : PTSD ICD-11 DSM-5 natural disaster children Index. décimale : PER Périodiques Résumé : Background Different criteria for diagnosing posttraumatic stress disorder (PTSD) have been recommended by the 5th edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) and the proposed 11th edition of the International Classification of Diseases (ICD-11). Although children are vulnerable to PTSD following disasters, little is known about whether these revised criteria are appropriate for preadolescents, as diagnostic revisions have been based primarily on adult research. This study investigated rates of PTSD using DSM-IV, DSM-5, and ICD-11 diagnostic criteria, and their associations with symptom severity, impairment, and PTSD risk factors. Methods Children (7–11 years) exposed to Hurricanes Ike (n = 327) or Charley (n = 383) completed measures 8–9 months postdisaster. Using diagnostic algorithms for DSM-IV, DSM-5, and ICD-11, rates of ‘probable’ PTSD were calculated. Results Across samples, rates of PTSD were similar. However, there was low agreement across the diagnostic systems, with about a third overlap in identified cases. Children identified only by ICD-11 had higher ‘core’ symptom severity but lower impairment than children identified only by DSM-IV or DSM-5. ICD-11 was associated with more established risk factors for PTSD than was DSM-5. Conclusions Findings revealed differences in PTSD diagnosis across major diagnostic systems for preadolescent children, with no clear advantage to any one system. Further research on developmentally sensitive PTSD criteria for preadolescent children is needed. En ligne : http://dx.doi.org/10.1111/jcpp.12631 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Commentary: The evolving conception of posttraumatic stress disorder – reflections on Danzi and La Greca (2016) / Chris R. BREWIN in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)
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Titre : Commentary: The evolving conception of posttraumatic stress disorder – reflections on Danzi and La Greca (2016) Type de document : Texte imprimé et/ou numérique Auteurs : Chris R. BREWIN, Auteur Article en page(s) : p.1453-1454 Langues : Anglais (eng) Mots-clés : PTSD children diagnosis Index. décimale : PER Périodiques Résumé : As first formulated in 1980, the description of posttraumatic stress disorder (PTSD) was based on people exposed to severe and repeated traumatic events. Although the conceptualisation of PTSD in successive versions of the DSM has changed, the symptom picture remains complex and there have been concerns over whether the threshold is too high. In contrast, ICD-11 proposes a simpler diagnosis based on six symptoms and a distinction between PTSD and Complex PTSD. This approach may be more clinically useful and easier to employ for children in younger age groups. Danzi and La Greca's data are valuable in suggesting that PTSD in preadolescent as well as preschool children should be diagnosed using different criteria to adults. They also identify a lack of overlap between diagnostic systems that suggests PTSD may not be optimally identified using current methods. En ligne : http://dx.doi.org/10.1111/jcpp.12634 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1453-1454[article] Commentary: The evolving conception of posttraumatic stress disorder – reflections on Danzi and La Greca (2016) [Texte imprimé et/ou numérique] / Chris R. BREWIN, Auteur . - p.1453-1454.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1453-1454
Mots-clés : PTSD children diagnosis Index. décimale : PER Périodiques Résumé : As first formulated in 1980, the description of posttraumatic stress disorder (PTSD) was based on people exposed to severe and repeated traumatic events. Although the conceptualisation of PTSD in successive versions of the DSM has changed, the symptom picture remains complex and there have been concerns over whether the threshold is too high. In contrast, ICD-11 proposes a simpler diagnosis based on six symptoms and a distinction between PTSD and Complex PTSD. This approach may be more clinically useful and easier to employ for children in younger age groups. Danzi and La Greca's data are valuable in suggesting that PTSD in preadolescent as well as preschool children should be diagnosed using different criteria to adults. They also identify a lack of overlap between diagnostic systems that suggests PTSD may not be optimally identified using current methods. En ligne : http://dx.doi.org/10.1111/jcpp.12634 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 No relationship between prenatal androgen exposure and autistic traits: convergent evidence from studies of children with congenital adrenal hyperplasia and of amniotic testosterone concentrations in typically developing children / Karson T. F. KUNG in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)
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Titre : No relationship between prenatal androgen exposure and autistic traits: convergent evidence from studies of children with congenital adrenal hyperplasia and of amniotic testosterone concentrations in typically developing children Type de document : Texte imprimé et/ou numérique Auteurs : Karson T. F. KUNG, Auteur ; Debra SPENCER, Auteur ; Vickie PASTERSKI, Auteur ; Sharon NEUFELD, Auteur ; Vivette GLOVER, Auteur ; Thomas G. O'CONNOR, Auteur ; Peter C. HINDMARSH, Auteur ; Ieuan A. HUGHES, Auteur ; Carlo L. ACERINI, Auteur ; Melissa HINES, Auteur Article en page(s) : p.1455-1462 Langues : Anglais (eng) Mots-clés : Congenital adrenal hyperplasia fetal testosterone prenatal testosterone exposure autism autistic traits extreme male brain Index. décimale : PER Périodiques Résumé : Background There is a marked male preponderance in autism spectrum conditions. The extreme male brain theory and the fetal androgen theory of autism suggest that elevated prenatal testosterone exposure is a key contributor to autistic traits. The current paper reports findings from two separate