Dépouillements

Editorial: The elephant in the laboratory – on the influence of non-scientific assumptions on research in child psychology and psychiatry / Edmund J. S. SONUGA-BARKE in Journal of Child Psychology and Psychiatry, 52-1 (January 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.1-2 Titre : Editorial: The elephant in the laboratory – on the influence of non-scientific assumptions on research in child psychology and psychiatry Type de document : Texte imprimé et/ou numérique Auteurs : Edmund J. S. SONUGA-BARKE, Auteur Année de publication : 2011 Article en page(s) : p.1-2 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02358.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Editorial: The elephant in the laboratory – on the influence of non-scientific assumptions on research in child psychology and psychiatry [Texte imprimé et/ou numérique] / Edmund J. S. SONUGA-BARKE, Auteur . - 2011 . - p.1-2. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.1-2 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02358.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Practitioner Review: Reading disorders: what are the effective interventions and how should they be implemented and evaluated? / Fiona J. DUFF in Journal of Child Psychology and Psychiatry, 52-1 (January 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.3-12 Titre : Practitioner Review: Reading disorders: what are the effective interventions and how should they be implemented and evaluated? Type de document : Texte imprimé et/ou numérique Auteurs : Fiona J. DUFF, Auteur ; Paula J. CLARKE, Auteur Année de publication : 2011 Article en page(s) : p.3-12 Langues : Anglais (eng) Mots-clés : Dyslexia  education  evaluation  comprehension  intervention  reading  reading disorder Index. décimale : PER Périodiques Résumé : Background:  Two developmental reading disorders, dyslexia and reading comprehension impairment, are identified by different behavioural characteristics and traced back to different underlying cognitive impairments. Thus, reading interventions designed to address each of these reading disorders differ in content. Method:  This review summarises the nature of dyslexia and reading comprehension impairment, and current understanding of best practice in associated reading interventions. Conclusion:  There is strong evidence for the effectiveness of phonological-based reading interventions in supporting children with dyslexic difficulties, and a growing understanding of how to meet the needs of children with reading comprehension impairment, with vocabulary instruction offering a promising approach. Although the content of interventions must be tailored to an individual’s reader profile, general principles regarding the implementation and evaluation of intervention programmes can be extracted. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02310.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Practitioner Review: Reading disorders: what are the effective interventions and how should they be implemented and evaluated? [Texte imprimé et/ou numérique] / Fiona J. DUFF, Auteur ; Paula J. CLARKE, Auteur . - 2011 . - p.3-12. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.3-12 Mots-clés : Dyslexia  education  evaluation  comprehension  intervention  reading  reading disorder Index. décimale : PER Périodiques Résumé : Background:  Two developmental reading disorders, dyslexia and reading comprehension impairment, are identified by different behavioural characteristics and traced back to different underlying cognitive impairments. Thus, reading interventions designed to address each of these reading disorders differ in content. Method:  This review summarises the nature of dyslexia and reading comprehension impairment, and current understanding of best practice in associated reading interventions. Conclusion:  There is strong evidence for the effectiveness of phonological-based reading interventions in supporting children with dyslexic difficulties, and a growing understanding of how to meet the needs of children with reading comprehension impairment, with vocabulary instruction offering a promising approach. Although the content of interventions must be tailored to an individual’s reader profile, general principles regarding the implementation and evaluation of intervention programmes can be extracted. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02310.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Intervention targeting development of socially synchronous engagement in toddlers with autism spectrum disorder: a randomized controlled trial / Rebecca LANDA in Journal of Child Psychology and Psychiatry, 52-1 (January 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p. 13-21 Titre : Intervention targeting development of socially synchronous engagement in toddlers with autism spectrum disorder: a randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca LANDA, Auteur ; Katherine C. HOLMAN, Auteur ; Allison H. O'NEILL, Auteur ; Elizabeth A. STUART, Auteur Année de publication : 2011 Article en page(s) : p. 13-21 Langues : Anglais (eng) Mots-clés : Autistic disorder  intervention Index. décimale : PER Périodiques Résumé : Background:  Social and communication impairments are core deficits and prognostic indicators of autism. We evaluated the impact of supplementing a comprehensive intervention with a curriculum targeting socially synchronous behavior on social outcomes of toddlers with autism spectrum disorders (ASD). Methods:  Fifty toddlers with ASD, ages 21 to 33 months, were randomized to one of two six-month interventions: Interpersonal Synchrony or Non-Interpersonal Synchrony. The interventions provided identical intensity (10 hours per week in classroom), student-to-teacher ratio, schedule, home-based parent training (1.5 hours per month), parent education (38 hours), and instructional strategies, except the Interpersonal Synchrony condition provided a supplementary curriculum targeting socially engaged imitation, joint attention, and affect sharing; measures of these were primary outcomes. Assessments were conducted pre-intervention, immediately post-intervention, and, to assess maintenance, at six-month follow-up. Random effects models were used to examine differences between groups over time. Secondary analyses examined gains in expressive language and nonverbal cognition, and time effects during the intervention and follow-up periods. Results:  A significant treatment effect was found for socially engaged imitation (p = .02), with more than doubling (17% to 42%) of imitated acts paired with eye contact in the Interpersonal Synchrony group after the intervention. This skill was generalized to unfamiliar contexts and maintained through follow-up. Similar gains were observed for initiation of joint attention and shared positive affect, but between-group differences did not reach statistical significance. A significant time effect was found for all outcomes (p < .001); greatest change occurred during the intervention period, particularly in the Interpersonal Synchrony group. Conclusions:  This is the first ASD randomized trial involving toddlers to identify an active ingredient for enhancing socially engaged imitation. Adding social engagement targets to intervention improves short-term outcome at no additional cost to the intervention. The social, language, and cognitive gains in our participants provide evidence for plasticity of these developmental systems in toddlers with ASD. http://www.clinicaltrials.gov/ct2/show/NCT00106210?term = landa&rank = 3. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02288.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Intervention targeting development of socially synchronous engagement in toddlers with autism spectrum disorder: a randomized controlled trial [Texte imprimé et/ou numérique] / Rebecca LANDA, Auteur ; Katherine C. HOLMAN, Auteur ; Allison H. O'NEILL, Auteur ; Elizabeth A. STUART, Auteur . - 2011 . - p. 13-21. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p. 13-21 Mots-clés : Autistic disorder  intervention Index. décimale : PER Périodiques Résumé : Background:  Social and communication impairments are core deficits and prognostic indicators of autism. We evaluated the impact of supplementing a comprehensive intervention with a curriculum targeting socially synchronous behavior on social outcomes of toddlers with autism spectrum disorders (ASD). Methods:  Fifty toddlers with ASD, ages 21 to 33 months, were randomized to one of two six-month interventions: Interpersonal Synchrony or Non-Interpersonal Synchrony. The interventions provided identical intensity (10 hours per week in classroom), student-to-teacher ratio, schedule, home-based parent training (1.5 hours per month), parent education (38 hours), and instructional strategies, except the Interpersonal Synchrony condition provided a supplementary curriculum targeting socially engaged imitation, joint attention, and affect sharing; measures of these were primary outcomes. Assessments were conducted pre-intervention, immediately post-intervention, and, to assess maintenance, at six-month follow-up. Random effects models were used to examine differences between groups over time. Secondary analyses examined gains in expressive language and nonverbal cognition, and time effects during the intervention and follow-up periods. Results:  A significant treatment effect was found for socially engaged imitation (p = .02), with more than doubling (17% to 42%) of imitated acts paired with eye contact in the Interpersonal Synchrony group after the intervention. This skill was generalized to unfamiliar contexts and maintained through follow-up. Similar gains were observed for initiation of joint attention and shared positive affect, but between-group differences did not reach statistical significance. A significant time effect was found for all outcomes (p < .001); greatest change occurred during the intervention period, particularly in the Interpersonal Synchrony group. Conclusions:  This is the first ASD randomized trial involving toddlers to identify an active ingredient for enhancing socially engaged imitation. Adding social engagement targets to intervention improves short-term outcome at no additional cost to the intervention. The social, language, and cognitive gains in our participants provide evidence for plasticity of these developmental systems in toddlers with ASD. http://www.clinicaltrials.gov/ct2/show/NCT00106210?term = landa&rank = 3. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02288.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Commentary: Glass half full or half empty? Testing social communication interventions for young children with autism – reflections on Landa, Holman, O’Neill, and Stuart (2011) / Tony CHARMAN in Journal of Child Psychology and Psychiatry, 52-1 (January 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.22-23 Titre : Commentary: Glass half full or half empty? Testing social communication interventions for young children with autism – reflections on Landa, Holman, O’Neill, and Stuart (2011) Type de document : Texte imprimé et/ou numérique Auteurs : Tony CHARMAN, Auteur Année de publication : 2011 Article en page(s) : p.22-23 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02359.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Commentary: Glass half full or half empty? Testing social communication interventions for young children with autism – reflections on Landa, Holman, O’Neill, and Stuart (2011) [Texte imprimé et/ou numérique] / Tony CHARMAN, Auteur . - 2011 . - p.22-23. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.22-23 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02359.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Cognitive bias modification training in adolescents: effects on interpretation biases and mood / Claudia LOTHMANN in Journal of Child Psychology and Psychiatry, 52-1 (January 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.24-32 Titre : Cognitive bias modification training in adolescents: effects on interpretation biases and mood Type de document : Texte imprimé et/ou numérique Auteurs : Claudia LOTHMANN, Auteur ; Emily A. HOLMES, Auteur ; Stella W. Y. CHAN, Auteur ; Jennifer Y.F. LAU, Auteur Année de publication : 2011 Article en page(s) : p.24-32 Langues : Anglais (eng) Mots-clés : Interpretation bias  adolescence  anxiety  mood  cognitive bias modification Index. décimale : PER Périodiques Résumé : Background:  Negative biases in the interpretation of ambiguous material have been linked to anxiety and mood problems. Accumulating data from adults show that positive and negative interpretation styles can be induced through cognitive bias modification (CBM) paradigms with accompanying changes in mood. Despite the therapeutic potential of positive training effects, training paradigms have not yet been explored in adolescents. Methods:  Eighty-two healthy adolescents (aged 13–17 years) were randomly allocated to either positive or negative CBM training. To assess training effects on interpretation bias, participants read ambiguous situations followed by test sentences with positive or negative interpretations of the situation. Participants rated the similarity of these sentences to the previously viewed ambiguous situations. Training effects on negative and positive affect were assessed using visual analogue scales before and after training. Results:  After training, adolescents in the negative condition drew more negative and fewer positive interpretations of new ambiguous situations than adolescents in the positive condition. Within the positive condition, adolescents endorsed more positive than negative interpretations. In terms of mood changes, positive training resulted in a significant decrease in negative affect across participants, while the negative condition led to a significant decrease in positive affect among male participants only. Conclusion:  This is the first study to demonstrate the plasticity of interpretation bias in adolescents. The immediate training effects on mood suggest that it may be possible to train a more positive interpretation style in youth, potentially helping to protect against anxiety and depressive symptoms. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02286.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Cognitive bias modification training in adolescents: effects on interpretation biases and mood [Texte imprimé et/ou numérique] / Claudia LOTHMANN, Auteur ; Emily A. HOLMES, Auteur ; Stella W. Y. CHAN, Auteur ; Jennifer Y.F. LAU, Auteur . - 2011 . - p.24-32. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.24-32 Mots-clés : Interpretation bias  adolescence  anxiety  mood  cognitive bias modification Index. décimale : PER Périodiques Résumé : Background:  Negative biases in the interpretation of ambiguous material have been linked to anxiety and mood problems. Accumulating data from adults show that positive and negative interpretation styles can be induced through cognitive bias modification (CBM) paradigms with accompanying changes in mood. Despite the therapeutic potential of positive training effects, training paradigms have not yet been explored in adolescents. Methods:  Eighty-two healthy adolescents (aged 13–17 years) were randomly allocated to either positive or negative CBM training. To assess training effects on interpretation bias, participants read ambiguous situations followed by test sentences with positive or negative interpretations of the situation. Participants rated the similarity of these sentences to the previously viewed ambiguous situations. Training effects on negative and positive affect were assessed using visual analogue scales before and after training. Results:  After training, adolescents in the negative condition drew more negative and fewer positive interpretations of new ambiguous situations than adolescents in the positive condition. Within the positive condition, adolescents endorsed more positive than negative interpretations. In terms of mood changes, positive training resulted in a significant decrease in negative affect across participants, while the negative condition led to a significant decrease in positive affect among male participants only. Conclusion:  This is the first study to demonstrate the plasticity of interpretation bias in adolescents. The immediate training effects on mood suggest that it may be possible to train a more positive interpretation style in youth, potentially helping to protect against anxiety and depressive symptoms. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02286.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Executive control and dimensions of problem behaviors in preschool children / Kimberly Andrews ESPY in Journal of Child Psychology and Psychiatry, 52-1 (January 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.33-46 Titre : Executive control and dimensions of problem behaviors in preschool children Type de document : Texte imprimé et/ou numérique Auteurs : Kimberly Andrews ESPY, Auteur ; Tiffany D. SHEFFIELD, Auteur ; Sandra A. WIEBE, Auteur ; Caron A. C. CLARK, Auteur ; Matthew J. MOEHR, Auteur Année de publication : 2011 Article en page(s) : p.33-46 Langues : Anglais (eng) Mots-clés : Executive function  pre-school children  behavior problems  disruptive behavior  psychometrics  ADD/ADHD Index. décimale : PER Périodiques Résumé : Background:  Despite the widespread recognition of the importance of executive control (EC) in externalizing psychopathology, the relation between EC and problem behavior has not been well characterized, particularly in typically developing preschoolers. Method:  Using the sample, battery of laboratory tasks, and latent variable modeling methods described in Wiebe, Espy, and Charak (2008), systematic latent dimensions of parent-rated problem behavior, measured by integrating scales from developmental and clinical traditions, were determined empirically, and then were related to EC. Results:  Substantial relations between EC and problem behaviors were revealed by extracting the common variance of interest and eliminating extraneous variance, which were robust to estimated child intelligence and differed somewhat in preschool boys and girls. Conclusion:  Preschool EC measured by laboratory tasks appears to tap abilities that strongly and robustly support broad control processes enabling behavioral regulation across cognitive and emotional domains. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02265.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Executive control and dimensions of problem behaviors in preschool children [Texte imprimé et/ou numérique] / Kimberly Andrews ESPY, Auteur ; Tiffany D. SHEFFIELD, Auteur ; Sandra A. WIEBE, Auteur ; Caron A. C. CLARK, Auteur ; Matthew J. MOEHR, Auteur . - 2011 . - p.33-46. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.33-46 Mots-clés : Executive function  pre-school children  behavior problems  disruptive behavior  psychometrics  ADD/ADHD Index. décimale : PER Périodiques Résumé : Background:  Despite the widespread recognition of the importance of executive control (EC) in externalizing psychopathology, the relation between EC and problem behavior has not been well characterized, particularly in typically developing preschoolers. Method:  Using the sample, battery of laboratory tasks, and latent variable modeling methods described in Wiebe, Espy, and Charak (2008), systematic latent dimensions of parent-rated problem behavior, measured by integrating scales from developmental and clinical traditions, were determined empirically, and then were related to EC. Results:  Substantial relations between EC and problem behaviors were revealed by extracting the common variance of interest and eliminating extraneous variance, which were robust to estimated child intelligence and differed somewhat in preschool boys and girls. Conclusion:  Preschool EC measured by laboratory tasks appears to tap abilities that strongly and robustly support broad control processes enabling behavioral regulation across cognitive and emotional domains. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02265.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Predictive validity of DSM-IV oppositional defiant and conduct disorders in clinically referred preschoolers / Kate KEENAN in Journal of Child Psychology and Psychiatry, 52-1 (January 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.47-55 Titre : Predictive validity of DSM-IV oppositional defiant and conduct disorders in clinically referred preschoolers Type de document : Texte imprimé et/ou numérique Auteurs : Kate KEENAN, Auteur ; Debra L. BOELDT, Auteur ; Diane CHEN, Auteur ; Claire A. COYNE, Auteur ; Radiah DONALD, Auteur ; Jeanne DUAX, Auteur ; Katherine HART, Auteur ; Jennifer PERROTT, Auteur ; Jennifer STRICKLAND, Auteur ; Barbara DANIS, Auteur ; Carri HILL, Auteur ; Shante DAVIS, Auteur ; Smita KAMPANI, Auteur ; Marisha HUMPHRIES, Auteur Année de publication : 2011 Article en page(s) : p.47-55 Langues : Anglais (eng) Mots-clés : Preschool  oppositional defiant disorder  conduct disorder  impairment  predictive validity Index. décimale : PER Périodiques Résumé : Background:  Diagnostic validity of oppositional defiant and conduct disorders (ODD and CD) for preschoolers has been questioned based on concerns regarding the ability to differentiate normative, transient disruptive behavior from clinical symptoms. Data on concurrent validity have accumulated, but predictive validity is limited. Predictive validity is critical to refuting the hypothesis that diagnosing ODD and CD in young children leads to pathologizing normal behavior. ODD and CD have emerged as gateway disorders to many forms of adult psychopathology. Establishing how early we can identify symptoms and disorders that herald poor prognosis is one of the most important goals for research on etiology and prevention. Methods:  Subjects were 3–5-year-old consecutive referrals to a child psychiatry clinic (n = 123) and demographically matched children from a pediatric clinic (n = 100). A diagnostic interview was used to assess DSM-IV ODD and CD in a prospective follow-up design from preschool to school age. Stability of ODD and CD diagnoses and level of impairment were tested as a function of preschool diagnosis. Results:  Over 80% of preschoolers diagnosed with ODD and approximately 60% of preschoolers diagnosed with CD met criteria for the same disorder during follow-up. Impairment over time varied significantly as a function of stability of diagnosis across three years. Conclusions:  These results provide the first evidence of the predictive validity of DSM-IV ODD and CD in clinically referred preschool children. The findings challenge the assumption that symptoms of disruptive behavior disorders that occur during the preschool period tend to be transient. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02290.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Predictive validity of DSM-IV oppositional defiant and conduct disorders in clinically referred preschoolers [Texte imprimé et/ou numérique] / Kate KEENAN, Auteur ; Debra L. BOELDT, Auteur ; Diane CHEN, Auteur ; Claire A. COYNE, Auteur ; Radiah DONALD, Auteur ; Jeanne DUAX, Auteur ; Katherine HART, Auteur ; Jennifer PERROTT, Auteur ; Jennifer STRICKLAND, Auteur ; Barbara DANIS, Auteur ; Carri HILL, Auteur ; Shante DAVIS, Auteur ; Smita KAMPANI, Auteur ; Marisha HUMPHRIES, Auteur . - 2011 . - p.47-55. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.47-55 Mots-clés : Preschool  oppositional defiant disorder  conduct disorder  impairment  predictive validity Index. décimale : PER Périodiques Résumé : Background:  Diagnostic validity of oppositional defiant and conduct disorders (ODD and CD) for preschoolers has been questioned based on concerns regarding the ability to differentiate normative, transient disruptive behavior from clinical symptoms. Data on concurrent validity have accumulated, but predictive validity is limited. Predictive validity is critical to refuting the hypothesis that diagnosing ODD and CD in young children leads to pathologizing normal behavior. ODD and CD have emerged as gateway disorders to many forms of adult psychopathology. Establishing how early we can identify symptoms and disorders that herald poor prognosis is one of the most important goals for research on etiology and prevention. Methods:  Subjects were 3–5-year-old consecutive referrals to a child psychiatry clinic (n = 123) and demographically matched children from a pediatric clinic (n = 100). A diagnostic interview was used to assess DSM-IV ODD and CD in a prospective follow-up design from preschool to school age. Stability of ODD and CD diagnoses and level of impairment were tested as a function of preschool diagnosis. Results:  Over 80% of preschoolers diagnosed with ODD and approximately 60% of preschoolers diagnosed with CD met criteria for the same disorder during follow-up. Impairment over time varied significantly as a function of stability of diagnosis across three years. Conclusions:  These results provide the first evidence of the predictive validity of DSM-IV ODD and CD in clinically referred preschool children. The findings challenge the assumption that symptoms of disruptive behavior disorders that occur during the preschool period tend to be transient. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02290.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Behavioral and emotional symptoms of post-institutionalized children in middle childhood / Kristen L. WIIK in Journal of Child Psychology and Psychiatry, 52-1 (January 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.56-63 Titre : Behavioral and emotional symptoms of post-institutionalized children in middle childhood Type de document : Texte imprimé et/ou numérique Auteurs : Kristen L. WIIK, Auteur ; Michelle M. LOMAN, Auteur ; Mark J. VAN RYZIN, Auteur ; Jeffrey M. ARMSTRONG, Auteur ; Marilyn J. ESSEX, Auteur ; Seth D. POLLAK, Auteur ; Megan R. GUNNAR, Auteur Année de publication : 2011 Article en page(s) : p.56-63 Langues : Anglais (eng) Mots-clés : International adoption  institutional care  mental health Index. décimale : PER Périodiques Résumé : Background:  Experience in institutional/orphanage care has been linked to increased mental health problems. Research suggests that children adopted from institutions experience specific difficulties related to inattention/overactivity. Evidence of internalizing and conduct problems relative to non-adopted peers has been found in early childhood and early