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Mention de date : March 2021
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[n° ou bulletin]
62-3 - March 2021 [Texte imprimé et/ou numérique] . - 2021. Langues : Anglais (eng)
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Dépouillements


Editorial: Standardizing methods and measures in randomized controlled trials: a necessary catalyst for clinical translation / Joan L. LUBY in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)
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Titre : Editorial: Standardizing methods and measures in randomized controlled trials: a necessary catalyst for clinical translation Type de document : Texte imprimé et/ou numérique Auteurs : Joan L. LUBY, Auteur Article en page(s) : p.253-254 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The pressing need for more randomized controlled trials (RCTs) of treatments for childhood mental disorders has been emphasized by researchers and clinicians as well as in recent commentaries in JCPP (e.g. Stringaris, 2014). Despite the significant increase in research on aetiology, course and antecedents of developmental psychopathology more generally, and the numerous important discoveries that have been made in this domain in the last two decades, the translation of these findings into clinical practice has lagged behind (Insel and Gotay, 2014). Currently, based on limitations in the extant literature, treatment decisions by child mental health clinicians are still made largely based on personal anecdotal experience. Consistent with this, wide variation in prescribing practices have been found by region internationally (Steinhausen, 2015). When it comes to psychotherapeutic interventions, these clinical strategies are often driven by the limited availability of empirically supported treatments in any given community. In the case of psychopharmacologic treatments, while some clinical guidelines are now available, much more definitive data are needed to inform indications, optimal dosing and duration of treatment, uses of polypharmacy, as well as more nuanced information about differential developmental effects. Therefore, a significant gap still exists between clinical practice and the empirical database in the treatment of child mental disorders. Further, the available database is also limited by small sample sizes and mixed findings, making it much less straightforward to coherently guide clinical treatment of childhood psychopathology. En ligne : http://dx.doi.org/10.1111/jcpp.13388 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.253-254[article] Editorial: Standardizing methods and measures in randomized controlled trials: a necessary catalyst for clinical translation [Texte imprimé et/ou numérique] / Joan L. LUBY, Auteur . - p.253-254.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.253-254
Index. décimale : PER Périodiques Résumé : The pressing need for more randomized controlled trials (RCTs) of treatments for childhood mental disorders has been emphasized by researchers and clinicians as well as in recent commentaries in JCPP (e.g. Stringaris, 2014). Despite the significant increase in research on aetiology, course and antecedents of developmental psychopathology more generally, and the numerous important discoveries that have been made in this domain in the last two decades, the translation of these findings into clinical practice has lagged behind (Insel and Gotay, 2014). Currently, based on limitations in the extant literature, treatment decisions by child mental health clinicians are still made largely based on personal anecdotal experience. Consistent with this, wide variation in prescribing practices have been found by region internationally (Steinhausen, 2015). When it comes to psychotherapeutic interventions, these clinical strategies are often driven by the limited availability of empirically supported treatments in any given community. In the case of psychopharmacologic treatments, while some clinical guidelines are now available, much more definitive data are needed to inform indications, optimal dosing and duration of treatment, uses of polypharmacy, as well as more nuanced information about differential developmental effects. Therefore, a significant gap still exists between clinical practice and the empirical database in the treatment of child mental disorders. Further, the available database is also limited by small sample sizes and mixed findings, making it much less straightforward to coherently guide clinical treatment of childhood psychopathology. En ligne : http://dx.doi.org/10.1111/jcpp.13388 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 Research Review: Recommendations for reporting on treatment trials for child and adolescent anxiety disorders - an international consensus statement / Cathy CRESWELL in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)
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Titre : Research Review: Recommendations for reporting on treatment trials for child and adolescent anxiety disorders - an international consensus statement Type de document : Texte imprimé et/ou numérique Auteurs : Cathy CRESWELL, Auteur ; Maaike H. NAUTA, Auteur ; Jennifer L. HUDSON, Auteur ; Sonja MARCH, Auteur ; Tessa REARDON, Auteur ; Kristian ARENDT, Auteur ; Denise H. M. BODDEN, Auteur ; Vanessa E. COBHAM, Auteur ; Caroline L. DONOVAN, Auteur ; Brynjar HALLDORSSON, Auteur ; Tina IN-ALBON, Auteur ; Shin-Ichi ISHIKAWA, Auteur ; Daniel Bach JOHNSEN, Auteur ; Maral JOLSTEDT, Auteur ; Rachel DE JONG, Auteur ; Leonie KREUZE, Auteur ; Lynn MOBACH, Auteur ; Ronald M RAPEE, Auteur ; Susan H. SPENCE, Auteur ; Mikael THASTUM, Auteur ; Elisabeth UTENS, Auteur ; Sarah VIGERLAND, Auteur ; Gro Janne WERGELAND, Auteur ; Cecilia A ESSAU, Auteur ; Anne Marie ALBANO, Auteur ; Brian CHU, Auteur ; Muniya KHANNA, Auteur ; Wendy K. SILVERMAN, Auteur ; Philip C. KENDALL, Auteur Article en page(s) : p.255-269 Langues : Anglais (eng) Mots-clés : Anxiety treatment trials Index. décimale : PER Périodiques Résumé : BACKGROUND: Anxiety disorders in children and young people are common and bring significant personal and societal costs. Over the last two decades, there has been a substantial increase in research evaluating psychological and pharmacological treatments for anxiety disorders in children and young people and exciting and novel research has continued as the field strives to improve efficacy and effectiveness, and accessibility of interventions. This increase in research brings potential to draw together data across studies to compare treatment approaches and advance understanding of what works, how, and for whom. There are challenges to these efforts due largely to variation in studies' outcome measures and variation in the way study characteristics are reported, making it difficult to compare and/or combine studies, and this is likely to lead to faulty conclusions. Studies particularly vary in their reliance on child, parent, and/or assessor-based ratings across a range of outcomes, including remission of anxiety diagnosis, symptom reduction, and other domains of functioning (e.g., family relationships, peer relationships). METHODS: To address these challenges, we convened a series of international activities that brought together the views of key stakeholders (i.e., researchers, mental health professionals, young people, parents/caregivers) to develop recommendations for outcome measurement to be used in treatment trials for anxiety disorders in children and young people. RESULTS AND CONCLUSIONS: This article reports the results of these activities and offers recommendations for selection and reporting of outcome measures to (a) guide future research and (b) improve communication of what has been measured and reported. We offer these recommendations to promote international consistency in trial reporting and to enable the field to take full advantage of the great opportunities that come from data sharing going forward. En ligne : http://dx.doi.org/10.1111/jcpp.13283 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.255-269[article] Research Review: Recommendations for reporting on treatment trials for child and adolescent anxiety disorders - an international consensus statement [Texte imprimé et/ou numérique] / Cathy CRESWELL, Auteur ; Maaike H. NAUTA, Auteur ; Jennifer L. HUDSON, Auteur ; Sonja MARCH, Auteur ; Tessa REARDON, Auteur ; Kristian ARENDT, Auteur ; Denise H. M. BODDEN, Auteur ; Vanessa E. COBHAM, Auteur ; Caroline L. DONOVAN, Auteur ; Brynjar HALLDORSSON, Auteur ; Tina IN-ALBON, Auteur ; Shin-Ichi ISHIKAWA, Auteur ; Daniel Bach JOHNSEN, Auteur ; Maral JOLSTEDT, Auteur ; Rachel DE JONG, Auteur ; Leonie KREUZE, Auteur ; Lynn MOBACH, Auteur ; Ronald M RAPEE, Auteur ; Susan H. SPENCE, Auteur ; Mikael THASTUM, Auteur ; Elisabeth UTENS, Auteur ; Sarah VIGERLAND, Auteur ; Gro Janne WERGELAND, Auteur ; Cecilia A ESSAU, Auteur ; Anne Marie ALBANO, Auteur ; Brian CHU, Auteur ; Muniya KHANNA, Auteur ; Wendy K. SILVERMAN, Auteur ; Philip C. KENDALL, Auteur . - p.255-269.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.255-269
