Dépouillements

Editorial: The rise and rise of developmental perspectives in child psychology and psychiatry / Sara R. JAFFEE in Journal of Child Psychology and Psychiatry, 60-4 (April 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.329-332 Titre : Editorial: The rise and rise of developmental perspectives in child psychology and psychiatry Type de document : Texte imprimé et/ou numérique Auteurs : Sara R. JAFFEE, Auteur Article en page(s) : p.329-332 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : When developmental psychopathology emerged as a discipline in the late 1970s and early 1980s, its proponents were as careful to explain what it was not, as they were to define what it was (e.g. Sroufe & Rutter, 1984). In particular, they differentiated developmental psychopathology from child psychiatry, which is primarily concerned with the differential diagnosis, prognosis, and treatment of childhood disorders. In contrast, developmental psychopathology was defined as 'the study of the origins and course of individual patterns of behavioral maladaptation, whatever the age of onset, whatever the causes, whatever the transformations in behavioral manifestation, and however complex the course of the developmental pattern may be' (Sroufe & Rutter, 1984, p. 18). En ligne : https://dx.doi.org/10.1111/jcpp.13055 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] Editorial: The rise and rise of developmental perspectives in child psychology and psychiatry [Texte imprimé et/ou numérique] / Sara R. JAFFEE, Auteur . - p.329-332. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.329-332 Index. décimale : PER Périodiques Résumé : When developmental psychopathology emerged as a discipline in the late 1970s and early 1980s, its proponents were as careful to explain what it was not, as they were to define what it was (e.g. Sroufe & Rutter, 1984). In particular, they differentiated developmental psychopathology from child psychiatry, which is primarily concerned with the differential diagnosis, prognosis, and treatment of childhood disorders. In contrast, developmental psychopathology was defined as 'the study of the origins and course of individual patterns of behavioral maladaptation, whatever the age of onset, whatever the causes, whatever the transformations in behavioral manifestation, and however complex the course of the developmental pattern may be' (Sroufe & Rutter, 1984, p. 18). En ligne : https://dx.doi.org/10.1111/jcpp.13055 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388

Annual Research Review: Does late-onset attention-deficit/hyperactivity disorder exist? / Philip ASHERSON in Journal of Child Psychology and Psychiatry, 60-4 (April 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.333-352 Titre : Annual Research Review: Does late-onset attention-deficit/hyperactivity disorder exist? Type de document : Texte imprimé et/ou numérique Auteurs : Philip ASHERSON, Auteur ; Jessica AGNEW-BLAIS, Auteur Article en page(s) : p.333-352 Langues : Anglais (eng) Mots-clés : Adhd  developmental epidemiology  developmental psychopathology  longitudinal studies Index. décimale : PER Périodiques Résumé : Attention-deficit/hyperactivity disorder (ADHD) is conceptualized as an early onset childhood neurodevelopmental disorder. Prevalence in adults is around two-thirds that in childhood, yet longitudinal outcome studies of children with ADHD found a minority continue to meet full criteria in adulthood. This suggests that not all adult cases meet ADHD criteria as children, a conclusion supported by earlier studies relying on retrospective recall in adolescent and adult samples. More recently prospective follow-up of population and control samples suggest that adolescent and young adult ADHD is not always a continuation of childhood ADHD. Here, we review the literature on age of onset, to explore whether late-onset ADHD exists, and if so, examine the evidence for whether this should be considered the same or a different disorder as childhood onset ADHD. We conclude that current evidence supports the view that a significant proportion of young adults meeting criteria for ADHD would not have met full diagnostic criteria for ADHD as children. However, many in the late-onset group show some ADHD symptoms in childhood, or an externalizing disorder such as oppositional defiant disorder. Furthermore, the current studies suggest that most (but not all) cases of late-onset ADHD develop the disorder between the ages of 12-16 and can therefore be considered adolescent or early adult onset ADHD. There is a relative lack of data spanning young to older adulthood to address the question of adult-onset. Currently, there is insufficient data to clarify the extent to which early and late onset ADHD reflect a different balance of genetic and environmental risks or share the same underlying neural mechanisms. Clinicians should be aware that significantly impairing forms of ADHD can emerge beyond the age of 12 years, although perhaps rarely in the context of a complete absence of precursors. The current evidence on treatment responses is limited. En ligne : https://dx.doi.org/10.1111/jcpp.13020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] Annual Research Review: Does late-onset attention-deficit/hyperactivity disorder exist? [Texte imprimé et/ou numérique] / Philip ASHERSON, Auteur ; Jessica AGNEW-BLAIS, Auteur . - p.333-352. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.333-352 Mots-clés : Adhd  developmental epidemiology  developmental psychopathology  longitudinal studies Index. décimale : PER Périodiques Résumé : Attention-deficit/hyperactivity disorder (ADHD) is conceptualized as an early onset childhood neurodevelopmental disorder. Prevalence in adults is around two-thirds that in childhood, yet longitudinal outcome studies of children with ADHD found a minority continue to meet full criteria in adulthood. This suggests that not all adult cases meet ADHD criteria as children, a conclusion supported by earlier studies relying on retrospective recall in adolescent and adult samples. More recently prospective follow-up of population and control samples suggest that adolescent and young adult ADHD is not always a continuation of childhood ADHD. Here, we review the literature on age of onset, to explore whether late-onset ADHD exists, and if so, examine the evidence for whether this should be considered the same or a different disorder as childhood onset ADHD. We conclude that current evidence supports the view that a significant proportion of young adults meeting criteria for ADHD would not have met full diagnostic criteria for ADHD as children. However, many in the late-onset group show some ADHD symptoms in childhood, or an externalizing disorder such as oppositional defiant disorder. Furthermore, the current studies suggest that most (but not all) cases of late-onset ADHD develop the disorder between the ages of 12-16 and can therefore be considered adolescent or early adult onset ADHD. There is a relative lack of data spanning young to older adulthood to address the question of adult-onset. Currently, there is insufficient data to clarify the extent to which early and late onset ADHD reflect a different balance of genetic and environmental risks or share the same underlying neural mechanisms. Clinicians should be aware that significantly impairing forms of ADHD can emerge beyond the age of 12 years, although perhaps rarely in the context of a complete absence of precursors. The current evidence on treatment responses is limited. En ligne : https://dx.doi.org/10.1111/jcpp.13020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388

