Dépouillements

Integrating biological measures into the design and evaluation of preventive interventions / Dante CICCHETTI in Development and Psychopathology, 20-3 (Summer 2008)  

Public ISBD [article]  inDevelopment and Psychopathology > 20-3 (Summer 2008) . - p.737-743 Titre : Integrating biological measures into the design and evaluation of preventive interventions Type de document : Texte imprimé et/ou numérique Auteurs : Dante CICCHETTI, Auteur ; Megan R. GUNNAR, Auteur Année de publication : 2008 Article en page(s) : p.737-743 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1017/s0954579408000357 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542 [article] Integrating biological measures into the design and evaluation of preventive interventions [Texte imprimé et/ou numérique] / Dante CICCHETTI, Auteur ; Megan R. GUNNAR, Auteur . - 2008 . - p.737-743. Langues : Anglais (eng) in Development and Psychopathology > 20-3 (Summer 2008) . - p.737-743 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1017/s0954579408000357 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542

Ten good reasons to consider biological processes in prevention and intervention research / Theodore P. BEAUCHAINE in Development and Psychopathology, 20-3 (Summer 2008)  

Public ISBD [article]  inDevelopment and Psychopathology > 20-3 (Summer 2008) . - p.745-774 Titre : Ten good reasons to consider biological processes in prevention and intervention research Type de document : Texte imprimé et/ou numérique Auteurs : Theodore P. BEAUCHAINE, Auteur ; Sharon L. BRENNER, Auteur ; Emily NEUHAUS, Auteur ; Lisa GATZKE-KOPP, Auteur Année de publication : 2008 Article en page(s) : p.745-774 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Most contemporary accounts of psychopathology acknowledge the importance of both biological and environmental influences on behavior. In developmental psychopathology, multiple etiological mechanisms for psychiatric disturbance are well recognized, including those operating at genetic, neurobiological, and environmental levels of analysis. However, neuroscientific principles are rarely considered in current approaches to prevention or intervention. In this article, we explain why a deeper understanding of the genetic and neural substrates of behavior is essential for the next generation of preventive interventions, and we outline 10 specific reasons why considering biological processes can improve treatment efficacy. Among these, we discuss (a) the role of biomarkers and endophenotypes in identifying those most in need of prevention; (b) implications for treatment of genetic and neural mechanisms of homotypic comorbidity, heterotypic comorbidity, and heterotypic continuity; (c) ways in which biological vulnerabilities moderate the effects of environmental experience; (d) situations in which Biology × Environment interactions account for more variance in key outcomes than main effects; and (e) sensitivity of neural systems, via epigenesis, programming, and neural plasticity, to environmental moderation across the life span. For each of the 10 reasons outlined we present an example from current literature and discuss critical implications for prevention. En ligne : http://dx.doi.org/10.1017/s0954579408000369 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Ten good reasons to consider biological processes in prevention and intervention research [Texte imprimé et/ou numérique] / Theodore P. BEAUCHAINE, Auteur ; Sharon L. BRENNER, Auteur ; Emily NEUHAUS, Auteur ; Lisa GATZKE-KOPP, Auteur . - 2008 . - p.745-774. Langues : Anglais (eng) in Development and Psychopathology > 20-3 (Summer 2008) . - p.745-774 Index. décimale : PER Périodiques Résumé : Most contemporary accounts of psychopathology acknowledge the importance of both biological and environmental influences on behavior. In developmental psychopathology, multiple etiological mechanisms for psychiatric disturbance are well recognized, including those operating at genetic, neurobiological, and environmental levels of analysis. However, neuroscientific principles are rarely considered in current approaches to prevention or intervention. In this article, we explain why a deeper understanding of the genetic and neural substrates of behavior is essential for the next generation of preventive interventions, and we outline 10 specific reasons why considering biological processes can improve treatment efficacy. Among these, we discuss (a) the role of biomarkers and endophenotypes in identifying those most in need of prevention; (b) implications for treatment of genetic and neural mechanisms of homotypic comorbidity, heterotypic comorbidity, and heterotypic continuity; (c) ways in which biological vulnerabilities moderate the effects of environmental experience; (d) situations in which Biology × Environment interactions account for more variance in key outcomes than main effects; and (e) sensitivity of neural systems, via epigenesis, programming, and neural plasticity, to environmental moderation across the life span. For each of the 10 reasons outlined we present an example from current literature and discuss critical implications for prevention. En ligne : http://dx.doi.org/10.1017/s0954579408000369 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

Early behavioral intervention, brain plasticity, and the prevention of autism spectrum disorder / Geraldine DAWSON in Development and Psychopathology, 20-3 (Summer 2008)  