Mots-clés : Anxiety treatment trials Index. décimale : PER Périodiques Résumé : BACKGROUND: Anxiety disorders in children and young people are common and bring significant personal and societal costs. Over the last two decades, there has been a substantial increase in research evaluating psychological and pharmacological treatments for anxiety disorders in children and young people and exciting and novel research has continued as the field strives to improve efficacy and effectiveness, and accessibility of interventions. This increase in research brings potential to draw together data across studies to compare treatment approaches and advance understanding of what works, how, and for whom. There are challenges to these efforts due largely to variation in studies' outcome measures and variation in the way study characteristics are reported, making it difficult to compare and/or combine studies, and this is likely to lead to faulty conclusions. Studies particularly vary in their reliance on child, parent, and/or assessor-based ratings across a range of outcomes, including remission of anxiety diagnosis, symptom reduction, and other domains of functioning (e.g., family relationships, peer relationships). METHODS: To address these challenges, we convened a series of international activities that brought together the views of key stakeholders (i.e., researchers, mental health professionals, young people, parents/caregivers) to develop recommendations for outcome measurement to be used in treatment trials for anxiety disorders in children and young people. RESULTS AND CONCLUSIONS: This article reports the results of these activities and offers recommendations for selection and reporting of outcome measures to (a) guide future research and (b) improve communication of what has been measured and reported. We offer these recommendations to promote international consistency in trial reporting and to enable the field to take full advantage of the great opportunities that come from data sharing going forward. En ligne : http://dx.doi.org/10.1111/jcpp.13283 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 Prevalence and predictive value of ICD-11 post-traumatic stress disorder and Complex PTSD diagnoses in children and adolescents exposed to a single-event trauma / Rachel ELLIOTT in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)
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Titre : Prevalence and predictive value of ICD-11 post-traumatic stress disorder and Complex PTSD diagnoses in children and adolescents exposed to a single-event trauma Type de document : Texte imprimé et/ou numérique Auteurs : Rachel ELLIOTT, Auteur ; Anna MCKINNON, Auteur ; Clare DIXON, Auteur ; Adrian BOYLE, Auteur ; Fionnuala MURPHY, Auteur ; Theresa DAHM, Auteur ; Emma TRAVERS-HILL, Auteur ; Cari-Lène MUL, Auteur ; Sarah-Jane ARCHIBALD, Auteur ; Patrick SMITH, Auteur ; Tim DALGLEISH, Auteur ; Richard MEISER-STEDMAN, Auteur ; Caitlin HITCHCOCK, Auteur Article en page(s) : p.270-276 Langues : Anglais (eng) Mots-clés : Complex PTSD International Classification of Diseases Post-traumatic stress disorder adolescent child trauma Index. décimale : PER Périodiques Résumé : BACKGROUND: The 11th edition of the International Classification of Diseases (ICD-11) made a number of significant changes to the diagnostic criteria for post-traumatic stress disorder (PTSD). We sought to determine the prevalence and 3-month predictive values of the new ICD-11 PTSD criteria relative to ICD-10 PTSD, in children and adolescents following a single traumatic event. ICD-11 also introduced a diagnosis of Complex PTSD (CPTSD), proposed to typically result from prolonged, chronic exposure to traumatic experiences, although the CPTSD diagnostic criteria do not require a repeated experience of trauma. We therefore explored whether children and adolescents demonstrate ICD-11 CPTSD features following exposure to a single-incident trauma. METHOD: Data were analysed from a prospective cohort study of youth aged 8-17 years who had attended an emergency department following a single trauma. Assessments of PTSD, CPTSD, depressive and anxiety symptoms were performed at two to four weeks (n = 226) and nine weeks (n = 208) post-trauma, allowing us to calculate and compare the prevalence and predictive value of ICD-10 and ICD-11 PTSD criteria, along with CPTSD. Predictive abilities of different diagnostic thresholds were undertaken using positive/negative predictive values, sensitivity/specificity statistics and logistic regressions. RESULTS: At Week 9, 15 participants (7%) were identified as experiencing ICD-11 PTSD, compared to 23 (11%) experiencing ICD-10 PTSD. There was no significant difference in comorbidity rates between ICD-10 and ICD-11 PTSD diagnoses. Ninety per cent of participants with ICD-11 PTSD also met criteria for at least one CPTSD feature. Five participants met full CPTSD criteria. CONCLUSIONS: Reduced prevalence of PTSD associated with the use of ICD-11 criteria is likely to reduce identification of PTSD relative to using ICD-10 criteria but not relative to DSM-4 and DSM-5 criteria. Diagnosis of CPTSD is likely to be infrequent following single-incident trauma. En ligne : http://dx.doi.org/10.1111/jcpp.13240 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.270-276[article] Prevalence and predictive value of ICD-11 post-traumatic stress disorder and Complex PTSD diagnoses in children and adolescents exposed to a single-event trauma [Texte imprimé et/ou numérique] / Rachel ELLIOTT, Auteur ; Anna MCKINNON, Auteur ; Clare DIXON, Auteur ; Adrian BOYLE, Auteur ; Fionnuala MURPHY, Auteur ; Theresa DAHM, Auteur ; Emma TRAVERS-HILL, Auteur ; Cari-Lène MUL, Auteur ; Sarah-Jane ARCHIBALD, Auteur ; Patrick SMITH, Auteur ; Tim DALGLEISH, Auteur ; Richard MEISER-STEDMAN, Auteur ; Caitlin HITCHCOCK, Auteur . - p.270-276.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.270-276
Mots-clés : Complex PTSD International Classification of Diseases Post-traumatic stress disorder adolescent child trauma Index. décimale : PER Périodiques Résumé : BACKGROUND: The 11th edition of the International Classification of Diseases (ICD-11) made a number of significant changes to the diagnostic criteria for post-traumatic stress disorder (PTSD). We sought to determine the prevalence and 3-month predictive values of the new ICD-11 PTSD criteria relative to ICD-10 PTSD, in children and adolescents following a single traumatic event. ICD-11 also introduced a diagnosis of Complex PTSD (CPTSD), proposed to typically result from prolonged, chronic exposure to traumatic experiences, although the CPTSD diagnostic criteria do not require a repeated experience of trauma. We therefore explored whether children and adolescents demonstrate ICD-11 CPTSD features following exposure to a single-incident trauma. METHOD: Data were analysed from a prospective cohort study of youth aged 8-17 years who had attended an emergency department following a single trauma. Assessments of PTSD, CPTSD, depressive and anxiety symptoms were performed at two to four weeks (n = 226) and nine weeks (n = 208) post-trauma, allowing us to calculate and compare the prevalence and predictive value of ICD-10 and ICD-11 PTSD criteria, along with CPTSD. Predictive abilities of different diagnostic thresholds were undertaken using positive/negative predictive values, sensitivity/specificity statistics and logistic regressions. RESULTS: At Week 9, 15 participants (7%) were identified as experiencing ICD-11 PTSD, compared to 23 (11%) experiencing ICD-10 PTSD. There was no significant difference in comorbidity rates between ICD-10 and ICD-11 PTSD diagnoses. Ninety per cent of participants with ICD-11 PTSD also met criteria for at least one CPTSD feature. Five participants met full CPTSD criteria. CONCLUSIONS: Reduced prevalence of PTSD associated with the use of ICD-11 criteria is likely to reduce identification of PTSD relative to using ICD-10 criteria but not relative to DSM-4 and DSM-5 criteria. Diagnosis of CPTSD is likely to be infrequent following single-incident trauma. En ligne : http://dx.doi.org/10.1111/jcpp.13240 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 Commentary: The need for research on PTSD in Children and adolescents - a commentary on Elliot et al. (2020) / Marylène CLOITRE in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)