Commentary: ADHD lifetime trajectories and the relevance of the developmental perspective to Psychiatry: reflections on Asherson and Agnew-Blais, (2019) / Guilherme V. POLANCZYK in Journal of Child Psychology and Psychiatry, 60-4 (April 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.353-355 Titre : Commentary: ADHD lifetime trajectories and the relevance of the developmental perspective to Psychiatry: reflections on Asherson and Agnew-Blais, (2019) Type de document : Texte imprimé et/ou numérique Auteurs : Guilherme V. POLANCZYK, Auteur ; C. CASELLA, Auteur ; Sara R. JAFFEE, Auteur Article en page(s) : p.353-355 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Asherson and Agnew-Blais review evidence from prospective, longitudinal studies in Brazil, New Zealand, Sweden, the United Kingdom and the United States showing that ADHD can emerge for the first time in adolescence or young adulthood. These findings defy conventional wisdom specifying that ADHD is, by definition, a disorder that emerges in childhood. We discuss possible explanations for the late-onset of ADHD, including the removal in adolescence or young adulthood of features of a young person's environment that played a buffering role against the emergence of symptoms and heterotypic continuity in a general liability to psychopathology that is present from childhood. En ligne : https://dx.doi.org/10.1111/jcpp.13050 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] Commentary: ADHD lifetime trajectories and the relevance of the developmental perspective to Psychiatry: reflections on Asherson and Agnew-Blais, (2019) [Texte imprimé et/ou numérique] / Guilherme V. POLANCZYK, Auteur ; C. CASELLA, Auteur ; Sara R. JAFFEE, Auteur . - p.353-355. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.353-355 Index. décimale : PER Périodiques Résumé : Asherson and Agnew-Blais review evidence from prospective, longitudinal studies in Brazil, New Zealand, Sweden, the United Kingdom and the United States showing that ADHD can emerge for the first time in adolescence or young adulthood. These findings defy conventional wisdom specifying that ADHD is, by definition, a disorder that emerges in childhood. We discuss possible explanations for the late-onset of ADHD, including the removal in adolescence or young adulthood of features of a young person's environment that played a buffering role against the emergence of symptoms and heterotypic continuity in a general liability to psychopathology that is present from childhood. En ligne : https://dx.doi.org/10.1111/jcpp.13050 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388

Annual Research Review: Maternal antidepressant use during pregnancy and offspring neurodevelopmental problems - a critical review and recommendations for future research / A. C. SUJAN in Journal of Child Psychology and Psychiatry, 60-4 (April 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.356-376 Titre : Annual Research Review: Maternal antidepressant use during pregnancy and offspring neurodevelopmental problems - a critical review and recommendations for future research Type de document : Texte imprimé et/ou numérique Auteurs : A. C. SUJAN, Auteur ; A. S. OBERG, Auteur ; P. D. QUINN, Auteur ; B. M. D'ONOFRIO, Auteur Article en page(s) : p.356-376 Langues : Anglais (eng) Mots-clés : Antidepressants  attention-deficit/hyperactivity disorder  autism spectrum disorder  causal inference  neurodevelopmental problems  pregnancy  prenatal antidepressant exposure Index. décimale : PER Périodiques Résumé : Children of women treated with antidepressants during pregnancy are more likely to develop neurodevelopmental problems than are unexposed children. Associations between prenatal antidepressant exposure and neurodevelopmental problems could reflect a causal effect or could be partially or fully explained by other factors that differ between exposed and unexposed offspring, including having mothers with conditions requiring antidepressant treatment (e.g. depression), environmental risk factors, and/or genetic risk factors shared across disorders. This translational review aims to provide a brief overview of findings from rodent experiments and critically evaluate observational studies in humans to assess the extent to which associations between prenatal antidepressant exposure and neurodevelopmental problems are due to causal mechanisms versus other influences. We focus our review on two important neurodevelopmental outcomes - autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD). In general, rodent studies have reported adverse effects of perinatal antidepressant exposure on neurodevelopment. Between-species differences raise questions about the generalizability of these findings to humans. Indeed, converging evidence from studies using multiple designs and approaches suggest that observed associations between prenatal antidepressant exposure and neurodevelopmental problems in humans are largely due to confounding factors. We also provide specific recommendations for future research. Animal research should explicitly evaluate the impact of timing of exposure and dosage of medications, as well as better map outcome measures in rodents to human neurodevelopmental problems. Observational studies should investigate specific confounding factors, specific antidepressant drugs and classes, the potential impact of timing of exposure, and a wider range of other potential offspring outcomes. The findings summarized in this review may help women and their doctors make informed decisions about antidepressant use during pregnancy by providing reassurance that use of these medications during pregnancy is unlikely to substantially increase the risk of ASD and ADHD. En ligne : https://dx.doi.org/10.1111/jcpp.13004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] Annual Research Review: Maternal antidepressant use during pregnancy and offspring neurodevelopmental problems - a critical review and recommendations for future research [Texte imprimé et/ou numérique] / A. C. SUJAN, Auteur ; A. S. OBERG, Auteur ; P. D. QUINN, Auteur ; B. M. D'ONOFRIO, Auteur . - p.356-376. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.356-376 Mots-clés : Antidepressants  attention-deficit/hyperactivity disorder  autism spectrum disorder  causal inference  neurodevelopmental problems  pregnancy  prenatal antidepressant exposure Index. décimale : PER Périodiques Résumé : Children of women treated with antidepressants during pregnancy are more likely to develop neurodevelopmental problems than are unexposed children. Associations between prenatal antidepressant exposure and neurodevelopmental problems could reflect a causal effect or could be partially or fully explained by other factors that differ between exposed and unexposed offspring, including having mothers with conditions requiring antidepressant treatment (e.g. depression), environmental risk factors, and/or genetic risk factors shared across disorders. This translational review aims to provide a brief overview of findings from rodent experiments and critically evaluate observational studies in humans to assess the extent to which associations between prenatal antidepressant exposure and neurodevelopmental problems are due to causal mechanisms versus other influences. We focus our review on two important neurodevelopmental outcomes - autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD). In general, rodent studies have reported adverse effects of perinatal antidepressant exposure on neurodevelopment. Between-species differences raise questions about the generalizability of these findings to humans. Indeed, converging evidence from studies using multiple designs and approaches suggest that observed associations between prenatal antidepressant exposure and neurodevelopmental problems in humans are largely due to confounding factors. We also provide specific recommendations for future research. Animal research should explicitly evaluate the impact of timing of exposure and dosage of medications, as well as better map outcome measures in rodents to human neurodevelopmental problems. Observational studies should investigate specific confounding factors, specific antidepressant drugs and classes, the potential impact of timing of exposure, and a wider range of other potential offspring outcomes. The findings summarized in this review may help women and their doctors make informed decisions about antidepressant use during pregnancy by providing reassurance that use of these medications during pregnancy is unlikely to substantially increase the risk of ASD and ADHD. En ligne : https://dx.doi.org/10.1111/jcpp.13004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388