studies that test this hypothesis. Methods A parent-report questionnaire, the Childhood Autism Spectrum Test (CAST), was employed to measure autistic traits in both studies. The first study examined autistic traits in young children with congenital adrenal hyperplasia (CAH), a condition causing unusually high concentrations of testosterone prenatally in girls. Eighty one children with CAH (43 girls) and 72 unaffected relatives (41 girls), aged 4–11 years, were assessed. The second study examined autistic traits in relation to amniotic testosterone in 92 typically developing children (48 girls), aged 3–5 years. Results Findings from neither study supported the association between prenatal androgen (testosterone) exposure and autistic traits. Specifically, young girls with and without CAH did not differ significantly in CAST scores and amniotic testosterone concentrations were not significantly associated with CAST scores in boys, girls, or the whole sample. Conclusions These studies do not support a relationship between prenatal testosterone exposure and autistic traits. These findings augment prior research suggesting no consistent relationship between early androgen exposure and autistic traits. En ligne : http://dx.doi.org/10.1111/jcpp.12602 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1455-1462[article] No relationship between prenatal androgen exposure and autistic traits: convergent evidence from studies of children with congenital adrenal hyperplasia and of amniotic testosterone concentrations in typically developing children [Texte imprimé et/ou numérique] / Karson T. F. KUNG, Auteur ; Debra SPENCER, Auteur ; Vickie PASTERSKI, Auteur ; Sharon NEUFELD, Auteur ; Vivette GLOVER, Auteur ; Thomas G. O'CONNOR, Auteur ; Peter C. HINDMARSH, Auteur ; Ieuan A. HUGHES, Auteur ; Carlo L. ACERINI, Auteur ; Melissa HINES, Auteur . - p.1455-1462.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1455-1462
Mots-clés : Congenital adrenal hyperplasia fetal testosterone prenatal testosterone exposure autism autistic traits extreme male brain Index. décimale : PER Périodiques Résumé : Background There is a marked male preponderance in autism spectrum conditions. The extreme male brain theory and the fetal androgen theory of autism suggest that elevated prenatal testosterone exposure is a key contributor to autistic traits. The current paper reports findings from two separate studies that test this hypothesis. Methods A parent-report questionnaire, the Childhood Autism Spectrum Test (CAST), was employed to measure autistic traits in both studies. The first study examined autistic traits in young children with congenital adrenal hyperplasia (CAH), a condition causing unusually high concentrations of testosterone prenatally in girls. Eighty one children with CAH (43 girls) and 72 unaffected relatives (41 girls), aged 4–11 years, were assessed. The second study examined autistic traits in relation to amniotic testosterone in 92 typically developing children (48 girls), aged 3–5 years. Results Findings from neither study supported the association between prenatal androgen (testosterone) exposure and autistic traits. Specifically, young girls with and without CAH did not differ significantly in CAST scores and amniotic testosterone concentrations were not significantly associated with CAST scores in boys, girls, or the whole sample. Conclusions These studies do not support a relationship between prenatal testosterone exposure and autistic traits. These findings augment prior research suggesting no consistent relationship between early androgen exposure and autistic traits. En ligne : http://dx.doi.org/10.1111/jcpp.12602 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 Commentary: Are we expecting too much from the extreme male brain theory of autism? A reflection on Kung et al. (2016) / Andrew J. O. WHITEHOUSE in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)
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[article]
Titre : Commentary: Are we expecting too much from the extreme male brain theory of autism? A reflection on Kung et al. (2016) Type de document : Texte imprimé et/ou numérique Auteurs : Andrew J. O. WHITEHOUSE, Auteur Article en page(s) : p.1463-1464 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders androgens testosterone language research design Index. décimale : PER Périodiques Résumé : Kung et al. (2016) contribute further evidence demonstrating no clear link between prenatal androgen exposure and the autism phenotype. Do these findings represent a nail in the coffin for the extreme male brain (EMB) theory of autism, or are we simply asking too much of the hypothesis? This commentary highlights the inconsistent findings that have appeared to undermine the EMB theory, but presents an argument that the data may not present an adequate test of the hypothesis. A research agenda is then outlined – the investigation of simple behavioural traits rather than the full combination of ASD behaviours – which may provide greater clarity as to how prenatal androgen exposure relates to developmental psychopathology. En ligne : http://dx.doi.org/10.1111/jcpp.12628 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1463-1464[article] Commentary: Are we expecting too much from the extreme male brain theory of autism? A reflection on Kung et al. (2016) [Texte imprimé et/ou numérique] / Andrew J. O. WHITEHOUSE, Auteur . - p.1463-1464.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1463-1464