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Titre : Commentary: The need for research on PTSD in Children and adolescents - a commentary on Elliot et al. (2020) Type de document : Texte imprimé et/ou numérique Auteurs : Marylène CLOITRE, Auteur ; Chris R. BREWIN, Auteur ; Evaldas KAZLAUSKAS, Auteur ; Brigitte LUEGER-SCHUSTER, Auteur ; Thanos KARATZIAS, Auteur ; Philip HYLAND, Auteur ; Mark SHEVLIN, Auteur Article en page(s) : p.277-279 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The recent release of the 11th version of The International Classification of Diseases (ICD-11: WHO, 2018) marked a significant departure from the previous similarities between it and the Diagnostic and Statistical Manual of Mental Disorders (DSM-5; APA, 2013) in terms of their conceptualization of posttraumatic stress disorder (PTSD). The ICD-11 proposed a reduced symptom set for PTSD and a sibling disorder called Complex PTSD. There have been numerous studies that have provided support for the integrity of, and distinction between, PTSD and CPTSD diagnoses in adult samples. Elliot and colleagues (2020) have added to the research literature by providing a valuable examination of the differences between ICD and DSM PTSD/CPTSD in a sample of youth aged 8 to 17 years. This commentary reviews this study and reflects on the need for greater understanding of developmental changes in the presentation of PTSD and Complex PTSD. En ligne : http://dx.doi.org/10.1111/jcpp.13361 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.277-279[article] Commentary: The need for research on PTSD in Children and adolescents - a commentary on Elliot et al. (2020) [Texte imprimé et/ou numérique] / Marylène CLOITRE, Auteur ; Chris R. BREWIN, Auteur ; Evaldas KAZLAUSKAS, Auteur ; Brigitte LUEGER-SCHUSTER, Auteur ; Thanos KARATZIAS, Auteur ; Philip HYLAND, Auteur ; Mark SHEVLIN, Auteur . - p.277-279.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.277-279
Index. décimale : PER Périodiques Résumé : The recent release of the 11th version of The International Classification of Diseases (ICD-11: WHO, 2018) marked a significant departure from the previous similarities between it and the Diagnostic and Statistical Manual of Mental Disorders (DSM-5; APA, 2013) in terms of their conceptualization of posttraumatic stress disorder (PTSD). The ICD-11 proposed a reduced symptom set for PTSD and a sibling disorder called Complex PTSD. There have been numerous studies that have provided support for the integrity of, and distinction between, PTSD and CPTSD diagnoses in adult samples. Elliot and colleagues (2020) have added to the research literature by providing a valuable examination of the differences between ICD and DSM PTSD/CPTSD in a sample of youth aged 8 to 17 years. This commentary reviews this study and reflects on the need for greater understanding of developmental changes in the presentation of PTSD and Complex PTSD. En ligne : http://dx.doi.org/10.1111/jcpp.13361 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 Working for the future: parentally deprived Nigerian Children have enhanced working memory ability / Tochukwu NWEZE in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)
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Titre : Working for the future: parentally deprived Nigerian Children have enhanced working memory ability Type de document : Texte imprimé et/ou numérique Auteurs : Tochukwu NWEZE, Auteur ; Mary Basil NWOKE, Auteur ; Juliet Ifeoma NWUFO, Auteur ; Richard Ikechukwu ANIEKWU, Auteur ; Florian LANGE, Auteur Article en page(s) : p.280-288 Langues : Anglais (eng) Mots-clés : Deprivation adverse rearing cognition executive functions inhibition set-shifting working memory Index. décimale : PER Périodiques Résumé : BACKGROUND: The dominant view based on the deficit model of developmental psychopathology is that early adverse rearing impairs cognition. In contrast, an emerging evolutionary-developmental model argues that individuals exposed to early-life stress may have improved cognitive abilities that are adapted to harsh environments. We set out to test this hypothesis by examining cognitive functions in parentally deprived children in Nigeria. METHODS: Cognitive performance was compared between 53 deprived children who currently live in institutional homes and foster families and 51 nondeprived control participants. We used a multifaceted neurocognitive test battery for the assessment of inhibition, set-shifting and working memory. RESULTS: Results showed that the deprived and nondeprived group did not significantly differ in their performance on set-shifting and inhibition tasks. Conversely, the deprived group performed significantly better than the nondeprived group in the working memory task. DISCUSSION: We interpret the enhanced working memory ability of the deprived group as a correlate of its ecological relevance. In Nigeria, underprivileged children may need to rely to a larger extent on working memory abilities to attain success through academic work. This study provides further evidence that exposure to early adversity does not necessarily impair cognitive functions but can even enhance it under some conditions and in some domains. En ligne : http://dx.doi.org/10.1111/jcpp.13241 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.280-288[article] Working for the future: parentally deprived Nigerian Children have enhanced working memory ability [Texte imprimé et/ou numérique] / Tochukwu NWEZE, Auteur ; Mary Basil NWOKE, Auteur ; Juliet Ifeoma NWUFO, Auteur ; Richard Ikechukwu ANIEKWU, Auteur ; Florian LANGE, Auteur . - p.280-288.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.280-288
Mots-clés : Deprivation adverse rearing cognition executive functions inhibition set-shifting working memory Index. décimale : PER Périodiques Résumé : BACKGROUND: The dominant view based on the deficit model of developmental psychopathology is that early adverse rearing impairs cognition. In contrast, an emerging evolutionary-developmental model argues that individuals exposed to early-life stress may have improved cognitive abilities that are adapted to harsh environments. We set out to test this hypothesis by examining cognitive functions in parentally deprived children in Nigeria. METHODS: Cognitive performance was compared between 53 deprived children who currently live in institutional homes and foster families and 51 nondeprived control participants. We used a multifaceted neurocognitive test battery for the assessment of inhibition, set-shifting and working memory. RESULTS: Results showed that the deprived and nondeprived group did not significantly differ in their performance on set-shifting and inhibition tasks. Conversely, the deprived group performed significantly better than the nondeprived group in the working memory task. DISCUSSION: We interpret the enhanced working memory ability of the deprived group as a correlate of its ecological relevance. In Nigeria, underprivileged children may need to rely to a larger extent on working memory abilities to attain success through academic work. This study provides further evidence that exposure to early adversity does not necessarily impair cognitive functions but can even enhance it under some conditions and in some domains. En ligne : http://dx.doi.org/10.1111/jcpp.13241 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 Factorial invariance in hierarchical factor models of mental disorders in African American and European American youths / Quanfa HE in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)