Commentary: Studies of prenatal antidepressant exposures: what can you recommend? A reflection on Sujan et al. (2019) / A. TALATI in Journal of Child Psychology and Psychiatry, 60-4 (April 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.377-379 Titre : Commentary: Studies of prenatal antidepressant exposures: what can you recommend? A reflection on Sujan et al. (2019) Type de document : Texte imprimé et/ou numérique Auteurs : A. TALATI, Auteur ; M. M. WEISSMAN, Auteur Article en page(s) : p.377-379 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The review by Sujan et al. asks a question of clinical and public health importance: are antidepressant medications safe to use during pregnancy from the perspective of their potential effects on the infant and growing child? They provide a thorough review of the animal and human literature to date, focusing primarily on offspring neurodevelopmental outcomes (autism spectrum disorder, ASD, and attention deficit hyperactivity disorder, ADHD). They conclude, based on their review, that antidepressant exposure in pregnancy does not substantially increase the risk of these outcomes, and that women should therefore be reassured about the safety of these medications when used in pregnancy. While their review should be of interest to clinicians and researchers, we would advocate a more conservative approach. Even if associations with ASD and ADHD are equivocal, there is still evidence that SSRI exposure may be associated with outcomes occurring at other developmental timepoints. Clinical recommendations should be based on a fuller picture of potential risks and benefits to both the mother and the fetus, in the context of the mother's underlying depression. In this commentary, we also suggest some approaches that future observational studies may adopt to help strengthen the interpretability of findings. En ligne : https://dx.doi.org/10.1111/jcpp.13036 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] Commentary: Studies of prenatal antidepressant exposures: what can you recommend? A reflection on Sujan et al. (2019) [Texte imprimé et/ou numérique] / A. TALATI, Auteur ; M. M. WEISSMAN, Auteur . - p.377-379. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.377-379 Index. décimale : PER Périodiques Résumé : The review by Sujan et al. asks a question of clinical and public health importance: are antidepressant medications safe to use during pregnancy from the perspective of their potential effects on the infant and growing child? They provide a thorough review of the animal and human literature to date, focusing primarily on offspring neurodevelopmental outcomes (autism spectrum disorder, ASD, and attention deficit hyperactivity disorder, ADHD). They conclude, based on their review, that antidepressant exposure in pregnancy does not substantially increase the risk of these outcomes, and that women should therefore be reassured about the safety of these medications when used in pregnancy. While their review should be of interest to clinicians and researchers, we would advocate a more conservative approach. Even if associations with ASD and ADHD are equivocal, there is still evidence that SSRI exposure may be associated with outcomes occurring at other developmental timepoints. Clinical recommendations should be based on a fuller picture of potential risks and benefits to both the mother and the fetus, in the context of the mother's underlying depression. In this commentary, we also suggest some approaches that future observational studies may adopt to help strengthen the interpretability of findings. En ligne : https://dx.doi.org/10.1111/jcpp.13036 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388

Attention deficit hyperactivity disorder late birthdate effect common in both high and low prescribing international jurisdictions: a systematic review / M. WHITELY in Journal of Child Psychology and Psychiatry, 60-4 (April 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.380-391 Titre : Attention deficit hyperactivity disorder late birthdate effect common in both high and low prescribing international jurisdictions: a systematic review Type de document : Texte imprimé et/ou numérique Auteurs : M. WHITELY, Auteur ; M. RAVEN, Auteur ; S. TIMIMI, Auteur ; J. JUREIDINI, Auteur ; J. PHILLIMORE, Auteur ; J. LEO, Auteur ; J. MONCRIEFF, Auteur ; P. LANDMAN, Auteur Article en page(s) : p.380-391 Langues : Anglais (eng) Mots-clés : Adhd  late birthdate  relative age Index. décimale : PER Périodiques Résumé : BACKGROUND: Multiple studies have found that the youngest children in a classroom are at elevated risk of being diagnosed with, or medicated for, ADHD. This systematic review was conducted to investigate whether this late birthdate effect is the norm and whether the strength of effect is related to the absolute risk of being diagnosed/medicated. METHODS: A literature search of the PubMed and ERIC databases and snowball and grey literature searching were conducted. RESULTS: A total of 19 studies in 13 countries covering over 15.4 million children investigating this relationship were identified. Three other studies exploring related topics were identified. The diversity of methodologies prevented a meta-analysis. Instead a systematic review of the 22 studies was conducted. A total of 17 of the 19 studies found that the youngest children in a school year were considerably more likely to be diagnosed and/or medicated than their older classmates. Two Danish studies found either a weak or no late birth date effect. There was no consistent relationship between per-capita diagnosis or medication rates and the strength of the relative age effect, with strong effects reported in most jurisdictions with comparatively low rates. CONCLUSIONS: It is the norm internationally for the youngest children in a classroom to be at increased risk of being medicated for ADHD, even in jurisdictions with relatively low prescribing rates. A lack of a strong effect in Denmark may be accounted for by the common practice of academic 'redshirting', where children judged by parents as immature have a delayed school start. Redshirting may prevent and/or disguise late birthdate effects and further research is warranted. The evidence of strong late birthdate effects in jurisdictions with comparatively low diagnosis/medication rates challenges the notion that low rates indicate sound diagnostic practices. En ligne : https://dx.doi.org/10.1111/jcpp.12991 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] Attention deficit hyperactivity disorder late birthdate effect common in both high and low prescribing international jurisdictions: a systematic review [Texte imprimé et/ou numérique] / M. WHITELY, Auteur ; M. RAVEN, Auteur ; S. TIMIMI, Auteur ; J. JUREIDINI, Auteur ; J. PHILLIMORE, Auteur ; J. LEO, Auteur ; J. MONCRIEFF, Auteur ; P. LANDMAN, Auteur . - p.380-391. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.380-391 Mots-clés : Adhd  late birthdate  relative age Index. décimale : PER Périodiques Résumé : BACKGROUND: Multiple studies have found that the youngest children in a classroom are at elevated risk of being diagnosed with, or medicated for, ADHD. This systematic review was conducted to investigate whether this late birthdate effect is the norm and whether the strength of effect is related to the absolute risk of being diagnosed/medicated. METHODS: A literature search of the PubMed and ERIC databases and snowball and grey literature searching were conducted. RESULTS: A total of 19 studies in 13 countries covering over 15.4 million children investigating this relationship were identified. Three other studies exploring related topics were identified. The diversity of methodologies prevented a meta-analysis. Instead a systematic review of the 22 studies was conducted. A total of 17 of the 19 studies found that the youngest children in a school year were considerably more likely to be diagnosed and/or medicated than their older classmates. Two Danish studies found either a weak or no late birth date effect. There was no consistent relationship between per-capita diagnosis or medication rates and the strength of the relative age effect, with strong effects reported in most jurisdictions with comparatively low rates. CONCLUSIONS: It is the norm internationally for the youngest children in a classroom to be at increased risk of being medicated for ADHD, even in jurisdictions with relatively low prescribing rates. A lack of a strong effect in Denmark may be accounted for by the common practice of academic 'redshirting', where children judged by parents as immature have a delayed school start. Redshirting may prevent and/or disguise late birthdate effects and further research is warranted. The evidence of strong late birthdate effects in jurisdictions with comparatively low diagnosis/medication rates challenges the notion that low rates indicate sound diagnostic practices. En ligne : https://dx.doi.org/10.1111/jcpp.12991 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388