Public ISBD [article]  inDevelopment and Psychopathology > 20-3 (Summer 2008) . - p.775-803 Titre : Early behavioral intervention, brain plasticity, and the prevention of autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Geraldine DAWSON, Auteur Année de publication : 2008 Article en page(s) : p.775-803 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Advances in the fields of cognitive and affective developmental neuroscience, developmental psychopathology, neurobiology, genetics, and applied behavior analysis have contributed to a more optimistic outcome for individuals with autism spectrum disorder (ASD). These advances have led to new methods for early detection and more effective treatments. For the first time, prevention of ASD is plausible. Prevention will entail detecting infants at risk before the full syndrome is present and implementing treatments designed to alter the course of early behavioral and brain development. This article describes a developmental model of risk, risk processes, symptom emergence, and adaptation in ASD that offers a framework for understanding early brain plasticity in ASD and its role in prevention of the disorder. En ligne : http://dx.doi.org/10.1017/s0954579408000370 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Early behavioral intervention, brain plasticity, and the prevention of autism spectrum disorder [Texte imprimé et/ou numérique] / Geraldine DAWSON, Auteur . - 2008 . - p.775-803. Langues : Anglais (eng) in Development and Psychopathology > 20-3 (Summer 2008) . - p.775-803 Index. décimale : PER Périodiques Résumé : Advances in the fields of cognitive and affective developmental neuroscience, developmental psychopathology, neurobiology, genetics, and applied behavior analysis have contributed to a more optimistic outcome for individuals with autism spectrum disorder (ASD). These advances have led to new methods for early detection and more effective treatments. For the first time, prevention of ASD is plausible. Prevention will entail detecting infants at risk before the full syndrome is present and implementing treatments designed to alter the course of early behavioral and brain development. This article describes a developmental model of risk, risk processes, symptom emergence, and adaptation in ASD that offers a framework for understanding early brain plasticity in ASD and its role in prevention of the disorder. En ligne : http://dx.doi.org/10.1017/s0954579408000370 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

Effects of an attachment-based intervention on daily cortisol moderated by dopamine receptor D4: A randomized control trial on 1- to 3-year-olds screened for externalizing behavior / Marian J. BAKERMANS-KRANENBURG in Development and Psychopathology, 20-3 (Summer 2008)  

Public ISBD [article]  inDevelopment and Psychopathology > 20-3 (Summer 2008) . - p.805-820 Titre : Effects of an attachment-based intervention on daily cortisol moderated by dopamine receptor D4: A randomized control trial on 1- to 3-year-olds screened for externalizing behavior Type de document : Texte imprimé et/ou numérique Auteurs : Marian J. BAKERMANS-KRANENBURG, Auteur ; Marinus H. VAN IJZENDOORN, Auteur ; Judi MESMAN, Auteur ; Femmie JUFFER, Auteur ; Lenneke R. A. ALINK, Auteur Année de publication : 2008 Article en page(s) : p.805-820 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The effect of the Video-Feedback Intervention to Promote Positive Parenting and Sensitive Discipline (VIPP-SD) on daily cortisol production was tested in a randomized controlled trial with 130 families with 1- to 3-year-old children screened for their relatively high levels of externalizing behavior. Six 1.5-hr intervention sessions focusing on maternal sensitivity and discipline were conducted with individual families at their homes. Children in the intervention group showed lower cortisol levels, with a moderating role of the dopamine receptor D4 (DRD4) VNTR exon III polymorphism. The VIPP-SD program proved to be effective in decreasing daily cortisol production in children with the DRD4 7-repeat allele, but not in children without the DRD4 7-repeat allele. Our findings indicate that children are differentially susceptible to intervention effects dependent on the presence of the 7-repeat DRD4 allele. En ligne : http://dx.doi.org/10.1017/s0954579408000382 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Effects of an attachment-based intervention on daily cortisol moderated by dopamine receptor D4: A randomized control trial on 1- to 3-year-olds screened for externalizing behavior [Texte imprimé et/ou numérique] / Marian J. BAKERMANS-KRANENBURG, Auteur ; Marinus H. VAN IJZENDOORN, Auteur ; Judi MESMAN, Auteur ; Femmie JUFFER, Auteur ; Lenneke R. A. ALINK, Auteur . - 2008 . - p.805-820. Langues : Anglais (eng) in Development and Psychopathology > 20-3 (Summer 2008) . - p.805-820 Index. décimale : PER Périodiques Résumé : The effect of the Video-Feedback Intervention to Promote Positive Parenting and Sensitive Discipline (VIPP-SD) on daily cortisol production was tested in a randomized controlled trial with 130 families with 1- to 3-year-old children screened for their relatively high levels of externalizing behavior. Six 1.5-hr intervention sessions focusing on maternal sensitivity and discipline were conducted with individual families at their homes. Children in the intervention group showed lower cortisol levels, with a moderating role of the dopamine receptor D4 (DRD4) VNTR exon III polymorphism. The VIPP-SD program proved to be effective in decreasing daily cortisol production in children with the DRD4 7-repeat allele, but not in children without the DRD4 7-repeat allele. Our findings indicate that children are differentially susceptible to intervention effects dependent on the presence of the 7-repeat DRD4 allele. En ligne : http://dx.doi.org/10.1017/s0954579408000382 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program / Karen L. BIERMAN in Development and Psychopathology, 20-3 (Summer 2008)  