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Titre : Factorial invariance in hierarchical factor models of mental disorders in African American and European American youths Type de document : Texte imprimé et/ou numérique Auteurs : Quanfa HE, Auteur ; James J. LI, Auteur Article en page(s) : p.289-298 Langues : Anglais (eng) Mots-clés : HiTOP externalizing general factor internalizing psychopathology racial-ethnic differences Index. décimale : PER Périodiques Résumé : BACKGROUND: There is converging evidence that mental disorders are more optimally conceptualized in a hierarchical framework (i.e., the Hierarchical Taxonomy of Psychopathology, HiTOP) that transcends the categorical boundaries of the Diagnostic and Statistical Manual of Mental Disorders (DSM). However, the majority of this evidence comes from studies that draw upon predominantly European American or Caucasian populations. Whether a hierarchical conceptualization of mental disorders generalizes across racial-ethnic groups, including for African American (AA) populations, is unclear. METHODS: We tested multidimensional and bifactor models of 15 DSM diagnoses and psychiatric traits in two groups, including AA (n = 3,088) and European American (EA; n = 5,147) youths aged 8-21 from the Philadelphia Neurodevelopmental Cohort (PNC). We also conducted multigroup confirmatory factor analyses to test for factorial invariance between the best fitting AA and EA multidimensional and bifactor models. RESULTS: In the multidimensional model tests, a three-factor model, specifying internalizing, externalizing, and thought dimensions, emerged as the best fitting model for AAs and EAs. In the bifactor model tests, a three-factor model (i.e., internalizing, externalizing, and thought dimensions) that also specified a general factor emerged as the optimal for both AAs and EAs. The general factor accounted for a significant proportion of the covariation between the secondary factors and the individual disorders and traits. Furthermore, both models were factorially invariant, indicating no significant difference in the factor structure of mental disorders between AAs and EAs in PNC. CONCLUSIONS: Results suggest that the hierarchical factor structure of mental disorders may be racial-ethnically robust. This finding has implications for etiological and epidemiological studies focused on racial-ethnic subgroup comparisons, particularly with respect to identifying similarities and differences in prevalence rates or sociodemographic risk factors for mental disorders. En ligne : http://dx.doi.org/10.1111/jcpp.13243 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.289-298[article] Factorial invariance in hierarchical factor models of mental disorders in African American and European American youths [Texte imprimé et/ou numérique] / Quanfa HE, Auteur ; James J. LI, Auteur . - p.289-298.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.289-298
Mots-clés : HiTOP externalizing general factor internalizing psychopathology racial-ethnic differences Index. décimale : PER Périodiques Résumé : BACKGROUND: There is converging evidence that mental disorders are more optimally conceptualized in a hierarchical framework (i.e., the Hierarchical Taxonomy of Psychopathology, HiTOP) that transcends the categorical boundaries of the Diagnostic and Statistical Manual of Mental Disorders (DSM). However, the majority of this evidence comes from studies that draw upon predominantly European American or Caucasian populations. Whether a hierarchical conceptualization of mental disorders generalizes across racial-ethnic groups, including for African American (AA) populations, is unclear. METHODS: We tested multidimensional and bifactor models of 15 DSM diagnoses and psychiatric traits in two groups, including AA (n = 3,088) and European American (EA; n = 5,147) youths aged 8-21 from the Philadelphia Neurodevelopmental Cohort (PNC). We also conducted multigroup confirmatory factor analyses to test for factorial invariance between the best fitting AA and EA multidimensional and bifactor models. RESULTS: In the multidimensional model tests, a three-factor model, specifying internalizing, externalizing, and thought dimensions, emerged as the best fitting model for AAs and EAs. In the bifactor model tests, a three-factor model (i.e., internalizing, externalizing, and thought dimensions) that also specified a general factor emerged as the optimal for both AAs and EAs. The general factor accounted for a significant proportion of the covariation between the secondary factors and the individual disorders and traits. Furthermore, both models were factorially invariant, indicating no significant difference in the factor structure of mental disorders between AAs and EAs in PNC. CONCLUSIONS: Results suggest that the hierarchical factor structure of mental disorders may be racial-ethnically robust. This finding has implications for etiological and epidemiological studies focused on racial-ethnic subgroup comparisons, particularly with respect to identifying similarities and differences in prevalence rates or sociodemographic risk factors for mental disorders. En ligne : http://dx.doi.org/10.1111/jcpp.13243 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 Commentary- Opening a can of worms: the importance of testing the measurement invariance of hierarchical models of psychopathology - a commentary on He and Li (2020) / David C CICERO in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)
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[article]
Titre : Commentary- Opening a can of worms: the importance of testing the measurement invariance of hierarchical models of psychopathology - a commentary on He and Li (2020) Type de document : Texte imprimé et/ou numérique Auteurs : David C CICERO, Auteur ; Camilo J RUGGERO, Auteur Article en page(s) : p.299-302 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Measurement invariance is an understudied topic in much of psychopathology research, but its effects have far-reaching consequences. It has rarely been examined with respect to hierarchical models of psychopathology. He & Li's (2020) study represents one of the first attempts to bridge the gap between relatively narrow focused studies on the psychometric properties of specific assessments with broader research on the hierarchical structure of psychopathology. The results are promising, but more research is needed to understand the impact of culture, race, and ethnicity on the expression of psychopathology. Future research may determine whether dimensional and hierarchical models decrease the effect of cultural biases on assessment and help to further understand the etiology of epidemiological differences in rates of disorders. These models may also help to account for culture-bound syndromes. En ligne : http://dx.doi.org/10.1111/jcpp.13353 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.299-302[article] Commentary- Opening a can of worms: the importance of testing the measurement invariance of hierarchical models of psychopathology - a commentary on He and Li (2020) [Texte imprimé et/ou numérique] / David C CICERO, Auteur ; Camilo J RUGGERO, Auteur . - p.299-302.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.299-302
Index. décimale : PER Périodiques Résumé : Measurement invariance is an understudied topic in much of psychopathology research, but its effects have far-reaching consequences. It has rarely been examined with respect to hierarchical models of psychopathology. He & Li's (2020) study represents one of the first attempts to bridge the gap between relatively narrow focused studies on the psychometric properties of specific assessments with broader research on the hierarchical structure of psychopathology. The results are promising, but more research is needed to understand the impact of culture, race, and ethnicity on the expression of psychopathology. Future research may determine whether dimensional and hierarchical models decrease the effect of cultural biases on assessment and help to further understand the etiology of epidemiological differences in rates of disorders. These models may also help to account for culture-bound syndromes. En ligne : http://dx.doi.org/10.1111/jcpp.13353 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 Diagnostic classification of irritability and oppositionality in youth: a global field study comparing ICD-11 with ICD-10 and DSM-5 / Spencer C. EVANS in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)
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[article]
Titre : Diagnostic classification of irritability and oppositionality in youth: a global field study comparing ICD-11 with ICD-10 and DSM-5 Type de document : Texte imprimé et/ou numérique Auteurs : Spencer C. EVANS, Auteur ; Michael C. ROBERTS, Auteur ; Jared W. KEELEY, Auteur ; Tahilia J. REBELLO, Auteur ; Francisco DE LA PEÑA, Auteur ; John E. LOCHMAN, Auteur ; Jeffrey D. BURKE, Auteur ; Paula J. FITE, Auteur ; Lourdes EZPELETA, Auteur ; Walter MATTHYS, Auteur ; Eric A. YOUNGSTROM, Auteur ; Chihiro MATSUMOTO, Auteur ; Howard F. ANDREWS, Auteur ; María ELENA MEDINA-MORA, Auteur ; José L. AYUSO-MATEOS, Auteur ; Brigitte KHOURY, Auteur ; Mayya KULYGINA, Auteur ; Rebeca ROBLES, Auteur ; Pratap SHARAN, Auteur ; Min ZHAO, Auteur ; Geoffrey M. REED, Auteur Article en page(s) : p.303-312 Langues : Anglais (eng) Mots-clés : International Classification of Diseases (ICD-11) child and adolescent mental health irritability mood dysregulation oppositional defiant disorder Index. décimale : PER Périodiques Résumé : BACKGROUND: Severe irritability has become an important topic in child and adolescent mental health. Based on the available evidence and on public health considerations, WHO classified chronic irritability within oppositional defiant disorder (ODD) in ICD-11, a solution markedly different from DSM-5's (i.e. the new childhood mood diagnosis, disruptive mood dysregulation disorder [DMDD]) and from ICD-10's (i.e. ODD as one of several conduct disorders