Commentary: 'Ready or not here I come': developmental immaturity as a driver of impairment and referral in young-for-school-grade ADHD children. A reformulation inspired by Whitely et al. (2019) / Edmund J. S. SONUGA-BARKE in Journal of Child Psychology and Psychiatry, 60-4 (April 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.392-394 Titre : Commentary: 'Ready or not here I come': developmental immaturity as a driver of impairment and referral in young-for-school-grade ADHD children. A reformulation inspired by Whitely et al. (2019) Type de document : Texte imprimé et/ou numérique Auteurs : Edmund J. S. SONUGA-BARKE, Auteur ; R. M. P. FEARON, Auteur Article en page(s) : p.392-394 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The search for objective biological tests, sufficiently reliable, and predictive enough to be diagnostic of psychiatric disorders, continues apace - yet their discovery remains a distant dream. It seems increasingly unlikely that current diagnostic structures and concepts map biologically in a straight forward way - with heterogeneity within, and sharing across, existing diagnostic boundaries being the biological rule rather than the exception. Indeed, it now appears that the science of biological psychiatry is more likely to redraw those boundaries than it is to confirm and mark them (Sonuga-Barke, Journal of Child Psychology and Psychiatry, 2016, 57, 1). Clinical identification of childhood psychiatric disorders therefore remains, for the foreseeable future at least, an exercise in regulated social perception - reliant on the fallible and subjective judgements of parents, teachers and clinicians. Social perception of this sort is an active and motivated process and therefore prone, like all social perception, to bias and distortions - both systematic and idiosyncratic. Progress has certainly been made over the last 50 years in reducing such judgement bias by, for instance filtering perceptions through the lens of standardised instruments (questionnaires and interviews) with carefully operationalised items and a degree of reliability and validity. However, such instruments often play only a peripheral role in actual diagnostic encounters and when they are used, there is still sufficient ambiguity to leave open plenty of room for interpretation. When we acknowledge that psychiatric diagnoses are social constructions - we are not saying that symptoms of inattention, impulsivity and hyperactivity are not real or do not cluster together in meaningful ways or that they do not cause real distress and disability but that their interpretation and meaning are often informed by social constructs such as ethnic or gender norms and stereotypes (Meyer, Stevenson, & Sonuga-Barke, Journal of Attention Disorders, 2019). En ligne : https://dx.doi.org/10.1111/jcpp.13039 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] Commentary: 'Ready or not here I come': developmental immaturity as a driver of impairment and referral in young-for-school-grade ADHD children. A reformulation inspired by Whitely et al. (2019) [Texte imprimé et/ou numérique] / Edmund J. S. SONUGA-BARKE, Auteur ; R. M. P. FEARON, Auteur . - p.392-394. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.392-394 Index. décimale : PER Périodiques Résumé : The search for objective biological tests, sufficiently reliable, and predictive enough to be diagnostic of psychiatric disorders, continues apace - yet their discovery remains a distant dream. It seems increasingly unlikely that current diagnostic structures and concepts map biologically in a straight forward way - with heterogeneity within, and sharing across, existing diagnostic boundaries being the biological rule rather than the exception. Indeed, it now appears that the science of biological psychiatry is more likely to redraw those boundaries than it is to confirm and mark them (Sonuga-Barke, Journal of Child Psychology and Psychiatry, 2016, 57, 1). Clinical identification of childhood psychiatric disorders therefore remains, for the foreseeable future at least, an exercise in regulated social perception - reliant on the fallible and subjective judgements of parents, teachers and clinicians. Social perception of this sort is an active and motivated process and therefore prone, like all social perception, to bias and distortions - both systematic and idiosyncratic. Progress has certainly been made over the last 50 years in reducing such judgement bias by, for instance filtering perceptions through the lens of standardised instruments (questionnaires and interviews) with carefully operationalised items and a degree of reliability and validity. However, such instruments often play only a peripheral role in actual diagnostic encounters and when they are used, there is still sufficient ambiguity to leave open plenty of room for interpretation. When we acknowledge that psychiatric diagnoses are social constructions - we are not saying that symptoms of inattention, impulsivity and hyperactivity are not real or do not cluster together in meaningful ways or that they do not cause real distress and disability but that their interpretation and meaning are often informed by social constructs such as ethnic or gender norms and stereotypes (Meyer, Stevenson, & Sonuga-Barke, Journal of Attention Disorders, 2019). En ligne : https://dx.doi.org/10.1111/jcpp.13039 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388

Annual Research Review: Pediatric posttraumatic stress disorder from a neurodevelopmental network perspective / C. F. WEEMS in Journal of Child Psychology and Psychiatry, 60-4 (April 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.395-408 Titre : Annual Research Review: Pediatric posttraumatic stress disorder from a neurodevelopmental network perspective Type de document : Texte imprimé et/ou numérique Auteurs : C. F. WEEMS, Auteur ; J. D. RUSSELL, Auteur ; E. L. NEILL, Auteur ; B. H. MCCURDY, Auteur Article en page(s) : p.395-408 Langues : Anglais (eng) Mots-clés : Posttraumatic stress disorder  brain development  functional connectivity  network analysis  structural connectivity Index. décimale : PER Périodiques Résumé : BACKGROUND: Experiencing traumatic stress is common and may lead to posttraumatic stress disorder (PTSD) in a number of children and adolescents. Research using advanced imaging techniques is beginning to elucidate some of the neurobiological correlates of the traumatic stress response in youth. METHODS: This paper summarizes the emerging network perspective of PTSD symptoms and reviews brain imaging research emphasizing structural and functional connectivity studies that employ magnetic resonance imaging techniques in pediatric samples. RESULTS: Differences in structural connections and distributed functional networks such as the salience, default mode, and central executive networks are associated with traumatic and severe early life stress. The role of development has been relatively underappreciated in extant studies though there is evidence that critical brain regions as well as the structural and functional networks implicated undergo significant change in childhood and these typical developmental differences may be affected by traumatic stress. CONCLUSIONS: Future research will benefit from adopting a truly developmental approach that considers children's growth as a meaningful effect (rather than simply a covariate) interacting with traumatic stress to predict disruptions in the anatomical, functional, and connective aspects of brain systems thought to underlie the network of PTSD symptoms. Linking symptom networks with neurodevelopmental network models may be a promising avenue for future work. En ligne : https://dx.doi.org/10.1111/jcpp.12996 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] Annual Research Review: Pediatric posttraumatic stress disorder from a neurodevelopmental network perspective [Texte imprimé et/ou numérique] / C. F. WEEMS, Auteur ; J. D. RUSSELL, Auteur ; E. L. NEILL, Auteur ; B. H. MCCURDY, Auteur . - p.395-408. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.395-408 Mots-clés : Posttraumatic stress disorder  brain development  functional connectivity  network analysis  structural connectivity Index. décimale : PER Périodiques Résumé : BACKGROUND: Experiencing traumatic stress is common and may lead to posttraumatic stress disorder (PTSD) in a number of children and adolescents. Research using advanced imaging techniques is beginning to elucidate some of the neurobiological correlates of the traumatic stress response in youth. METHODS: This paper summarizes the emerging network perspective of PTSD symptoms and reviews brain imaging research emphasizing structural and functional connectivity studies that employ magnetic resonance imaging techniques in pediatric samples. RESULTS: Differences in structural connections and distributed functional networks such as the salience, default mode, and central executive networks are associated with traumatic and severe early life stress. The role of development has been relatively underappreciated in extant studies though there is evidence that critical brain regions as well as the structural and functional networks implicated undergo significant change in childhood and these typical developmental differences may be affected by traumatic stress. CONCLUSIONS: Future research will benefit from adopting a truly developmental approach that considers children's growth as a meaningful effect (rather than simply a covariate) interacting with traumatic stress to predict disruptions in the anatomical, functional, and connective aspects of brain systems thought to underlie the network of PTSD symptoms. Linking symptom networks with neurodevelopmental network models may be a promising avenue for future work. En ligne : https://dx.doi.org/10.1111/jcpp.12996 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388