Public ISBD [article]  inDevelopment and Psychopathology > 20-3 (Summer 2008) . - p.821-843 Titre : Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program Type de document : Texte imprimé et/ou numérique Auteurs : Karen L. BIERMAN, Auteur ; Clancy BLAIR, Auteur ; Robert L. NIX, Auteur ; Mark T. GREENBERG, Auteur ; Celene E. DOMITROVICH, Auteur Année de publication : 2008 Article en page(s) : p.821-843 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Despite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measures in the context of a randomized-controlled trial of a research-based intervention integrated into Head Start programs (Head Start REDI). Three hundred fifty-six 4-year-old children (17% Hispanic, 25% African American; 54% girls) were followed over the course of the prekindergarten year. Initial EF predicted gains in cognitive and social–emotional skills and moderated the impact of the Head Start REDI intervention on some outcomes. The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions. En ligne : http://dx.doi.org/10.1017/s0954579408000394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program [Texte imprimé et/ou numérique] / Karen L. BIERMAN, Auteur ; Clancy BLAIR, Auteur ; Robert L. NIX, Auteur ; Mark T. GREENBERG, Auteur ; Celene E. DOMITROVICH, Auteur . - 2008 . - p.821-843. Langues : Anglais (eng) in Development and Psychopathology > 20-3 (Summer 2008) . - p.821-843 Index. décimale : PER Périodiques Résumé : Despite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measures in the context of a randomized-controlled trial of a research-based intervention integrated into Head Start programs (Head Start REDI). Three hundred fifty-six 4-year-old children (17% Hispanic, 25% African American; 54% girls) were followed over the course of the prekindergarten year. Initial EF predicted gains in cognitive and social–emotional skills and moderated the impact of the Head Start REDI intervention on some outcomes. The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions. En ligne : http://dx.doi.org/10.1017/s0954579408000394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

Effects of an attachment-based intervention on the cortisol production of infants and toddlers in foster care / Mary DOZIER in Development and Psychopathology, 20-3 (Summer 2008)  

Public ISBD [article]  inDevelopment and Psychopathology > 20-3 (Summer 2008) . - p.845-859 Titre : Effects of an attachment-based intervention on the cortisol production of infants and toddlers in foster care Type de document : Texte imprimé et/ou numérique Auteurs : Mary DOZIER, Auteur ; Jean-Philippe LAURENCEAU, Auteur ; Elizabeth PELOSO, Auteur ; Erin LEWIS, Auteur ; Seymour LEVINE, Auteur Année de publication : 2008 Article en page(s) : p.845-859 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Studies with nonhuman primates and rodents, as well as with human children, have suggested that early separations from caregivers are often associated with changes in the functioning of the hypothalamus–pituitary–adrenal (HPA) axis. On the basis of these findings, we designed a relational intervention that was intended to normalize HPA functioning among children in foster care. This paper presents findings from a randomized clinical trial that assessed the effectiveness of a relational intervention (Attachment and Biobehavioral Catch-up [ABC]) with regard to HPA functioning. The ABC intervention was intended to enhance children's ability to regulate physiology and behavior. The control intervention (Developmental Education for Families) was intended to enhance children's cognitive skills. A comparison group of children who had never been in foster care was also included. Children's cortisol production was assessed upon arrival at the lab, and 15 and 30 min following the Strange Situation. Random effects analyses of variance were performed to assess differences in initial values and change between children in the two intervention groups. Children in the ABC intervention and comparison group children showed lower initial values of cortisol than children in the treatment control group, considering arrival at lab as initial values (p < .05). Groups did not differ significantly in change over time. These results suggest that the ABC intervention is effective in helping children regulate biology in ways more characteristic of children who have not experienced early adversity. En ligne : http://dx.doi.org/10.1017/s0954579408000400 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Effects of an attachment-based intervention on the cortisol production of infants and toddlers in foster care [Texte imprimé et/ou numérique] / Mary DOZIER, Auteur ; Jean-Philippe LAURENCEAU, Auteur ; Elizabeth PELOSO, Auteur ; Erin LEWIS, Auteur ; Seymour LEVINE, Auteur . - 2008 . - p.845-859. Langues : Anglais (eng) in Development and Psychopathology > 20-3 (Summer 2008) . - p.845-859 Index. décimale : PER Périodiques Résumé : Studies with nonhuman primates and rodents, as well as with human children, have suggested that early separations from caregivers are often associated with changes in the functioning of the hypothalamus–pituitary–adrenal (HPA) axis. On the basis of these findings, we designed a relational intervention that was intended to normalize HPA functioning among children in foster care. This paper presents findings from a randomized clinical trial that assessed the effectiveness of a relational intervention (Attachment and Biobehavioral Catch-up [ABC]) with regard to HPA functioning. The ABC intervention was intended to enhance children's ability to regulate physiology and behavior. The control intervention (Developmental Education for Families) was intended to enhance children's cognitive skills. A comparison group of children who had never been in foster care was also included. Children's cortisol production was assessed upon arrival at the lab, and 15 and 30 min following the Strange Situation. Random effects analyses of variance were performed to assess differences in initial values and change between children in the two intervention groups. Children in the ABC intervention and comparison group children showed lower initial values of cortisol than children in the treatment control group, considering arrival at lab as initial values (p < .05). Groups did not differ significantly in change over time. These results suggest that the ABC intervention is effective in helping children regulate biology in ways more characteristic of children who have not experienced early adversity. En ligne : http://dx.doi.org/10.1017/s0954579408000400 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