without attention to irritability). In this study, we tested the accuracy with which a global, multilingual, multidisciplinary sample of clinicians were able to use the ICD-11 classification of chronic irritability and oppositionality as compared to the ICD-10 and DSM-5 approaches. METHODS: Clinicians (N = 196) from 48 countries participated in an Internet-based field study in English, Spanish, or Japanese and were randomized to review and use one of the three diagnostic systems. Through experimental manipulation of validated clinical vignettes, we evaluated how well clinicians in each condition could identify chronic irritability versus nonirritable oppositionality, episodic bipolar disorder, dysthymic depression, and normative irritability. RESULTS: Compared to ICD-10 and DSM-5, ICD-11 led to more accurate identification of severe irritability and better differentiation from boundary presentations. Participants using DSM-5 largely failed to apply the DMDD diagnosis when it was appropriate, and they more often applied psychopathological diagnoses to developmentally normative irritability. CONCLUSIONS: The formulation of irritability and oppositionality put forth in ICD-11 shows evidence of clinical utility, supporting accurate diagnosis. Global mental health clinicians can readily identify ODD both with and without chronic irritability. En ligne : http://dx.doi.org/10.1111/jcpp.13244 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.303-312[article] Diagnostic classification of irritability and oppositionality in youth: a global field study comparing ICD-11 with ICD-10 and DSM-5 [Texte imprimé et/ou numérique] / Spencer C. EVANS, Auteur ; Michael C. ROBERTS, Auteur ; Jared W. KEELEY, Auteur ; Tahilia J. REBELLO, Auteur ; Francisco DE LA PEÑA, Auteur ; John E. LOCHMAN, Auteur ; Jeffrey D. BURKE, Auteur ; Paula J. FITE, Auteur ; Lourdes EZPELETA, Auteur ; Walter MATTHYS, Auteur ; Eric A. YOUNGSTROM, Auteur ; Chihiro MATSUMOTO, Auteur ; Howard F. ANDREWS, Auteur ; María ELENA MEDINA-MORA, Auteur ; José L. AYUSO-MATEOS, Auteur ; Brigitte KHOURY, Auteur ; Mayya KULYGINA, Auteur ; Rebeca ROBLES, Auteur ; Pratap SHARAN, Auteur ; Min ZHAO, Auteur ; Geoffrey M. REED, Auteur . - p.303-312.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.303-312
Mots-clés : International Classification of Diseases (ICD-11) child and adolescent mental health irritability mood dysregulation oppositional defiant disorder Index. décimale : PER Périodiques Résumé : BACKGROUND: Severe irritability has become an important topic in child and adolescent mental health. Based on the available evidence and on public health considerations, WHO classified chronic irritability within oppositional defiant disorder (ODD) in ICD-11, a solution markedly different from DSM-5's (i.e. the new childhood mood diagnosis, disruptive mood dysregulation disorder [DMDD]) and from ICD-10's (i.e. ODD as one of several conduct disorders without attention to irritability). In this study, we tested the accuracy with which a global, multilingual, multidisciplinary sample of clinicians were able to use the ICD-11 classification of chronic irritability and oppositionality as compared to the ICD-10 and DSM-5 approaches. METHODS: Clinicians (N = 196) from 48 countries participated in an Internet-based field study in English, Spanish, or Japanese and were randomized to review and use one of the three diagnostic systems. Through experimental manipulation of validated clinical vignettes, we evaluated how well clinicians in each condition could identify chronic irritability versus nonirritable oppositionality, episodic bipolar disorder, dysthymic depression, and normative irritability. RESULTS: Compared to ICD-10 and DSM-5, ICD-11 led to more accurate identification of severe irritability and better differentiation from boundary presentations. Participants using DSM-5 largely failed to apply the DMDD diagnosis when it was appropriate, and they more often applied psychopathological diagnoses to developmentally normative irritability. CONCLUSIONS: The formulation of irritability and oppositionality put forth in ICD-11 shows evidence of clinical utility, supporting accurate diagnosis. Global mental health clinicians can readily identify ODD both with and without chronic irritability. En ligne : http://dx.doi.org/10.1111/jcpp.13244 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 Commentary: What to do with irritability? Do not give it a new diagnostic home-a commentary on Evans et al. (2020) / Mary A. FRISTAD in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)
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[article]
Titre : Commentary: What to do with irritability? Do not give it a new diagnostic home-a commentary on Evans et al. (2020) Type de document : Texte imprimé et/ou numérique Auteurs : Mary A. FRISTAD, Auteur Article en page(s) : p.313-315 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Irritability is ubiquitous and therefore nonspecific. Evans and colleagues conducted an international study to test clinicians' ability to differentiate chronic irritability from four 'boundary' presentations: nonirritable oppositionality, episodic bipolar disorder irritability, depressive disorders, and normative irritability. Clinicians assigned to rate vignettes according to the International Classification of Diseases and Related Health Problems-Eleventh Revision (ICD-11) fared best, while those assigned to the Diagnostic and Statistical Manual-5th Edition (DSM-5) condition had the most false positives and false negatives. Findings are consistent with a decade's worth of investigation on the utility of irritability as a diagnostic criterion. Irritability is commonly associated with both internalizing and externalizing disorders. Multiple investigations of its new 'home' within the DSM-5 categorical diagnosis of DMDD indicate a poor fit. Irritability is more useful as a specifier for other disorders, consistent with how it is utilized within the ICD-11. En ligne : http://dx.doi.org/10.1111/jcpp.13354 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.313-315[article] Commentary: What to do with irritability? Do not give it a new diagnostic home-a commentary on Evans et al. (2020) [Texte imprimé et/ou numérique] / Mary A. FRISTAD, Auteur . - p.313-315.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.313-315
Index. décimale : PER Périodiques Résumé : Irritability is ubiquitous and therefore nonspecific. Evans and colleagues conducted an international study to test clinicians' ability to differentiate chronic irritability from four 'boundary' presentations: nonirritable oppositionality, episodic bipolar disorder irritability, depressive disorders, and normative irritability. Clinicians assigned to rate vignettes according to the International Classification of Diseases and Related Health Problems-Eleventh Revision (ICD-11) fared best, while those assigned to the Diagnostic and Statistical Manual-5th Edition (DSM-5) condition had the most false positives and false negatives. Findings are consistent with a decade's worth of investigation on the utility of irritability as a diagnostic criterion. Irritability is commonly associated with both internalizing and externalizing disorders. Multiple investigations of its new 'home' within the DSM-5 categorical diagnosis of DMDD indicate a poor fit. Irritability is more useful as a specifier for other disorders, consistent with how it is utilized within the ICD-11. En ligne : http://dx.doi.org/10.1111/jcpp.13354 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 Anorexia nervosa and autism: a prospective twin cohort study / Lisa DINKLER in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)
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[article]