Commentary: Paediatric post-traumatic stress disorder from a neurodevelopmental network perspective: reflections on Weems et al. (2019) / R. HERRINGA in Journal of Child Psychology and Psychiatry, 60-4 (April 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.409-411 Titre : Commentary: Paediatric post-traumatic stress disorder from a neurodevelopmental network perspective: reflections on Weems et al. (2019) Type de document : Texte imprimé et/ou numérique Auteurs : R. HERRINGA, Auteur Article en page(s) : p.409-411 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Paediatric post-traumatic stress disorder (PTSD) is an incredibly heterogeneous and syndromic disorder that likely has a myriad of underlying neurobiological mechanisms at play. The disorder is even more complicated in youth, given that the expression of illness interacts with ongoing developmental processes. In their review in this issue, Weems and colleagues call for broader network-based approaches for studying the development and expression of PTSD in youth. In this commentary, I highlight some of the important knowledge gaps raised by Weems et al. and propose ways in which future studies may leverage network-based approaches for eventual translation into clinical care. Key concepts include the use of network-based approaches for understanding the emergence and maintenance of PTSD symptom architecture over development, identification of resilient and vulnerable patterns of symptom and brain network architecture following trauma, and consideration of how divergence between biological (e.g. brain) and chronological may inform our understanding of resilient and vulnerable patterns over development. Importantly, advancing and translating this work to clinical care will require larger, prospective studies assessing youth as early in development as possible, and integrating information across multiple research groups and sites. En ligne : https://dx.doi.org/10.1111/jcpp.13049 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] Commentary: Paediatric post-traumatic stress disorder from a neurodevelopmental network perspective: reflections on Weems et al. (2019) [Texte imprimé et/ou numérique] / R. HERRINGA, Auteur . - p.409-411. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.409-411 Index. décimale : PER Périodiques Résumé : Paediatric post-traumatic stress disorder (PTSD) is an incredibly heterogeneous and syndromic disorder that likely has a myriad of underlying neurobiological mechanisms at play. The disorder is even more complicated in youth, given that the expression of illness interacts with ongoing developmental processes. In their review in this issue, Weems and colleagues call for broader network-based approaches for studying the development and expression of PTSD in youth. In this commentary, I highlight some of the important knowledge gaps raised by Weems et al. and propose ways in which future studies may leverage network-based approaches for eventual translation into clinical care. Key concepts include the use of network-based approaches for understanding the emergence and maintenance of PTSD symptom architecture over development, identification of resilient and vulnerable patterns of symptom and brain network architecture following trauma, and consideration of how divergence between biological (e.g. brain) and chronological may inform our understanding of resilient and vulnerable patterns over development. Importantly, advancing and translating this work to clinical care will require larger, prospective studies assessing youth as early in development as possible, and integrating information across multiple research groups and sites. En ligne : https://dx.doi.org/10.1111/jcpp.13049 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388

Annual Research Review: Developmental computational psychiatry / T. U. HAUSER in Journal of Child Psychology and Psychiatry, 60-4 (April 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.412-426 Titre : Annual Research Review: Developmental computational psychiatry Type de document : Texte imprimé et/ou numérique Auteurs : T. U. HAUSER, Auteur ; G. J. WILL, Auteur ; M. DUBOIS, Auteur ; R. J. DOLAN, Auteur Article en page(s) : p.412-426 Langues : Anglais (eng) Mots-clés : Developmental computational psychiatry  apathy  dopamine  motivation  prediction error  reinforcement learning  self-esteem Index. décimale : PER Périodiques Résumé : Most psychiatric disorders emerge during childhood and adolescence. This is also a period that coincides with the brain undergoing substantial growth and reorganisation. However, it remains unclear how a heightened vulnerability to psychiatric disorder relates to this brain maturation. Here, we propose 'developmental computational psychiatry' as a framework for linking brain maturation to cognitive development. We argue that through modelling some of the brain's fundamental cognitive computations, and relating them to brain development, we can bridge the gap between brain and cognitive development. This in turn can lead to a richer understanding of the ontogeny of psychiatric disorders. We illustrate this perspective with examples from reinforcement learning and dopamine function. Specifically, we show how computational modelling deepens an understanding of how cognitive processes, such as reward learning, effort learning, and social learning might go awry in psychiatric disorders. Finally, we sketch the promises and limitations of a developmental computational psychiatry. En ligne : https://dx.doi.org/10.1111/jcpp.12964 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] Annual Research Review: Developmental computational psychiatry [Texte imprimé et/ou numérique] / T. U. HAUSER, Auteur ; G. J. WILL, Auteur ; M. DUBOIS, Auteur ; R. J. DOLAN, Auteur . - p.412-426. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.412-426 Mots-clés : Developmental computational psychiatry  apathy  dopamine  motivation  prediction error  reinforcement learning  self-esteem Index. décimale : PER Périodiques Résumé : Most psychiatric disorders emerge during childhood and adolescence. This is also a period that coincides with the brain undergoing substantial growth and reorganisation. However, it remains unclear how a heightened vulnerability to psychiatric disorder relates to this brain maturation. Here, we propose 'developmental computational psychiatry' as a framework for linking brain maturation to cognitive development. We argue that through modelling some of the brain's fundamental cognitive computations, and relating them to brain development, we can bridge the gap between brain and cognitive development. This in turn can lead to a richer understanding of the ontogeny of psychiatric disorders. We illustrate this perspective with examples from reinforcement learning and dopamine function. Specifically, we show how computational modelling deepens an understanding of how cognitive processes, such as reward learning, effort learning, and social learning might go awry in psychiatric disorders. Finally, we sketch the promises and limitations of a developmental computational psychiatry. En ligne : https://dx.doi.org/10.1111/jcpp.12964 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388