Effects of early intervention on EEG power and coherence in previously institutionalized children in Romania / Peter J. MARSHALL in Development and Psychopathology, 20-3 (Summer 2008)  

Public ISBD [article]  inDevelopment and Psychopathology > 20-3 (Summer 2008) . - p.861-880 Titre : Effects of early intervention on EEG power and coherence in previously institutionalized children in Romania Type de document : Texte imprimé et/ou numérique Auteurs : Peter J. MARSHALL, Auteur ; Nathan A. FOX, Auteur ; Charles H. ZEANAH, Auteur ; Bethany C. REEB, Auteur ; Charles A. III NELSON, Auteur Année de publication : 2008 Article en page(s) : p.861-880 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Two groups of Romanian children were compared on spectral power and coherence in the electroencephalogram (EEG) in early childhood. One group consisted of previously institutionalized children who had been randomly assigned to a foster care intervention at a mean age of 23 months. The second group had been randomized to remain in institutional care. Because of a policy of noninterference, a number of these children also experienced placement into alternative family care environments. There were minimal group differences between the foster care and institutionalized groups in EEG power and coherence across all measured frequency bands at 42 months of age. However, age at foster care placement within the foster care group was correlated with certain measures of EEG power and coherence. Earlier age at foster care placement was associated with increased alpha power and decreased short-distance EEG coherence. Further analyses separating age at placement from duration of intervention suggest that this effect may be more robust for EEG coherence than EEG band power. Supplementary analyses examined whether the EEG measures mediated changes in intellectual abilities within the foster care children, but no clear evidence of mediation was observed. En ligne : http://dx.doi.org/10.1017/s0954579408000412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Effects of early intervention on EEG power and coherence in previously institutionalized children in Romania [Texte imprimé et/ou numérique] / Peter J. MARSHALL, Auteur ; Nathan A. FOX, Auteur ; Charles H. ZEANAH, Auteur ; Bethany C. REEB, Auteur ; Charles A. III NELSON, Auteur . - 2008 . - p.861-880. Langues : Anglais (eng) in Development and Psychopathology > 20-3 (Summer 2008) . - p.861-880 Index. décimale : PER Périodiques Résumé : Two groups of Romanian children were compared on spectral power and coherence in the electroencephalogram (EEG) in early childhood. One group consisted of previously institutionalized children who had been randomly assigned to a foster care intervention at a mean age of 23 months. The second group had been randomized to remain in institutional care. Because of a policy of noninterference, a number of these children also experienced placement into alternative family care environments. There were minimal group differences between the foster care and institutionalized groups in EEG power and coherence across all measured frequency bands at 42 months of age. However, age at foster care placement within the foster care group was correlated with certain measures of EEG power and coherence. Earlier age at foster care placement was associated with increased alpha power and decreased short-distance EEG coherence. Further analyses separating age at placement from duration of intervention suggest that this effect may be more robust for EEG coherence than EEG band power. Supplementary analyses examined whether the EEG measures mediated changes in intellectual abilities within the foster care children, but no clear evidence of mediation was observed. En ligne : http://dx.doi.org/10.1017/s0954579408000412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

Prevention of bipolar disorder in at-risk children: Theoretical assumptions and empirical foundations / David J. MIKLOWITZ in Development and Psychopathology, 20-3 (Summer 2008)  