Titre : Anorexia nervosa and autism: a prospective twin cohort study Type de document : Texte imprimé et/ou numérique Auteurs : Lisa DINKLER, Auteur ; Mark J. TAYLOR, Auteur ; Maria RASTAM, Auteur ; Nouchine HADJIKHANI, Auteur ; Cynthia M. BULIK, Auteur ; Paul LICHTENSTEIN, Auteur ; Christopher GILLBERG, Auteur ; Sebastian LUNDSTROM, Auteur Article en page(s) : p.316-326 Langues : Anglais (eng) Mots-clés : Eating disorder anorexia nervosa autism spectrum disorders longitudinal studies Index. décimale : PER Périodiques Résumé : BACKGROUND: Anorexia nervosa (AN) and autism spectrum disorder (ASD) may be phenotypically and etiologically linked. However, due to the absence of prospective studies, it remains unclear whether the elevation of autistic traits in AN is evident in early childhood. Here, we prospectively investigated autistic traits before and after the first diagnosis of AN. METHODS: In a population-based sample of 5,987 individuals (52.4% female) from the Child and Adolescent Twin Study in Sweden, parents reported autistic traits at ages 9 and 18. AN and ASD diagnoses were retrieved from the Swedish National Patient Register. In addition, AN diagnoses were ascertained by parent-reported treatment for AN. We compared whether individuals with and without AN differed in autistic traits before the first diagnosis of AN (age 9) and after the first diagnosis of AN (age 18). RESULTS: We did not find evidence for elevated autistic traits in 9-year-old children later diagnosed with AN. At age 18, however, there was a marked elevation in restricted/repetitive behavior and interests, but only in the subgroup of individuals with acute AN. A less pronounced elevation was observed for social communication problems. CONCLUSIONS: Coping strategies in individuals with ASD and the somewhat different female ASD phenotype may explain why we did not find elevated autistic traits in children who later developed AN. Alternatively, it is possible that elevated autistic traits were not present prior to the onset of AN, thus questioning the previously reported elevated prevalence of ASD in AN. Future studies should use tailored measurements in order to investigate whether autistic traits in individuals with AN are best conceptualized as an epiphenomenon of the acute AN phase or whether these symptoms indeed represent ASD as a clinically verifiable neurodevelopmental disorder. En ligne : http://dx.doi.org/10.1111/jcpp.13265 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.316-326[article] Anorexia nervosa and autism: a prospective twin cohort study [Texte imprimé et/ou numérique] / Lisa DINKLER, Auteur ; Mark J. TAYLOR, Auteur ; Maria RASTAM, Auteur ; Nouchine HADJIKHANI, Auteur ; Cynthia M. BULIK, Auteur ; Paul LICHTENSTEIN, Auteur ; Christopher GILLBERG, Auteur ; Sebastian LUNDSTROM, Auteur . - p.316-326.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.316-326
Mots-clés : Eating disorder anorexia nervosa autism spectrum disorders longitudinal studies Index. décimale : PER Périodiques Résumé : BACKGROUND: Anorexia nervosa (AN) and autism spectrum disorder (ASD) may be phenotypically and etiologically linked. However, due to the absence of prospective studies, it remains unclear whether the elevation of autistic traits in AN is evident in early childhood. Here, we prospectively investigated autistic traits before and after the first diagnosis of AN. METHODS: In a population-based sample of 5,987 individuals (52.4% female) from the Child and Adolescent Twin Study in Sweden, parents reported autistic traits at ages 9 and 18. AN and ASD diagnoses were retrieved from the Swedish National Patient Register. In addition, AN diagnoses were ascertained by parent-reported treatment for AN. We compared whether individuals with and without AN differed in autistic traits before the first diagnosis of AN (age 9) and after the first diagnosis of AN (age 18). RESULTS: We did not find evidence for elevated autistic traits in 9-year-old children later diagnosed with AN. At age 18, however, there was a marked elevation in restricted/repetitive behavior and interests, but only in the subgroup of individuals with acute AN. A less pronounced elevation was observed for social communication problems. CONCLUSIONS: Coping strategies in individuals with ASD and the somewhat different female ASD phenotype may explain why we did not find elevated autistic traits in children who later developed AN. Alternatively, it is possible that elevated autistic traits were not present prior to the onset of AN, thus questioning the previously reported elevated prevalence of ASD in AN. Future studies should use tailored measurements in order to investigate whether autistic traits in individuals with AN are best conceptualized as an epiphenomenon of the acute AN phase or whether these symptoms indeed represent ASD as a clinically verifiable neurodevelopmental disorder. En ligne : http://dx.doi.org/10.1111/jcpp.13265 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 Higher aggression is related to poorer academic performance in compulsory education / Eero VUOKSIMAA in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)
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[article]
Titre : Higher aggression is related to poorer academic performance in compulsory education Type de document : Texte imprimé et/ou numérique Auteurs : Eero VUOKSIMAA, Auteur ; Richard J. ROSE, Auteur ; Lea PULKKINEN, Auteur ; Teemu PALVIAINEN, Auteur ; Kaili RIMFELD, Auteur ; Sebastian LUNDSTROM, Auteur ; Meike BARTELS, Auteur ; Catharina VAN BEIJSTERVELDT, Auteur ; Anne HENDRIKS, Auteur ; Eveline L. DE ZEEUW, Auteur ; Robert PLOMIN, Auteur ; Paul LICHTENSTEIN, Auteur ; Dorret I. BOOMSMA, Auteur ; Jaakko KAPRIO, Auteur Article en page(s) : p.327-338 Langues : Anglais (eng) Mots-clés : Aggression cognition development educational attainment school performance Index. décimale : PER Périodiques Résumé : BACKGROUND: To conduct a comprehensive assessment of the association between aggression and academic performance in compulsory education. METHOD: We studied aggression and academic performance in over 27,000 individuals from four European twin cohorts participating in the ACTION consortium (Aggression in Children: Unraveling gene-environment interplay to inform Treatment and InterventiON strategies). Individual level data on aggression at ages 7-16 were assessed by three instruments (Achenbach System of Empirically Based Assessment, Multidimensional Peer Nomination Inventory, Strengths and Difficulties Questionnaire) including parental, teacher and self-reports. Academic performance was measured with teacher-rated grade point averages (ages 12-14) or standardized test scores (ages 12-16). Random effect meta-analytical correlations with academic performance were estimated for parental ratings (in all four cohorts) and self-ratings (in three cohorts). RESULTS: All between-family analyses indicated significant negative aggression-academic performance associations with correlations ranging from -.06 to -.33. Results were similar across different ages, instruments and raters and either with teacher-rated grade point averages or standardized test scores as measures of academic performance. Meta-analytical r's were -.20 and -.23 for parental and self-ratings, respectively. In within-family analyses of all twin pairs, the negative aggression-academic performance associations were statistically significant in 14 out of 17 analyses (r = -.17 for parental- and r = -.16 for self-ratings). Separate analyses in monozygotic (r = -.07 for parental and self-ratings), same-sex dizygotic (r's = -.16 and -.17 for parental and self-ratings) and opposite-sex dizygotic (r's = -.21 and -.19 for parental and self-ratings) twin pairs suggested partial confounding by genetic effects. CONCLUSIONS: There is a robust negative association between aggression and academic performance in compulsory education. Part of these associations were explained by shared genetic effects, but some evidence of a negative association between aggression and academic performance remained even in within-family analyses of monozygotic twin pairs. En ligne : http://dx.doi.org/10.1111/jcpp.13273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.327-338[article] Higher aggression is related to poorer academic performance in compulsory education [Texte imprimé et/ou numérique] / Eero VUOKSIMAA, Auteur ; Richard J. ROSE, Auteur ; Lea PULKKINEN, Auteur ; Teemu PALVIAINEN, Auteur ; Kaili RIMFELD, Auteur ; Sebastian LUNDSTROM, Auteur ; Meike BARTELS, Auteur ; Catharina VAN BEIJSTERVELDT, Auteur ; Anne HENDRIKS, Auteur ; Eveline L. DE ZEEUW, Auteur ; Robert PLOMIN, Auteur ; Paul LICHTENSTEIN, Auteur ; Dorret I. BOOMSMA, Auteur ; Jaakko KAPRIO, Auteur . - p.327-338.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.327-338