Commentary: Building the developmental foundations of developmental computational psychiatry: reflections on Hauser et al. (2019) / K. E. KABOTYANSKI in Journal of Child Psychology and Psychiatry, 60-4 (April 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.427-429 Titre : Commentary: Building the developmental foundations of developmental computational psychiatry: reflections on Hauser et al. (2019) Type de document : Texte imprimé et/ou numérique Auteurs : K. E. KABOTYANSKI, Auteur ; M. D. MAYER, Auteur ; M. PRATER FAHEY, Auteur ; L. H. SOMERVILLE, Auteur Article en page(s) : p.427-429 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There is a growing interest in applying the conceptual and analytical frameworks of computational psychiatry to developmental populations. This is motivated by appreciation that psychiatric illness needs to be understood from a neurodevelopmental perspective. The target article by Hauser and colleagues highlights progress in applying the computational psychiatry perspectives to identifying the developmental mechanisms of mental illness. We share the enthusiasm and optimism for this venture, while recognizing the substantial theoretical and pragmatic challenges associated with applying computational frameworks to developing populations. In this commentary, we highlight the ways that taking a developmental perspective in this arena stretches beyond merely identifying age differences in a computational parameter of interest. These include the need for experimental and computational frameworks to recognize that developmental changes can be quantitative or qualitative in nature, the need to consider developmental stage beyond age groupings or even numerical age, and the need for large quantities of data to model age-related changes in a reproducible manner. In doing so, we hope to stimulate progress in uncovering the mechanisms of psychiatric illness in a way that is developmentally informed. En ligne : https://dx.doi.org/10.1111/jcpp.13035 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] Commentary: Building the developmental foundations of developmental computational psychiatry: reflections on Hauser et al. (2019) [Texte imprimé et/ou numérique] / K. E. KABOTYANSKI, Auteur ; M. D. MAYER, Auteur ; M. PRATER FAHEY, Auteur ; L. H. SOMERVILLE, Auteur . - p.427-429. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.427-429 Index. décimale : PER Périodiques Résumé : There is a growing interest in applying the conceptual and analytical frameworks of computational psychiatry to developmental populations. This is motivated by appreciation that psychiatric illness needs to be understood from a neurodevelopmental perspective. The target article by Hauser and colleagues highlights progress in applying the computational psychiatry perspectives to identifying the developmental mechanisms of mental illness. We share the enthusiasm and optimism for this venture, while recognizing the substantial theoretical and pragmatic challenges associated with applying computational frameworks to developing populations. In this commentary, we highlight the ways that taking a developmental perspective in this arena stretches beyond merely identifying age differences in a computational parameter of interest. These include the need for experimental and computational frameworks to recognize that developmental changes can be quantitative or qualitative in nature, the need to consider developmental stage beyond age groupings or even numerical age, and the need for large quantities of data to model age-related changes in a reproducible manner. In doing so, we hope to stimulate progress in uncovering the mechanisms of psychiatric illness in a way that is developmentally informed. En ligne : https://dx.doi.org/10.1111/jcpp.13035 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388

Annual Research Review: The state of implementation science in child psychology and psychiatry: a review and suggestions to advance the field / N. J. WILLIAMS in Journal of Child Psychology and Psychiatry, 60-4 (April 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.430-450 Titre : Annual Research Review: The state of implementation science in child psychology and psychiatry: a review and suggestions to advance the field Type de document : Texte imprimé et/ou numérique Auteurs : N. J. WILLIAMS, Auteur ; Rinad S. BEIDAS, Auteur Article en page(s) : p.430-450 Langues : Anglais (eng) Mots-clés : Children  adolescents  causal theory  evidence-based practice  implementation science Index. décimale : PER Périodiques Résumé : BACKGROUND: Scientists have developed evidence-based interventions that improve the symptoms and functioning of youth with psychiatric disorders; however, these interventions are rarely used in community settings. Eliminating this research-to-practice gap is the purview of implementation science, the discipline devoted to the study of methods to promote the use of evidence-based practices in routine care. METHODS: We review studies that have tested factors associated with implementation in child psychology and psychiatry, explore applications of social science theories to implementation, and conclude with recommendations to advance implementation science through the development and testing of novel, multilevel, causal theories. RESULTS: During its brief history, implementation science in child psychology and psychiatry has documented the implementation gap in routine care, tested training approaches and found them to be insufficient for behavior change, explored the relationships between variables and implementation outcomes, and initiated randomized controlled trials to test implementation strategies. This research has identified targets related to implementation (e.g., clinician motivation, organizational culture) and demonstrated the feasibility of activating these targets through implementation strategies. However, the dominant methodological approach has been atheoretical and predictive, relying heavily on a set of variables from heuristic frameworks. CONCLUSIONS: Optimizing the implementation of effective treatments in community care for youth with psychiatric disorders is a defining challenge of our time. This review proposes a new direction focused on developing and testing integrated causal theories. We recommend implementation scientists: (a) move from observational studies of implementation barriers and facilitators to trials that include causal theory; (b) identify a core set of implementation determinants; (c) conduct trials of implementation strategies with clear targets, mechanisms, and outcomes; (d) ensure that behaviors that are core to EBPs are clearly defined; and (e) agree upon standard measures. This agenda will help fulfill the promise of evidence-based practice for improving youth behavioral health. En ligne : https://dx.doi.org/10.1111/jcpp.12960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] Annual Research Review: The state of implementation science in child psychology and psychiatry: a review and suggestions to advance the field [Texte imprimé et/ou numérique] / N. J. WILLIAMS, Auteur ; Rinad S. BEIDAS, Auteur . - p.430-450. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.430-450 Mots-clés : Children  adolescents  causal theory  evidence-based practice  implementation science Index. décimale : PER Périodiques Résumé : BACKGROUND: Scientists have developed evidence-based interventions that improve the symptoms and functioning of youth with psychiatric disorders; however, these interventions are rarely used in community settings. Eliminating this research-to-practice gap is the purview of implementation science, the discipline devoted to the study of methods to promote the use of evidence-based practices in routine care. METHODS: We review studies that have tested factors associated with implementation in child psychology and psychiatry, explore applications of social science theories to implementation, and conclude with recommendations to advance implementation science through the development and testing of novel, multilevel, causal theories. RESULTS: During its brief history, implementation science in child psychology and psychiatry has documented the implementation gap in routine care, tested training approaches and found them to be insufficient for behavior change, explored the relationships between variables and implementation outcomes, and initiated randomized controlled trials to test implementation strategies. This research has identified targets related to implementation (e.g., clinician motivation, organizational culture) and demonstrated the feasibility of activating these targets through implementation strategies. However, the dominant methodological approach has been atheoretical and predictive, relying heavily on a set of variables from heuristic frameworks. CONCLUSIONS: Optimizing the implementation of effective treatments in community care for youth with psychiatric disorders is a defining challenge of our time. This review proposes a new direction focused on developing and testing integrated causal theories. We recommend implementation scientists: (a) move from observational studies of implementation barriers and facilitators to trials that include causal theory; (b) identify a core set of implementation determinants; (c) conduct trials of implementation strategies with clear targets, mechanisms, and outcomes; (d) ensure that behaviors that are core to EBPs are clearly defined; and (e) agree upon standard measures. This agenda will help fulfill the promise of evidence-based practice for improving youth behavioral health. En ligne : https://dx.doi.org/10.1111/jcpp.12960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388