Mots-clés : Autism spectrum disorders androgens testosterone language research design Index. décimale : PER Périodiques Résumé : Kung et al. (2016) contribute further evidence demonstrating no clear link between prenatal androgen exposure and the autism phenotype. Do these findings represent a nail in the coffin for the extreme male brain (EMB) theory of autism, or are we simply asking too much of the hypothesis? This commentary highlights the inconsistent findings that have appeared to undermine the EMB theory, but presents an argument that the data may not present an adequate test of the hypothesis. A research agenda is then outlined – the investigation of simple behavioural traits rather than the full combination of ASD behaviours – which may provide greater clarity as to how prenatal androgen exposure relates to developmental psychopathology. En ligne : http://dx.doi.org/10.1111/jcpp.12628 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 Commentary: Mapping the young, resilient brain – reflections on Burt et al. (2016) / Philip SHAW in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)
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Titre : Commentary: Mapping the young, resilient brain – reflections on Burt et al. (2016) Type de document : Texte imprimé et/ou numérique Auteurs : Philip SHAW, Auteur Article en page(s) : p.1465-1466 Langues : Anglais (eng) Mots-clés : Resilience neuroanatomy executive functions Index. décimale : PER Périodiques Résumé : The resilience of many children in the face of adversity has long been a research focus. The study by Burt et al. delineates the neuroanatomy of resilience, using in vivo magnetic resonance images acquired on 1,800 youth. They find that resilient youth had a larger right lateral prefrontal cortex compared to youth who either lacked resilience or did not experience adversity. The size of the right lateral prefrontal cortex was further associated with a likelihood of a maladaptive problem of alcohol use. These findings implicate high-order regulatory processes supported by the right lateral prefrontal cortex as pivotal in resilience. The study also sets the stage for exploring how neuroimaging data, combined with behavioral and genomic information might be used to assess treatment efficacy and identify children who need therapeutic interventions to boost their resilience. En ligne : http://dx.doi.org/10.1111/jcpp.12613 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1465-1466[article] Commentary: Mapping the young, resilient brain – reflections on Burt et al. (2016) [Texte imprimé et/ou numérique] / Philip SHAW, Auteur . - p.1465-1466.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1465-1466
Mots-clés : Resilience neuroanatomy executive functions Index. décimale : PER Périodiques Résumé : The resilience of many children in the face of adversity has long been a research focus. The study by Burt et al. delineates the neuroanatomy of resilience, using in vivo magnetic resonance images acquired on 1,800 youth. They find that resilient youth had a larger right lateral prefrontal cortex compared to youth who either lacked resilience or did not experience adversity. The size of the right lateral prefrontal cortex was further associated with a likelihood of a maladaptive problem of alcohol use. These findings implicate high-order regulatory processes supported by the right lateral prefrontal cortex as pivotal in resilience. The study also sets the stage for exploring how neuroimaging data, combined with behavioral and genomic information might be used to assess treatment efficacy and identify children who need therapeutic interventions to boost their resilience. En ligne : http://dx.doi.org/10.1111/jcpp.12613 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 Commentary: The course of depression after childhood parental death – a reflection on Berg et al. (2016) / Nadine M. MELHEM in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)
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[article]
Titre : Commentary: The course of depression after childhood parental death – a reflection on Berg et al. (2016) Type de document : Texte imprimé et/ou numérique Auteurs : Nadine M. MELHEM, Auteur ; David A. BRENT, Auteur Article en page(s) : p.1467-1469 Langues : Anglais (eng) Mots-clés : Depression death Index. décimale : PER Périodiques Résumé : Berg et al.'s study highlights the long-lasting impact of childhood parental death on depression in adulthood in the absence of early preventive and intervention efforts. Given the long-term effects of childhood parental death, it seems that the most propitious time to intervene is early on after the death. Several prevention and intervention approaches have been shown to reduce the incidence of depression and to ameliorate its course and thus could be potential approaches to intervene with parentally bereaved children. Future longitudinal studies focused on children and adolescents are also needed to examine the biological pathways that set the stage for increased vulnerability across the life span following childhood parental death and adversity in order to inform novel targets for interventions. En ligne : http://dx.doi.org/10.1111/jcpp.12626 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1467-1469[article] Commentary: The course of depression after childhood parental death – a reflection on Berg et al. (2016) [Texte imprimé et/ou numérique] / Nadine M. MELHEM, Auteur ; David A. BRENT, Auteur . - p.1467-1469.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1467-1469
Mots-clés : Depression death Index. décimale : PER Périodiques Résumé : Berg et al.'s study highlights the long-lasting impact of childhood parental death on depression in adulthood in the absence of early preventive and intervention efforts. Given the long-term effects of childhood parental death, it seems that the most propitious time to intervene is early on after the death. Several prevention and intervention approaches have been shown to reduce the incidence of depression and to ameliorate its course and thus could be potential approaches to intervene with parentally bereaved children. Future longitudinal studies focused on children and adolescents are also needed to examine the biological pathways that set the stage for increased vulnerability across the life span following childhood parental death and adversity in order to inform novel targets for interventions. En ligne : http://dx.doi.org/10.1111/jcpp.12626 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298