adolescence, but problems may not differ from other adopted children. This study clarifies the understanding of behavioral and emotional symptoms of post-institutionalized (PI) children during middle childhood. Methods:  Eight- to eleven-year-old PI children (n = 68) and two comparison groups, children internationally adopted from foster care (n = 74) and non-adopted children (n = 76), and their parents completed the MacArthur Health and Behavior Questionnaire related to attention-deficit/hyperactivity disorder (ADHD), externalizing, and internalizing symptoms. Group means for symptom level and number of children with symptoms above clinical cutoffs were compared. Results:  PI children displayed an increased level of ADHD symptoms per parent report. PI child and parent report indicated a higher number of PI children above clinical ADHD cutoff. Both groups of internationally adopted (IA) children had higher levels of externalizing symptoms relative to non-adopted children, with parent report indicating higher numbers of IA children above the externalizing clinical threshold. Informants differed in their report of internalizing symptoms. Parents indicated that both IA groups displayed increased internalizing symptom levels and greater numbers above clinical threshold; however, children reported this to be true only for the PI group. Conclusions:  PI children differ from non-adopted peers across symptom domains in middle childhood. Whether these concerns were more broadly associated with international adoption rather than institutional care depended on symptom domain and informant. An understanding of this variability may be beneficial for treatment and intervention. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02294.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Behavioral and emotional symptoms of post-institutionalized children in middle childhood [Texte imprimé et/ou numérique] / Kristen L. WIIK, Auteur ; Michelle M. LOMAN, Auteur ; Mark J. VAN RYZIN, Auteur ; Jeffrey M. ARMSTRONG, Auteur ; Marilyn J. ESSEX, Auteur ; Seth D. POLLAK, Auteur ; Megan R. GUNNAR, Auteur . - 2011 . - p.56-63. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.56-63 Mots-clés : International adoption  institutional care  mental health Index. décimale : PER Périodiques Résumé : Background:  Experience in institutional/orphanage care has been linked to increased mental health problems. Research suggests that children adopted from institutions experience specific difficulties related to inattention/overactivity. Evidence of internalizing and conduct problems relative to non-adopted peers has been found in early childhood and early adolescence, but problems may not differ from other adopted children. This study clarifies the understanding of behavioral and emotional symptoms of post-institutionalized (PI) children during middle childhood. Methods:  Eight- to eleven-year-old PI children (n = 68) and two comparison groups, children internationally adopted from foster care (n = 74) and non-adopted children (n = 76), and their parents completed the MacArthur Health and Behavior Questionnaire related to attention-deficit/hyperactivity disorder (ADHD), externalizing, and internalizing symptoms. Group means for symptom level and number of children with symptoms above clinical cutoffs were compared. Results:  PI children displayed an increased level of ADHD symptoms per parent report. PI child and parent report indicated a higher number of PI children above clinical ADHD cutoff. Both groups of internationally adopted (IA) children had higher levels of externalizing symptoms relative to non-adopted children, with parent report indicating higher numbers of IA children above the externalizing clinical threshold. Informants differed in their report of internalizing symptoms. Parents indicated that both IA groups displayed increased internalizing symptom levels and greater numbers above clinical threshold; however, children reported this to be true only for the PI group. Conclusions:  PI children differ from non-adopted peers across symptom domains in middle childhood. Whether these concerns were more broadly associated with international adoption rather than institutional care depended on symptom domain and informant. An understanding of this variability may be beneficial for treatment and intervention. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02294.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Children’s emotional security and sleep: longitudinal relations and directions of effects / Peggy KELLER in Journal of Child Psychology and Psychiatry, 52-1 (January 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.64-71 Titre : Children’s emotional security and sleep: longitudinal relations and directions of effects Type de document : Texte imprimé et/ou numérique Auteurs : Peggy KELLER, Auteur ; Mona EL-SHEIKH, Auteur Année de publication : 2011 Article en page(s) : p.64-71 Langues : Anglais (eng) Mots-clés : Sleep  emotional security  attachment  longitudinal Index. décimale : PER Périodiques Résumé : Background:  We examined longitudinal relations between children’s sleep and their emotional security in the mother–child, father–child, and parental marital relationships, with the goal of explicating the direction of association over time. Gender-related effects were also examined. Method:  Sleep duration was examined through actigraphy, and sleep quality was assessed via both actigraphy and self-reports. Children were in 3rd (T1) and 5th (T2) grades. The sample was composed of 78 boys and 98 girls at T1, and 62 boys and 80 girls at T2. Results:  Security in the child–mother, child–father, and marital relationships at T1 were predictive of sleep problems two years later even after controlling for children’s sleep at T1. Conclusions:  Collectively, results were more supportive of security predicting sleep parameters than the other direction of effects. Results highlight the important associations between family functioning and children’s sleep, and extend the literature through the longitudinal design. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02263.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Children’s emotional security and sleep: longitudinal relations and directions of effects [Texte imprimé et/ou numérique] / Peggy KELLER, Auteur ; Mona EL-SHEIKH, Auteur . - 2011 . - p.64-71. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.64-71 Mots-clés : Sleep  emotional security  attachment  longitudinal Index. décimale : PER Périodiques Résumé : Background:  We examined longitudinal relations between children’s sleep and their emotional security in the mother–child, father–child, and parental marital relationships, with the goal of explicating the direction of association over time. Gender-related effects were also examined. Method:  Sleep duration was examined through actigraphy, and sleep quality was assessed via both actigraphy and self-reports. Children were in 3rd (T1) and 5th (T2) grades. The sample was composed of 78 boys and 98 girls at T1, and 62 boys and 80 girls at T2. Results:  Security in the child–mother, child–father, and marital relationships at T1 were predictive of sleep problems two years later even after controlling for children’s sleep at T1. Conclusions:  Collectively, results were more supportive of security predicting sleep parameters than the other direction of effects. Results highlight the important associations between family functioning and children’s sleep, and extend the literature through the longitudinal design. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02263.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Language skills, peer rejection, and the development of externalizing behavior from kindergarten to fourth grade / Barbara MENTING in Journal of Child Psychology and Psychiatry, 52-1 (January 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.72-79 Titre : Language skills, peer rejection, and the development of externalizing behavior from kindergarten to fourth grade Type de document : Texte imprimé et/ou numérique Auteurs : Barbara MENTING, Auteur ; Pol A. C. VAN LIER, Auteur ; Hans M. KOOT, Auteur Année de publication : 2011 Article en page(s) : p.72-79 Langues : Anglais (eng) Mots-clés : Elementary school children  language skills  externalizing behavior  peer rejection  sex differences Index. décimale : PER Périodiques Résumé : Background:  Children with poorer language skills are more likely to show externalizing behavior problems, as well as to become rejected by their peers. Peer rejection has also been found to affect the development of externalizing behavior. This study explored the role of peer rejection in the link between language skills and the development of externalizing behavior. Methods:  Six hundred and fifteen (615) children were followed from kindergarten to grade 4. Receptive language skills were measured with the Peabody Picture Vocabulary Test in grade 2. Teachers reported externalizing behavior and peer reports of social rejection were measured annually. Results:  Children with poorer receptive language skills showed increasing externalizing behavior, while children with better receptive language skills showed decreases in externalizing behavior. Children with poorer receptive language skills experienced peer rejection most frequently. The link between receptive language skills and the development of externalizing behavior was mediated by the development of peer rejection. Findings suggested that this mediational link applied mostly to boys. Conclusion:  Children with poorer language skills are at increased risk of becoming rejected by mainstream peers, which adds to the development of externalizing behavior. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02279.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Language skills, peer rejection, and the development of externalizing behavior from kindergarten to fourth grade [Texte imprimé et/ou numérique] / Barbara MENTING, Auteur ; Pol A. C. VAN LIER, Auteur ; Hans M. KOOT, Auteur . - 2011 . - p.72-79. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.72-79 Mots-clés : Elementary school children  language skills  externalizing behavior  peer rejection  sex differences Index. décimale : PER Périodiques Résumé : Background:  Children with poorer language skills are more likely to show externalizing behavior problems, as well as to become rejected by their peers. Peer rejection has also been found to affect the development of externalizing behavior. This study explored the role of peer rejection in the link between language skills and the development of externalizing behavior. Methods:  Six hundred and fifteen (615) children were followed from kindergarten to grade 4. Receptive language skills were measured with the Peabody Picture Vocabulary Test in grade 2. Teachers reported externalizing behavior and peer reports of social rejection were measured annually. Results:  Children with poorer receptive language skills showed increasing externalizing behavior, while children with better receptive language skills showed decreases in externalizing behavior. Children with poorer receptive language skills experienced peer rejection most frequently. The link between receptive language skills and the development of externalizing behavior was mediated by the development of peer rejection. Findings suggested that this mediational link applied mostly to boys. Conclusion:  Children with poorer language skills are at increased risk of becoming rejected by mainstream peers, which adds to the development of externalizing behavior. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02279.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

A meta-analysis of the cross-cultural psychometric properties of the Screen for Child Anxiety Related Emotional Disorders (SCARED) / William W. III HALE in Journal of Child Psychology and Psychiatry, 52-1 (January 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.80-90 Titre : A meta-analysis of the cross-cultural psychometric properties of the Screen for Child Anxiety Related Emotional Disorders (SCARED) Type de document : Texte imprimé et/ou numérique Auteurs : William W. III HALE, Auteur ; Elisabetta CROCETTI, Auteur ; Quinten A.W. RAAIJMAKERS, Auteur ; Wim H. J. MEEUS, Auteur Année de publication : 2011 Article en page(s) : p.80-90 Langues : Anglais (eng) Mots-clés : Adolescents  anxiety  children  cross-cultural  meta-analysis  SCARED Index. décimale : PER Périodiques Résumé : Background:  Accumulating studies have demonstrated that the Screen for Child Anxiety Related Emotional Disorders (SCARED), a modern youth anxiety questionnaire with scales explicitly designed to map onto specific DSM-IV-TR anxiety disorders, has good psychometric properties for children and adolescents from various countries. However, no study has yet been conducted as to the overall strength of the psychometric properties found in these studies. Methods:  Studies were collected from the PsycINFO, PubMed, SSCI, SCI-Expanded, ERIC, and A&HCI databases from the year of the SCARED’s first publication (1997) to the present. The inclusion criteria focused on all studies that examined the psychometric properties of the SCARED. Results:  We retained 21 articles, reporting a total of 25 studies from predominately Europe (Belgium, Germany, Italy, the Netherlands) and the USA, as well as South Africa and China, which matched our inclusion criteria. It was found that the psychometric properties were robust for the SCARED scales related to the symptoms of DSM-IV-TR anxiety disorders, that females scored significantly higher than males and that age had a moderating effect on male and female score differences. Conclusions:  This meta-analysis suggests that the SCARED can be utilized as a screening instrument for DSM-IV-TR anxiety disorder symptom dimensions for children and adolescents from various countries. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02285.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] A meta-analysis of the cross-cultural psychometric properties of the Screen for Child Anxiety Related Emotional Disorders (SCARED) [Texte imprimé et/ou numérique] / William W. III HALE, Auteur ; Elisabetta CROCETTI, Auteur ; Quinten A.W. RAAIJMAKERS, Auteur ; Wim H. J. MEEUS, Auteur . - 2011 . - p.80-90. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.80-90 Mots-clés : Adolescents  anxiety  children  cross-cultural  meta-analysis  SCARED Index. décimale : PER Périodiques Résumé : Background:  Accumulating studies have demonstrated that the Screen for Child Anxiety Related Emotional Disorders (SCARED), a modern youth anxiety questionnaire with scales explicitly designed to map onto specific DSM-IV-TR anxiety disorders, has good psychometric properties for children and adolescents from various countries. However, no study has yet been conducted as to the overall strength of the psychometric properties found in these studies. Methods:  Studies were collected from the PsycINFO, PubMed, SSCI, SCI-Expanded, ERIC, and A&HCI databases from the year of the SCARED’s first publication (1997) to the present. The inclusion criteria focused on all studies that examined the psychometric properties of the SCARED. Results:  We retained 21 articles, reporting a total of 25 studies from predominately Europe (Belgium, Germany, Italy, the Netherlands) and the USA, as well as South Africa and China, which matched our inclusion criteria. It was found that the psychometric properties were robust for the SCARED scales related to the symptoms of DSM-IV-TR anxiety disorders, that females scored significantly higher than males and that age had a moderating effect on male and female score differences. Conclusions:  This meta-analysis suggests that the SCARED can be utilized as a screening instrument for DSM-IV-TR anxiety disorder symptom dimensions for children and adolescents from various countries. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02285.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

A population-based investigation of behavioural and emotional problems and maternal mental health: associations with autism spectrum disorder and intellectual disability / Vasiliki TOTSIKA in Journal of Child Psychology and Psychiatry, 52-1 (January 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.91-99 Titre : A population-based investigation of behavioural and emotional problems and maternal mental health: associations with autism spectrum disorder and intellectual disability Type de document : Texte imprimé et/ou numérique Auteurs : Vasiliki TOTSIKA, Auteur ; Richard P. HASTINGS, Auteur ; Eric EMERSON, Auteur ; Gillian A. LANCASTER, Auteur ; Damon M. BERRIDGE, Auteur Année de publication : 2011 Article en page(s) : p.91-99 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  intellectual disability  hyperactivity  conduct disorder  emotional disorder Index. décimale : PER Périodiques Résumé : Background:  While research indicates elevated behavioural and emotional problems in children with autism spectrum disorders (ASD) and decreased well-being in their parents, studies do not typically separate out the contribution of ASD from that of associated intellectual disabilities (ID). We investigated child behavioural and emotional problems, and maternal mental health, among cases with and without ASD and ID in a large population-representative sample. Methods:  Cross-sectional comparison of child behavioural and emotional problems and maternal mental health measures among 18,415 children (5 to 16 years old), of whom 47 had an ASD, 51 combined ASD with ID, 590 had only ID, and the remainder were the comparison group with no ASD or ID. Results:  The prevalence of likely clinical levels of behavioural and emotional problems was highest among children with ASD (with and without ID). After controlling for age, gender, adversity, and maternal mental health, the presence of ASD and ID significantly and independently increased the odds for hyperactivity symptoms, conduct, and emotional problems. Emotional disorder was more prevalent in mothers of children with ASD (with or without ID). The presence of ASD, but not ID, significantly increased the odds for maternal emotional disorder. As has been found in previous research, positive maternal mental health was not affected by the presence of ASD or ID. Conclusions:  ASD and ID are independent risk factors for behavioural and emotional problems. ASD (but not ID) is positively associated with maternal emotional disorder. Approaches to diagnosing hyperactivity and conduct problems in children with ASD may need to be reconsidered. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02295.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] A population-based investigation of behavioural and emotional problems and maternal mental health: associations with autism spectrum disorder and intellectual disability [Texte imprimé et/ou numérique] / Vasiliki TOTSIKA, Auteur ; Richard P. HASTINGS, Auteur ; Eric EMERSON, Auteur ; Gillian A. LANCASTER, Auteur ; Damon M. BERRIDGE, Auteur . - 2011 . - p.91-99. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.91-99 Mots-clés : Autism spectrum disorders  intellectual disability  hyperactivity  conduct disorder  emotional disorder Index. décimale : PER Périodiques Résumé : Background:  While research indicates elevated behavioural and emotional problems in children with autism spectrum disorders (ASD) and decreased well-being in their parents, studies do not typically separate out the contribution of ASD from that of associated intellectual disabilities (ID). We investigated child behavioural and emotional problems, and maternal mental health, among cases with and without ASD and ID in a large population-representative sample. Methods:  Cross-sectional comparison of child behavioural and emotional problems and maternal mental health measures among 18,415 children (5 to 16 years old), of whom 47 had an ASD, 51 combined ASD with ID, 590 had only ID, and the remainder were the comparison group with no ASD or ID. Results:  The prevalence of likely clinical levels of behavioural and emotional problems was highest among children with ASD (with and without ID). After controlling for age, gender, adversity, and maternal mental health, the presence of ASD and ID significantly and independently increased the odds for hyperactivity symptoms, conduct, and emotional problems. Emotional disorder was more prevalent in mothers of children with ASD (with or without ID). The presence of ASD, but not ID, significantly increased the odds for maternal emotional disorder. As has been found in previous research, positive maternal mental health was not affected by the presence of ASD or ID. Conclusions:  ASD and ID are independent risk factors for behavioural and emotional problems. ASD (but not ID) is positively associated with maternal emotional disorder. Approaches to diagnosing hyperactivity and conduct problems in children with ASD may need to be reconsidered. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02295.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Population mean scores predict child mental disorder rates: validating SDQ prevalence estimators in Britain / Anna GOODMAN in Journal of Child Psychology and Psychiatry, 52-1 (January 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.100-108 Titre : Population mean scores predict child mental disorder rates: validating SDQ prevalence estimators in Britain Type de document : Texte imprimé et/ou numérique Auteurs : Anna GOODMAN, Auteur ; Robert GOODMAN, Auteur Année de publication : 2011 Article en page(s) : p.100-108 Langues : Anglais (eng) Mots-clés : Strengths and Difficulties Questionnaire  population  mean  prevalence  SDQ prevalence estimator Index. décimale : PER Périodiques Résumé : Background:  For adult physical and mental health, the population mean predicts the proportion of individuals with ‘high’ scores. This has not previously been investigated for child mental health. It is also unclear how far symptom scores on brief questionnaires provide an unbiased method of comparing children with different individual, family or social characteristics. Methods:  Subjects were 18,415 British children aged 5–16 years. Parents, teachers, and children aged 11–16 completed Strengths and Difficulties Questionnaires (SDQs) and diagnostic interviews; the latter were used to assign multi-informant clinician-rated diagnoses. We examined how closely the prevalence of child mental disorder was predicted by SDQ mean total difficulty scores, and how these mean scores compared to alternative SDQ-based summary statistics. We did this for populations defined in terms of a wide range of risk factors using one randomly selected half of the study sample. Using these results we generated SDQ prevalence estimator equations, and validated these on the second half of the study sample. Results:  Mean symptom scores closely predicted the prevalence of clinician-rated child mental disorder (R2 = .89–.95) and performed better than alternative summary statistics based on binary SDQ outcomes. The predictions of the SDQ prevalence estimators were on average only 1–2% different from the true prevalence, with no systematic tendency towards under- or overestimation. There were only a few outlier subpopulations, all relating to children with learning difficulties. Conclusion:  The proportion of children with a disorder is closely predicted by mean symptom scores, highlighting the potential importance of population-wide interventions to improve child mental health. In Britain, SDQ mean total difficulty scores generally provide an accurate and unbiased method of assessing the mental health of different subgroups. SDQ prevalence estimators may facilitate presenting these research findings as proportions that are more easily interpreted by policymakers and service providers. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02278.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Population mean scores predict child mental disorder rates: validating SDQ prevalence estimators in Britain [Texte imprimé et/ou numérique] / Anna GOODMAN, Auteur ; Robert GOODMAN, Auteur . - 2011 . - p.100-108. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.100-108 Mots-clés : Strengths and Difficulties Questionnaire  population  mean  prevalence  SDQ prevalence estimator Index. décimale : PER Périodiques Résumé : Background:  For adult physical and mental health, the population mean predicts the proportion of individuals with ‘high’ scores. This has not previously been investigated for child mental health. It is also unclear how far symptom scores on brief questionnaires provide an unbiased method of comparing children with different individual, family or social characteristics. Methods:  Subjects were 18,415 British children aged 5–16 years. Parents, teachers, and children aged 11–16 completed Strengths and Difficulties Questionnaires (SDQs) and diagnostic interviews; the latter were used to assign multi-informant clinician-rated diagnoses. We examined how closely the prevalence of child mental disorder was predicted by SDQ mean total difficulty scores, and how these mean scores compared to alternative SDQ-based summary statistics. We did this for populations defined in terms of a wide range of risk factors using one randomly selected half of the study sample. Using these results we generated SDQ prevalence estimator equations, and validated these on the second half of the study sample. Results:  Mean symptom scores closely predicted the prevalence of clinician-rated child mental disorder (R2 = .89–.95) and performed better than alternative summary statistics based on binary SDQ outcomes. The predictions of the SDQ prevalence estimators were on average only 1–2% different from the true prevalence, with no systematic tendency towards under- or overestimation. There were only a few outlier subpopulations, all relating to children with learning difficulties. Conclusion:  The proportion of children with a disorder is closely predicted by mean symptom scores, highlighting the potential importance of population-wide interventions to improve child mental health. In Britain, SDQ mean total difficulty scores generally provide an accurate and unbiased method of assessing the mental health of different subgroups. SDQ prevalence estimators may facilitate presenting these research findings as proportions that are more easily interpreted by policymakers and service providers. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02278.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113