Commentary: A pathway forward for implementation science in the search to accelerate the delivery of effective mental health treatment and services for youth: reflections on Williams and Beidas (2019) / D. PINTELLO in Journal of Child Psychology and Psychiatry, 60-4 (April 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.451-454 Titre : Commentary: A pathway forward for implementation science in the search to accelerate the delivery of effective mental health treatment and services for youth: reflections on Williams and Beidas (2019) Type de document : Texte imprimé et/ou numérique Auteurs : D. PINTELLO, Auteur Article en page(s) : p.451-454 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Over the past several decades, implementation science has emerged as a promising new field designed to reduce the gap between research and practice. One population that has not fully benefitted from recent efforts to implement evidence-based mental health treatment and services are children and adolescents. In the review by Williams and Beidas, the authors provide a thoughtful discussion on where the implementation science field has previously been within the area of child psychology and psychiatry, identified the scientific limitations of prior phases or 'waves' in the historical development of implementation science, and recommend where the field needs to go - by underscoring the importance of developing and testing multilevel, integrated causal theories and mechanism-based approaches. This commentary draws attention to the importance of the perspectives and recommendations proposed in this review, which offer the potential to generate new advances in the field of implementation science that will ultimately, improve mental health care and clinical outcomes for youth. En ligne : https://dx.doi.org/10.1111/jcpp.13037 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] Commentary: A pathway forward for implementation science in the search to accelerate the delivery of effective mental health treatment and services for youth: reflections on Williams and Beidas (2019) [Texte imprimé et/ou numérique] / D. PINTELLO, Auteur . - p.451-454. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.451-454 Index. décimale : PER Périodiques Résumé : Over the past several decades, implementation science has emerged as a promising new field designed to reduce the gap between research and practice. One population that has not fully benefitted from recent efforts to implement evidence-based mental health treatment and services are children and adolescents. In the review by Williams and Beidas, the authors provide a thoughtful discussion on where the implementation science field has previously been within the area of child psychology and psychiatry, identified the scientific limitations of prior phases or 'waves' in the historical development of implementation science, and recommend where the field needs to go - by underscoring the importance of developing and testing multilevel, integrated causal theories and mechanism-based approaches. This commentary draws attention to the importance of the perspectives and recommendations proposed in this review, which offer the potential to generate new advances in the field of implementation science that will ultimately, improve mental health care and clinical outcomes for youth. En ligne : https://dx.doi.org/10.1111/jcpp.13037 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388

Annual Research Review: Expanding mental health services through novel models of intervention delivery / A. E. KAZDIN in Journal of Child Psychology and Psychiatry, 60-4 (April 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.455-472 Titre : Annual Research Review: Expanding mental health services through novel models of intervention delivery Type de document : Texte imprimé et/ou numérique Auteurs : A. E. KAZDIN, Auteur Article en page(s) : p.455-472 Langues : Anglais (eng) Mots-clés : Barriers to treatment  models of treatment delivery Index. décimale : PER Périodiques Résumé : Currently, in the United States and worldwide, the vast majority of children and adolescents in need of mental health services receive no treatment. Although there are many barriers, a key barrier is the dominant model of delivering psychosocial interventions. That model includes one-to-one, in-person treatment, with a trained mental health professional, provided in clinical setting (e.g., clinic, private practice office, health-care facility). That model greatly limits the scale and reach of psychosocial interventions. The article discusses many novel models of delivering interventions that permit scaling treatment to encompass children and adolescents who are not likely to receive services. Special attention is accorded the use of social media, socially assistive robots, and social networks that not only convey the ability to scale interventions but also encompass interventions that depart from the usual forms of intervention that currently dominate psychosocial treatment research. En ligne : https://dx.doi.org/10.1111/jcpp.12937 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] Annual Research Review: Expanding mental health services through novel models of intervention delivery [Texte imprimé et/ou numérique] / A. E. KAZDIN, Auteur . - p.455-472. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.455-472 Mots-clés : Barriers to treatment  models of treatment delivery Index. décimale : PER Périodiques Résumé : Currently, in the United States and worldwide, the vast majority of children and adolescents in need of mental health services receive no treatment. Although there are many barriers, a key barrier is the dominant model of delivering psychosocial interventions. That model includes one-to-one, in-person treatment, with a trained mental health professional, provided in clinical setting (e.g., clinic, private practice office, health-care facility). That model greatly limits the scale and reach of psychosocial interventions. The article discusses many novel models of delivering interventions that permit scaling treatment to encompass children and adolescents who are not likely to receive services. Special attention is accorded the use of social media, socially assistive robots, and social networks that not only convey the ability to scale interventions but also encompass interventions that depart from the usual forms of intervention that currently dominate psychosocial treatment research. En ligne : https://dx.doi.org/10.1111/jcpp.12937 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388