Public ISBD [article]  inDevelopment and Psychopathology > 20-3 (Summer 2008) . - p.881-897 Titre : Prevention of bipolar disorder in at-risk children: Theoretical assumptions and empirical foundations Type de document : Texte imprimé et/ou numérique Auteurs : David J. MIKLOWITZ, Auteur ; Kiki D. CHANG, Auteur Année de publication : 2008 Article en page(s) : p.881-897 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This article examines how bipolar symptoms emerge during development, and the potential role of psychosocial and pharmacological interventions in the prevention of the onset of the disorder. Early signs of bipolarity can be observed among children of bipolar parents and often take the form of subsyndromal presentations (e.g., mood lability, episodic elation or irritability, depression, inattention, and psychosocial impairment). However, many of these early presentations are diagnostically nonspecific. The few studies that have followed at-risk youth into adulthood find developmental discontinuities from childhood to adulthood. Biological markers (e.g., amygdalar volume) may ultimately increase our accuracy in identifying children who later develop bipolar I disorder, but few such markers have been identified. Stress, in the form of childhood adversity or highly conflictual families, is not a diagnostically specific causal agent but does place genetically and biologically vulnerable individuals at risk for a more pernicious course of illness. A preventative family-focused treatment for children with (a) at least one first-degree relative with bipolar disorder and (b) subsyndromal signs of bipolar disorder is described. This model attempts to address the multiple interactions of psychosocial and biological risk factors in the onset and course of bipolar disorder. En ligne : http://dx.doi.org/10.1017/s0954579408000424 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Prevention of bipolar disorder in at-risk children: Theoretical assumptions and empirical foundations [Texte imprimé et/ou numérique] / David J. MIKLOWITZ, Auteur ; Kiki D. CHANG, Auteur . - 2008 . - p.881-897. Langues : Anglais (eng) in Development and Psychopathology > 20-3 (Summer 2008) . - p.881-897 Index. décimale : PER Périodiques Résumé : This article examines how bipolar symptoms emerge during development, and the potential role of psychosocial and pharmacological interventions in the prevention of the onset of the disorder. Early signs of bipolarity can be observed among children of bipolar parents and often take the form of subsyndromal presentations (e.g., mood lability, episodic elation or irritability, depression, inattention, and psychosocial impairment). However, many of these early presentations are diagnostically nonspecific. The few studies that have followed at-risk youth into adulthood find developmental discontinuities from childhood to adulthood. Biological markers (e.g., amygdalar volume) may ultimately increase our accuracy in identifying children who later develop bipolar I disorder, but few such markers have been identified. Stress, in the form of childhood adversity or highly conflictual families, is not a diagnostically specific causal agent but does place genetically and biologically vulnerable individuals at risk for a more pernicious course of illness. A preventative family-focused treatment for children with (a) at least one first-degree relative with bipolar disorder and (b) subsyndromal signs of bipolar disorder is described. This model attempts to address the multiple interactions of psychosocial and biological risk factors in the onset and course of bipolar disorder. En ligne : http://dx.doi.org/10.1017/s0954579408000424 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure / Clancy BLAIR in Development and Psychopathology, 20-3 (Summer 2008)  

Public ISBD [article]  inDevelopment and Psychopathology > 20-3 (Summer 2008) . - p.899-911 Titre : Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure Type de document : Texte imprimé et/ou numérique Auteurs : Clancy BLAIR, Auteur ; Adele DIAMOND, Auteur Année de publication : 2008 Article en page(s) : p.899-911 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper examines interrelations between biological and social influences on the development of self-regulation in young children and considers implications of these interrelations for the promotion of self-regulation and positive adaptation to school. Emotional development and processes of emotion regulation are seen as influencing and being influenced by the development of executive cognitive functions, including working memory, inhibitory control, and mental flexibility important for the effortful regulation of attention and behavior. Developing self-regulation is further understood to reflect an emerging balance between processes of emotional arousal and cognitive regulation. Early childhood educational programs that effectively link emotional and motivational arousal with activities designed to exercise and promote executive functions can be effective in enhancing self-regulation, school readiness, and school success. En ligne : http://dx.doi.org/10.1017/s0954579408000436 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure [Texte imprimé et/ou numérique] / Clancy BLAIR, Auteur ; Adele DIAMOND, Auteur . - 2008 . - p.899-911. Langues : Anglais (eng) in Development and Psychopathology > 20-3 (Summer 2008) . - p.899-911 Index. décimale : PER Périodiques Résumé : This paper examines interrelations between biological and social influences on the development of self-regulation in young children and considers implications of these interrelations for the promotion of self-regulation and positive adaptation to school. Emotional development and processes of emotion regulation are seen as influencing and being influenced by the development of executive cognitive functions, including working memory, inhibitory control, and mental flexibility important for the effortful regulation of attention and behavior. Developing self-regulation is further understood to reflect an emerging balance between processes of emotional arousal and cognitive regulation. Early childhood educational programs that effectively link emotional and motivational arousal with activities designed to exercise and promote executive functions can be effective in enhancing self-regulation, school readiness, and school success. En ligne : http://dx.doi.org/10.1017/s0954579408000436 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

Changes in the neural bases of emotion regulation associated with clinical improvement in children with behavior problems / Marc D. LEWIS in Development and Psychopathology, 20-3 (Summer 2008)  