Mots-clés : Aggression cognition development educational attainment school performance Index. décimale : PER Périodiques Résumé : BACKGROUND: To conduct a comprehensive assessment of the association between aggression and academic performance in compulsory education. METHOD: We studied aggression and academic performance in over 27,000 individuals from four European twin cohorts participating in the ACTION consortium (Aggression in Children: Unraveling gene-environment interplay to inform Treatment and InterventiON strategies). Individual level data on aggression at ages 7-16 were assessed by three instruments (Achenbach System of Empirically Based Assessment, Multidimensional Peer Nomination Inventory, Strengths and Difficulties Questionnaire) including parental, teacher and self-reports. Academic performance was measured with teacher-rated grade point averages (ages 12-14) or standardized test scores (ages 12-16). Random effect meta-analytical correlations with academic performance were estimated for parental ratings (in all four cohorts) and self-ratings (in three cohorts). RESULTS: All between-family analyses indicated significant negative aggression-academic performance associations with correlations ranging from -.06 to -.33. Results were similar across different ages, instruments and raters and either with teacher-rated grade point averages or standardized test scores as measures of academic performance. Meta-analytical r's were -.20 and -.23 for parental and self-ratings, respectively. In within-family analyses of all twin pairs, the negative aggression-academic performance associations were statistically significant in 14 out of 17 analyses (r = -.17 for parental- and r = -.16 for self-ratings). Separate analyses in monozygotic (r = -.07 for parental and self-ratings), same-sex dizygotic (r's = -.16 and -.17 for parental and self-ratings) and opposite-sex dizygotic (r's = -.21 and -.19 for parental and self-ratings) twin pairs suggested partial confounding by genetic effects. CONCLUSIONS: There is a robust negative association between aggression and academic performance in compulsory education. Part of these associations were explained by shared genetic effects, but some evidence of a negative association between aggression and academic performance remained even in within-family analyses of monozygotic twin pairs. En ligne : http://dx.doi.org/10.1111/jcpp.13273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 School quality ratings are weak predictors of students' achievement and well-being / Sophie VON STUMM in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)
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[article]
Titre : School quality ratings are weak predictors of students' achievement and well-being Type de document : Texte imprimé et/ou numérique Auteurs : Sophie VON STUMM, Auteur ; Emily SMITH-WOOLLEY, Auteur ; Rosa CHEESMAN, Auteur ; Jean-Baptiste PINGAULT, Auteur ; Kathryn ASBURY, Auteur ; Philip S. DALE, Auteur ; Rebecca ALLEN, Auteur ; Yulia KOVAS, Auteur ; Robert PLOMIN, Auteur Article en page(s) : p.339-348 Langues : Anglais (eng) Mots-clés : Ofsted School quality educational achievement school engagement well-being Index. décimale : PER Périodiques Résumé : BACKGROUND: In England, all state-funded schools are inspected by an independent government agency, the Office for Standards in Education, Children's Services and Skills (Ofsted). Inspections aim to hold schools accountable and to promote the improvement of education, with the results made available to the public. Ofsted reports intend to index school quality, but their influence on students' individual outcomes has not been previously studied. The aim of the current study was to explore the extent to which school quality, as indexed by Ofsted ratings, is associated with students' educational achievement, well-being and school engagement. METHODS: We use an England population-based sample of 4,391 individuals, for whom school performance at age 11 and GCSE grades at age 16 were accessed from the National Pupil Database, and who completed measures of well-being and school engagement at age 16. RESULTS: We found that Ofsted ratings of secondary school quality accounted for 4% of the variance in students' educational achievement at age 16, which was further reduced to 1% of the variance after we accounted for prior school performance at age 11 and family socioeconomic status. Furthermore, Ofsted ratings were weak predictors of school engagement and student well-being, with an average correlation of .03. CONCLUSION: Our findings suggest that differences in school quality, as indexed by Ofsted ratings, have little relation to students' individual outcomes. Accordingly, our results challenge the usefulness of Ofsted ratings as guides for parents and students when choosing secondary schools. En ligne : http://dx.doi.org/10.1111/jcpp.13276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.339-348[article] School quality ratings are weak predictors of students' achievement and well-being [Texte imprimé et/ou numérique] / Sophie VON STUMM, Auteur ; Emily SMITH-WOOLLEY, Auteur ; Rosa CHEESMAN, Auteur ; Jean-Baptiste PINGAULT, Auteur ; Kathryn ASBURY, Auteur ; Philip S. DALE, Auteur ; Rebecca ALLEN, Auteur ; Yulia KOVAS, Auteur ; Robert PLOMIN, Auteur . - p.339-348.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.339-348
Mots-clés : Ofsted School quality educational achievement school engagement well-being Index. décimale : PER Périodiques Résumé : BACKGROUND: In England, all state-funded schools are inspected by an independent government agency, the Office for Standards in Education, Children's Services and Skills (Ofsted). Inspections aim to hold schools accountable and to promote the improvement of education, with the results made available to the public. Ofsted reports intend to index school quality, but their influence on students' individual outcomes has not been previously studied. The aim of the current study was to explore the extent to which school quality, as indexed by Ofsted ratings, is associated with students' educational achievement, well-being and school engagement. METHODS: We use an England population-based sample of 4,391 individuals, for whom school performance at age 11 and GCSE grades at age 16 were accessed from the National Pupil Database, and who completed measures of well-being and school engagement at age 16. RESULTS: We found that Ofsted ratings of secondary school quality accounted for 4% of the variance in students' educational achievement at age 16, which was further reduced to 1% of the variance after we accounted for prior school performance at age 11 and family socioeconomic status. Furthermore, Ofsted ratings were weak predictors of school engagement and student well-being, with an average correlation of .03. CONCLUSION: Our findings suggest that differences in school quality, as indexed by Ofsted ratings, have little relation to students' individual outcomes. Accordingly, our results challenge the usefulness of Ofsted ratings as guides for parents and students when choosing secondary schools. En ligne : http://dx.doi.org/10.1111/jcpp.13276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 Health-related quality of life of children with low language from early childhood to adolescence: results from an Australian longitudinal population-based study / Ha N. D. LE in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)
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[article]
Titre : Health-related quality of life of children with low language from early childhood to adolescence: results from an Australian longitudinal population-based study Type de document : Texte imprimé et/ou numérique Auteurs : Ha N. D. LE, Auteur ; Fiona MENSAH, Auteur ; Patricia EADIE, Auteur ; Cristina MCKEAN, Auteur ; Emma SCIBERRAS, Auteur ; Edith L. BAVIN, Auteur ; Sheena REILLY, Auteur ; Lisa GOLD, Auteur Article en page(s) : p.349-356 Langues : Anglais (eng) Mots-clés : HRQoL children low language Index. décimale : PER Périodiques Résumé : BACKGROUND: Low language abilities are known to be associated with significant adverse long-term outcomes. However, associations between low language and health-related quality of life (HRQoL) are unclear. We aimed to (a) examine the association between low language and HRQoL from 4 to 13 years and (b) classify the children's trajectories of HRQoL and language and examine the association between language and HRQoL trajectories. METHODS: Data were from an Australian community-based cohort of children. HRQoL was measured at ages 4-13 years using the parent-reported Pediatric Quality of Life Inventory 4.0. Language was assessed using the Clinical Evaluation of Language Fundamentals (CELF)-Preschool 2nd edition at 4 years and the CELF-4th edition at 5, 7 and 11 years. Multivariable linear regression and mixed effect modelling were used to estimate cross-sectional and longitudinal associations between low language and HRQoL from 4 to 13 years. A joint group-based trajectory model was used to characterize associations between HRQoL and language trajectories over childhood. RESULTS: Children with low language had substantially lower HRQoL than children with typical language from 4 to 13 years. Higher language scores were associated with better HRQoL, particularly in social and school functioning. Three HRQoL trajectories were identified: stable-high (51% of children), reduced with slow decline (40%) and low with rapid decline (9%). Children with low language were less likely to follow a stable-high HRQoL trajectory (40%) while 26% and 34% followed the reduced with slow decline and low with rapid decline trajectories, respectively. CONCLUSIONS: Children with low language experienced reduced HRQoL from 4 to 13 years. More than half had declining trajectories in HRQoL highlighting the need to monitor these children over time. Interventions should not only aim to improve children's language ability but also address the wider functional impacts of low language. En ligne : http://dx.doi.org/10.1111/jcpp.13277 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.349-356[article] Health-related quality of life of children with low language from early childhood to adolescence: results from an Australian longitudinal population-based study [Texte imprimé et/ou numérique] / Ha N. D. LE, Auteur ; Fiona MENSAH, Auteur ; Patricia EADIE, Auteur ; Cristina MCKEAN, Auteur ; Emma SCIBERRAS, Auteur ; Edith L. BAVIN, Auteur ; Sheena REILLY, Auteur ; Lisa GOLD, Auteur . - p.349-356.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.349-356