Commentary: Metaknowledge is power: envisioning models to address unmet mental health needs: reflections on Kazdin (2019) / B. F. CHORPITA in Journal of Child Psychology and Psychiatry, 60-4 (April 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.473-476 Titre : Commentary: Metaknowledge is power: envisioning models to address unmet mental health needs: reflections on Kazdin (2019) Type de document : Texte imprimé et/ou numérique Auteurs : B. F. CHORPITA, Auteur Article en page(s) : p.473-476 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Despite having more knowledge and resources at our disposal than ever before in history, the human suffering due to mental health concerns is extensive and mostly untreated. Kazdin (Journal of Child Psychology and Psychiatry, 2019) calls for a significant departure from prevailing conventions of psychotherapy delivery, noting that the traditional formats, settings, and workforce limit the potential of science to help those in need. This paper supports and extends Kazdin's argument, urging an additional shift in perspective about treatments altogether. A reconceptualization of treatment protocols as knowledge resources is offered, such that the strategy to reduce human suffering becomes one of flexibly moving knowledge of how to address mental health concerns to any and all contexts in which those problems can be addressed, whether or not a treatment is used. A dedicated pursuit of metaknowledge-knowing how to structure, coordinate, and apply knowledge-promises to lift the world's collective therapeutic intelligence and thereby move us closer to the goal of substantively addressing the global mental health burden. En ligne : https://dx.doi.org/10.1111/jcpp.13034 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] Commentary: Metaknowledge is power: envisioning models to address unmet mental health needs: reflections on Kazdin (2019) [Texte imprimé et/ou numérique] / B. F. CHORPITA, Auteur . - p.473-476. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.473-476 Index. décimale : PER Périodiques Résumé : Despite having more knowledge and resources at our disposal than ever before in history, the human suffering due to mental health concerns is extensive and mostly untreated. Kazdin (Journal of Child Psychology and Psychiatry, 2019) calls for a significant departure from prevailing conventions of psychotherapy delivery, noting that the traditional formats, settings, and workforce limit the potential of science to help those in need. This paper supports and extends Kazdin's argument, urging an additional shift in perspective about treatments altogether. A reconceptualization of treatment protocols as knowledge resources is offered, such that the strategy to reduce human suffering becomes one of flexibly moving knowledge of how to address mental health concerns to any and all contexts in which those problems can be addressed, whether or not a treatment is used. A dedicated pursuit of metaknowledge-knowing how to structure, coordinate, and apply knowledge-promises to lift the world's collective therapeutic intelligence and thereby move us closer to the goal of substantively addressing the global mental health burden. En ligne : https://dx.doi.org/10.1111/jcpp.13034 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388

Annual Research Review: Educational neuroscience: progress and prospects / M. S. C. THOMAS in Journal of Child Psychology and Psychiatry, 60-4 (April 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.477-492 Titre : Annual Research Review: Educational neuroscience: progress and prospects Type de document : Texte imprimé et/ou numérique Auteurs : M. S. C. THOMAS, Auteur ; D. ANSARI, Auteur ; V. C. P. KNOWLAND, Auteur Article en page(s) : p.477-492 Langues : Anglais (eng) Mots-clés : Educational neuroscience  intervention  neuromyths  policy  translation Index. décimale : PER Périodiques Résumé : Educational neuroscience is an interdisciplinary research field that seeks to translate research findings on neural mechanisms of learning to educational practice and policy and to understand the effects of education on the brain. Neuroscience and education can interact directly, by virtue of considering the brain as a biological organ that needs to be in the optimal condition to learn ('brain health'); or indirectly, as neuroscience shapes psychological theory and psychology influences education. In this article, we trace the origins of educational neuroscience, its main areas of research activity and the principal challenges it faces as a translational field. We consider how a pure psychology approach that ignores neuroscience is at risk of being misleading for educators. We address the major criticisms of the field comprising, respectively, a priori arguments against the relevance of neuroscience to education, reservations with the current practical operation of the field, and doubts about the viability of neuroscience methods for diagnosing disorders or predicting individual differences. We consider future prospects of the field and ethical issues it raises. Finally, we discuss the challenge of responding to the (welcome) desire of education policymakers to include neuroscience evidence in their policymaking, while ensuring recommendations do not exceed the limitations of current basic science. En ligne : https://dx.doi.org/10.1111/jcpp.12973 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] Annual Research Review: Educational neuroscience: progress and prospects [Texte imprimé et/ou numérique] / M. S. C. THOMAS, Auteur ; D. ANSARI, Auteur ; V. C. P. KNOWLAND, Auteur . - p.477-492. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.477-492 Mots-clés : Educational neuroscience  intervention  neuromyths  policy  translation Index. décimale : PER Périodiques Résumé : Educational neuroscience is an interdisciplinary research field that seeks to translate research findings on neural mechanisms of learning to educational practice and policy and to understand the effects of education on the brain. Neuroscience and education can interact directly, by virtue of considering the brain as a biological organ that needs to be in the optimal condition to learn ('brain health'); or indirectly, as neuroscience shapes psychological theory and psychology influences education. In this article, we trace the origins of educational neuroscience, its main areas of research activity and the principal challenges it faces as a translational field. We consider how a pure psychology approach that ignores neuroscience is at risk of being misleading for educators. We address the major criticisms of the field comprising, respectively, a priori arguments against the relevance of neuroscience to education, reservations with the current practical operation of the field, and doubts about the viability of neuroscience methods for diagnosing disorders or predicting individual differences. We consider future prospects of the field and ethical issues it raises. Finally, we discuss the challenge of responding to the (welcome) desire of education policymakers to include neuroscience evidence in their policymaking, while ensuring recommendations do not exceed the limitations of current basic science. En ligne : https://dx.doi.org/10.1111/jcpp.12973 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388

Commentary: Broadening the scope of educational neuroscience, reflections on Thomas, Ansari, and Knowland (2019) / A. P. MACKEY in Journal of Child Psychology and Psychiatry, 60-4 (April 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.493-495 Titre : Commentary: Broadening the scope of educational neuroscience, reflections on Thomas, Ansari, and Knowland (2019) Type de document : Texte imprimé et/ou numérique Auteurs : A. P. MACKEY, Auteur Article en page(s) : p.493-495 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Educational neuroscience is more than the basic science of reading and math, and its translational potential extends far beyond the knowledge, and misconceptions, that have made their way into the classroom so far. Thomas, Ansari, and Knowland synthesize progress in educational neuroscience and set out an ambitious set of goals for its future. Their conceptualization of the field encourages scientists across disciplines to think about how their work can inform a more holistic understanding of how the brain shapes learning, and how learning shapes the brain. En ligne : https://dx.doi.org/10.1111/jcpp.13030 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] Commentary: Broadening the scope of educational neuroscience, reflections on Thomas, Ansari, and Knowland (2019) [Texte imprimé et/ou numérique] / A. P. MACKEY, Auteur . - p.493-495. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.493-495 Index. décimale : PER Périodiques Résumé : Educational neuroscience is more than the basic science of reading and math, and its translational potential extends far beyond the knowledge, and misconceptions, that have made their way into the classroom so far. Thomas, Ansari, and Knowland synthesize progress in educational neuroscience and set out an ambitious set of goals for its future. Their conceptualization of the field encourages scientists across disciplines to think about how their work can inform a more holistic understanding of how the brain shapes learning, and how learning shapes the brain. En ligne : https://dx.doi.org/10.1111/jcpp.13030 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388