Public ISBD [article]  inDevelopment and Psychopathology > 20-3 (Summer 2008) . - p.913-939 Titre : Changes in the neural bases of emotion regulation associated with clinical improvement in children with behavior problems Type de document : Texte imprimé et/ou numérique Auteurs : Marc D. LEWIS, Auteur ; Jim STIEBEN, Auteur ; Isabela GRANIC, Auteur ; Philip David ZELAZO, Auteur ; Debra PEPLER, Auteur ; Connie LAMM, Auteur ; Rebecca M. TODD, Auteur ; Ida MOADAB, Auteur Année de publication : 2008 Article en page(s) : p.913-939 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children's behavior problems may stem from ineffective cortical mechanisms for regulating negative emotions, and the success of interventions may depend on their impact on such mechanisms. We examined neurophysiological markers associated with emotion regulation in children comorbid for externalizing and internalizing problems before and after treatment. We hypothesized that treatment success would correspond with reduced ventral prefrontal activation, and increased dorsomedial prefrontal activation, at the time point of an event-related potential (ERP) associated with inhibitory control. Twenty-seven 8- to 12-year-old children (with usable data) were tested before and after a 14-week community-based treatment program and assessed as to improvement status. Fifteen 8- to 12-year-olds from the normal population (with usable data) were tested over the same interval. All children completed an emotion-induction go/no-go task while fitted with a 128-channel electrode net at each test session. ERP amplitudes, and estimates of cortical activation in prefrontal regions of interest, were measured at the peak of the “inhibitory” N2 and compared between improvers, nonimprovers, and nonclinical children. ERP amplitudes showed no group differences. However, improvers showed an overall reduction in ventral prefrontal activation from pretreatment to posttreatment, bringing them in line with nonclinical children, whereas ventral activation remained high for nonimprovers. Both improvers and nonimprovers showed high dorsal activation relative to nonclinical children. Supplementary analyses indicated that only ventral prefrontal regions, and only within the N2 time window, showed decreased activity from pre- to posttreatment, suggesting changes in regulatory processes rather than in overall emotional arousal. These cortically mediated changes may permit a reduction in the overengaged, rigid style of emotion regulation characteristic of children with behavior problems. En ligne : http://dx.doi.org/10.1017/s0954579408000448 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Changes in the neural bases of emotion regulation associated with clinical improvement in children with behavior problems [Texte imprimé et/ou numérique] / Marc D. LEWIS, Auteur ; Jim STIEBEN, Auteur ; Isabela GRANIC, Auteur ; Philip David ZELAZO, Auteur ; Debra PEPLER, Auteur ; Connie LAMM, Auteur ; Rebecca M. TODD, Auteur ; Ida MOADAB, Auteur . - 2008 . - p.913-939. Langues : Anglais (eng) in Development and Psychopathology > 20-3 (Summer 2008) . - p.913-939 Index. décimale : PER Périodiques Résumé : Children's behavior problems may stem from ineffective cortical mechanisms for regulating negative emotions, and the success of interventions may depend on their impact on such mechanisms. We examined neurophysiological markers associated with emotion regulation in children comorbid for externalizing and internalizing problems before and after treatment. We hypothesized that treatment success would correspond with reduced ventral prefrontal activation, and increased dorsomedial prefrontal activation, at the time point of an event-related potential (ERP) associated with inhibitory control. Twenty-seven 8- to 12-year-old children (with usable data) were tested before and after a 14-week community-based treatment program and assessed as to improvement status. Fifteen 8- to 12-year-olds from the normal population (with usable data) were tested over the same interval. All children completed an emotion-induction go/no-go task while fitted with a 128-channel electrode net at each test session. ERP amplitudes, and estimates of cortical activation in prefrontal regions of interest, were measured at the peak of the “inhibitory” N2 and compared between improvers, nonimprovers, and nonclinical children. ERP amplitudes showed no group differences. However, improvers showed an overall reduction in ventral prefrontal activation from pretreatment to posttreatment, bringing them in line with nonclinical children, whereas ventral activation remained high for nonimprovers. Both improvers and nonimprovers showed high dorsal activation relative to nonclinical children. Supplementary analyses indicated that only ventral prefrontal regions, and only within the N2 time window, showed decreased activity from pre- to posttreatment, suggesting changes in regulatory processes rather than in overall emotional arousal. These cortically mediated changes may permit a reduction in the overengaged, rigid style of emotion regulation characteristic of children with behavior problems. En ligne : http://dx.doi.org/10.1017/s0954579408000448 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

How can the study of biological processes help design new interventions for children with severe antisocial behavior? / Stephanie H. M. VAN GOOZEN in Development and Psychopathology, 20-3 (Summer 2008)  