Mots-clés : HRQoL children low language Index. décimale : PER Périodiques Résumé : BACKGROUND: Low language abilities are known to be associated with significant adverse long-term outcomes. However, associations between low language and health-related quality of life (HRQoL) are unclear. We aimed to (a) examine the association between low language and HRQoL from 4 to 13 years and (b) classify the children's trajectories of HRQoL and language and examine the association between language and HRQoL trajectories. METHODS: Data were from an Australian community-based cohort of children. HRQoL was measured at ages 4-13 years using the parent-reported Pediatric Quality of Life Inventory 4.0. Language was assessed using the Clinical Evaluation of Language Fundamentals (CELF)-Preschool 2nd edition at 4 years and the CELF-4th edition at 5, 7 and 11 years. Multivariable linear regression and mixed effect modelling were used to estimate cross-sectional and longitudinal associations between low language and HRQoL from 4 to 13 years. A joint group-based trajectory model was used to characterize associations between HRQoL and language trajectories over childhood. RESULTS: Children with low language had substantially lower HRQoL than children with typical language from 4 to 13 years. Higher language scores were associated with better HRQoL, particularly in social and school functioning. Three HRQoL trajectories were identified: stable-high (51% of children), reduced with slow decline (40%) and low with rapid decline (9%). Children with low language were less likely to follow a stable-high HRQoL trajectory (40%) while 26% and 34% followed the reduced with slow decline and low with rapid decline trajectories, respectively. CONCLUSIONS: Children with low language experienced reduced HRQoL from 4 to 13 years. More than half had declining trajectories in HRQoL highlighting the need to monitor these children over time. Interventions should not only aim to improve children's language ability but also address the wider functional impacts of low language. En ligne : http://dx.doi.org/10.1111/jcpp.13277 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 Psychotic experiences and future school performance in childhood: a population-based cohort study / Lisa R STEENKAMP in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)
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[article]
Titre : Psychotic experiences and future school performance in childhood: a population-based cohort study Type de document : Texte imprimé et/ou numérique Auteurs : Lisa R STEENKAMP, Auteur ; Koen BOLHUIS, Auteur ; Laura M. E. BLANKEN, Auteur ; Maartje P. C. M. LUIJK, Auteur ; Manon H. J. HILLEGERS, Auteur ; Steven A. KUSHNER, Auteur ; Henning TIEMEIER, Auteur Article en page(s) : p.357-365 Langues : Anglais (eng) Mots-clés : Psychosis cognitive impairment intelligence school children school performance Index. décimale : PER Périodiques Résumé : BACKGROUND: Psychotic experiences are common in childhood and an important risk indicator of adverse mental health outcomes. However, little is known about the association of psychotic experiences with functional outcomes in childhood, particularly regarding school performance. The aim of the present study was to examine whether psychotic experiences were prospectively related to school performance in childhood. METHODS: This study was embedded in the population-based Generation R Study (N = 2,362). Psychotic experiences were assessed using self-reports on hallucinations at age 10 years. School performance was assessed using a standardized national school performance test at age 12 years. We considered the total school performance score, as well as language and mathematics subscales. Analyses were adjusted for sociodemographic characteristics, maternal nonverbal IQ, nonverbal IQ at age 6 years and co-occurring psychopathology at age 10 years. RESULTS: Psychotic experiences were prospectively associated with poorer school performance scores (B = -0.61, 95% CI [-0.98;-0.25], p = .001), as well as poorer language (B(percentile rank score) = -2.00, 95% CI [-3.20;-0.79], p = .001) and mathematical ability (B(percentile rank score) = -1.75, 95% CI [-2.99;-0.51], p = .006). These associations remained after additional adjustment for nonverbal IQ at age 6 years (B = -0.51, 95% CI [-0.86;-0.16], p = .005), and co-occurring internalizing (B = -0.40, 95% CI [-0.77;-0.03], p = .036) and externalizing problems (B = -0.40, 95% CI [-0.75;-0.04], p = .029), but not attention problems (B = -0.10, 95% CI [-0.47;0.26], p = .57). CONCLUSIONS: Children with psychotic experiences had lower school performance scores than their nonaffected peers. The finding was independent of sociodemographic characteristics, intelligence and co-occurring internalizing and externalizing problems, but not attention problems. This study suggests that psychotic experiences are associated with childhood functional impairments, although the relatively small effects and the role of attention problems warrant further exploration. En ligne : http://dx.doi.org/10.1111/jcpp.13281 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.357-365[article] Psychotic experiences and future school performance in childhood: a population-based cohort study [Texte imprimé et/ou numérique] / Lisa R STEENKAMP, Auteur ; Koen BOLHUIS, Auteur ; Laura M. E. BLANKEN, Auteur ; Maartje P. C. M. LUIJK, Auteur ; Manon H. J. HILLEGERS, Auteur ; Steven A. KUSHNER, Auteur ; Henning TIEMEIER, Auteur . - p.357-365.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.357-365
Mots-clés : Psychosis cognitive impairment intelligence school children school performance Index. décimale : PER Périodiques Résumé : BACKGROUND: Psychotic experiences are common in childhood and an important risk indicator of adverse mental health outcomes. However, little is known about the association of psychotic experiences with functional outcomes in childhood, particularly regarding school performance. The aim of the present study was to examine whether psychotic experiences were prospectively related to school performance in childhood. METHODS: This study was embedded in the population-based Generation R Study (N = 2,362). Psychotic experiences were assessed using self-reports on hallucinations at age 10 years. School performance was assessed using a standardized national school performance test at age 12 years. We considered the total school performance score, as well as language and mathematics subscales. Analyses were adjusted for sociodemographic characteristics, maternal nonverbal IQ, nonverbal IQ at age 6 years and co-occurring psychopathology at age 10 years. RESULTS: Psychotic experiences were prospectively associated with poorer school performance scores (B = -0.61, 95% CI [-0.98;-0.25], p = .001), as well as poorer language (B(percentile rank score) = -2.00, 95% CI [-3.20;-0.79], p = .001) and mathematical ability (B(percentile rank score) = -1.75, 95% CI [-2.99;-0.51], p = .006). These associations remained after additional adjustment for nonverbal IQ at age 6 years (B = -0.51, 95% CI [-0.86;-0.16], p = .005), and co-occurring internalizing (B = -0.40, 95% CI [-0.77;-0.03], p = .036) and externalizing problems (B = -0.40, 95% CI [-0.75;-0.04], p = .029), but not attention problems (B = -0.10, 95% CI [-0.47;0.26], p = .57). CONCLUSIONS: Children with psychotic experiences had lower school performance scores than their nonaffected peers. The finding was independent of sociodemographic characteristics, intelligence and co-occurring internalizing and externalizing problems, but not attention problems. This study suggests that psychotic experiences are associated with childhood functional impairments, although the relatively small effects and the role of attention problems warrant further exploration. En ligne : http://dx.doi.org/10.1111/jcpp.13281 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443