Public ISBD [article]  inDevelopment and Psychopathology > 20-3 (Summer 2008) . - p.941-973 Titre : How can the study of biological processes help design new interventions for children with severe antisocial behavior? Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie H. M. VAN GOOZEN, Auteur ; Graeme FAIRCHILD, Auteur Année de publication : 2008 Article en page(s) : p.941-973 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children with severe antisocial behavior have an increased risk of showing violently aggressive and other forms of problem behavior in adolescence and adulthood. It is well established that both biological and social factors are involved in the development of antisocial behavior. The primary aim of this paper is to discuss the evidence that specific neurobiological systems are involved in the etiology of childhood-onset antisocial behavior. These factors are responsible for the severity of the behavioral problems observed in antisocial children, but they also play a role in their persistence, because they influence children's interactions with their environment. We will discuss the possible causes of disruptions in neurobiological systems in childhood antisocial behavior and point out the implications of these findings for theory and clinical practice. We will argue that familial factors (e.g., genetic influences, early childhood adversity) are linked to negative behavioral outcomes (e.g., antisocial behavior problems) through the mediating and transactional interplay with neurobiological deficits. An investigation of neurobiological functioning in antisocial children might not only indicate which children are most likely to persist in engaging in severe antisocial behavior, but also guide the development of new interventions. En ligne : http://dx.doi.org/10.1017/s095457940800045x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] How can the study of biological processes help design new interventions for children with severe antisocial behavior? [Texte imprimé et/ou numérique] / Stephanie H. M. VAN GOOZEN, Auteur ; Graeme FAIRCHILD, Auteur . - 2008 . - p.941-973. Langues : Anglais (eng) in Development and Psychopathology > 20-3 (Summer 2008) . - p.941-973 Index. décimale : PER Périodiques Résumé : Children with severe antisocial behavior have an increased risk of showing violently aggressive and other forms of problem behavior in adolescence and adulthood. It is well established that both biological and social factors are involved in the development of antisocial behavior. The primary aim of this paper is to discuss the evidence that specific neurobiological systems are involved in the etiology of childhood-onset antisocial behavior. These factors are responsible for the severity of the behavioral problems observed in antisocial children, but they also play a role in their persistence, because they influence children's interactions with their environment. We will discuss the possible causes of disruptions in neurobiological systems in childhood antisocial behavior and point out the implications of these findings for theory and clinical practice. We will argue that familial factors (e.g., genetic influences, early childhood adversity) are linked to negative behavioral outcomes (e.g., antisocial behavior problems) through the mediating and transactional interplay with neurobiological deficits. An investigation of neurobiological functioning in antisocial children might not only indicate which children are most likely to persist in engaging in severe antisocial behavior, but also guide the development of new interventions. En ligne : http://dx.doi.org/10.1017/s095457940800045x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

Incorporating hypothalamic–pituitary–adrenal axis measures into preventive interventions for adolescent depression: Are we there yet? / Emma K. ADAM in Development and Psychopathology, 20-3 (Summer 2008)  

Public ISBD [article]  inDevelopment and Psychopathology > 20-3 (Summer 2008) . - p.975-1001 Titre : Incorporating hypothalamic–pituitary–adrenal axis measures into preventive interventions for adolescent depression: Are we there yet? Type de document : Texte imprimé et/ou numérique Auteurs : Emma K. ADAM, Auteur ; Jonathan M. SUTTON, Auteur ; Leah D. DOANE, Auteur ; Susan MINEKA, Auteur Année de publication : 2008 Article en page(s) : p.975-1001 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Altered functioning of the hypothalamic–pituitary–adrenal (HPA) axis is a robust correlate of major depression in adults, and to a lesser extent, in adolescents. Premorbid differences in HPA axis function have been found to prospectively predict the onset of adolescent depression. To what extent might our knowledge of HPA axis function in adolescents with, or at risk for, depression, help guide efforts to prevent depression in this age group? We review evidence regarding the role of the HPA axis in the development of adolescent depression, and examine whether and which HPA axis measures might be useful in guiding prevention efforts as (a) as a criterion by which to select youth at risk for depression, (b) as a predictor of which youth will be most responsive to prevention efforts, and (c) as an indicator of whether prevention/intervention efforts are working. We conclude that our current understanding of the HPA axis, and its measurement, in adolescent depression are not sufficiently precise to be of immediate practical use in improving prevention efforts. Incorporating HPA axis measures into prevention studies, however, would be immensely useful in clarifying the role of the HPA axis in adolescent depression, such that future prevention efforts might more confidently rely on HPA axis information. En ligne : http://dx.doi.org/10.1017/s0954579408000461 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Incorporating hypothalamic–pituitary–adrenal axis measures into preventive interventions for adolescent depression: Are we there yet? [Texte imprimé et/ou numérique] / Emma K. ADAM, Auteur ; Jonathan M. SUTTON, Auteur ; Leah D. DOANE, Auteur ; Susan MINEKA, Auteur . - 2008 . - p.975-1001. Langues : Anglais (eng) in Development and Psychopathology > 20-3 (Summer 2008) . - p.975-1001 Index. décimale : PER Périodiques Résumé : Altered functioning of the hypothalamic–pituitary–adrenal (HPA) axis is a robust correlate of major depression in adults, and to a lesser extent, in adolescents. Premorbid differences in HPA axis function have been found to prospectively predict the onset of adolescent depression. To what extent might our knowledge of HPA axis function in adolescents with, or at risk for, depression, help guide efforts to prevent depression in this age group? We review evidence regarding the role of the HPA axis in the development of adolescent depression, and examine whether and which HPA axis measures might be useful in guiding prevention efforts as (a) as a criterion by which to select youth at risk for depression, (b) as a predictor of which youth will be most responsive to prevention efforts, and (c) as an indicator of whether prevention/intervention efforts are working. We conclude that our current understanding of the HPA axis, and its measurement, in adolescent depression are not sufficiently precise to be of immediate practical use in improving prevention efforts. Incorporating HPA axis measures into prevention studies, however, would be immensely useful in clarifying the role of the HPA axis in adolescent depression, such that future prevention efforts might more confidently rely on HPA axis information. En ligne : http://dx.doi.org/10.1017/s0954579408000461 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

Intervention effects on foster parent stress: Associations with child cortisol levels / Philip A. FISHER in Development and Psychopathology, 20-3 (Summer 2008)  

Public ISBD [article]  inDevelopment and Psychopathology > 20-3 (Summer 2008) . - p.1003-1021 Titre : Intervention effects on foster parent stress: Associations with child cortisol levels Type de document : Texte imprimé et/ou numérique Auteurs : Philip A. FISHER, Auteur ; Mike STOOLMILLER, Auteur Année de publication : 2008 Article en page(s) : p.1003-1021 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Foster children exhibit high rates of atypical neuroendocrine functioning compared to children in the general population. In particular, alterations in the daytime diurnal activity of the hypothalamic–pituitary–adrenal (HPA) axis have been observed in foster children, often characterized by blunted salivary cortisol levels (i.e., low morning levels that remain low throughout the day). There is emerging evidence that therapeutic interventions for foster children can affect this pattern of HPA axis activity, but the specific intervention components responsible for change have not been fully explicated. Within a randomized trial to evaluate a therapeutic intervention for foster preschoolers (n = 57 intervention condition; n = 60 comparison condition; n = 60 community comparison condition), the present study examined whether diurnal cortisol activity was associated with caregiver self-reported stress in response to child problem behavior. Results showed immediate reductions in caregiver stress that were sustained through 12 months postbaseline in the intervention condition. In contrast, caregivers in the regular foster care condition showed higher rates of stress across time and increased stress sensitivity to child problem behaviors. In addition, among caregivers in regular foster care, higher self-reported stress was associated with lower morning cortisol levels and more blunted diurnal cortisol activity. These results provide evidence that interventions can simultaneously impact caregiver stress and buffer children from the negative impacts of caregiver stress on HPA axis regulation. En ligne : http://dx.doi.org/10.1017/s0954579408000473 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Intervention effects on foster parent stress: Associations with child cortisol levels [Texte imprimé et/ou numérique] / Philip A. FISHER, Auteur ; Mike STOOLMILLER, Auteur . - 2008 . - p.1003-1021. Langues : Anglais (eng) in Development and Psychopathology > 20-3 (Summer 2008) . - p.1003-1021 Index. décimale : PER Périodiques Résumé : Foster children exhibit high rates of atypical neuroendocrine functioning compared to children in the general population. In particular, alterations in the daytime diurnal activity of the hypothalamic–pituitary–adrenal (HPA) axis have been observed in foster children, often characterized by blunted salivary cortisol levels (i.e., low morning levels that remain low throughout the day). There is emerging evidence that therapeutic interventions for foster children can affect this pattern of HPA axis activity, but the specific intervention components responsible for change have not been fully explicated. Within a randomized trial to evaluate a therapeutic intervention for foster preschoolers (n = 57 intervention condition; n = 60 comparison condition; n = 60 community comparison condition), the present study examined whether diurnal cortisol activity was associated with caregiver self-reported stress in response to child problem behavior. Results showed immediate reductions in caregiver stress that were sustained through 12 months postbaseline in the intervention condition. In contrast, caregivers in the regular foster care condition showed higher rates of stress across time and increased stress sensitivity to child problem behaviors. In addition, among caregivers in regular foster care, higher self-reported stress was associated with lower morning cortisol levels and more blunted diurnal cortisol activity. These results provide evidence that interventions can simultaneously impact caregiver stress and buffer children from the negative impacts of caregiver stress on HPA axis regulation. En ligne : http://dx.doi.org/10.1017/s0954579408000473 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544