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Cross-cohort change in adolescent outcomes for children with mental health problems / R. SELLERS in Journal of Child Psychology and Psychiatry, 60-7 (July 2019)
[article]
Titre : Cross-cohort change in adolescent outcomes for children with mental health problems Type de document : Texte imprimé et/ou numérique Auteurs : R. SELLERS, Auteur ; N. WARNE, Auteur ; A. PICKLES, Auteur ; B. MAUGHAN, Auteur ; A. THAPAR, Auteur ; S. COLLISHAW, Auteur Article en page(s) : p.813-821 Langues : Anglais (eng) Mots-clés : Avon Longitudinal Study of Parents and Children Child mental health Millennium Cohort Study National Child Development Study secular change Index. décimale : PER Périodiques Résumé : BACKGROUND: Child mental health problems are common. Previous studies have examined secular changes in their prevalence but have not assessed whether later outcomes have changed. We therefore aimed to test whether outcomes of child mental health problems have changed over a 40-year period. METHODS: Three cohorts were utilized: The National Child Development Study (NCDS: N = 14,544, aged 7 in 1965), the Avon Longitudinal Study of Parents and Children (ALSPAC: N = 8,188, aged 7 in 1998), and the Millennium Cohort Study (MCS: N = 13,192, aged 7 in 2008). Mental health problems at age 7 were identified using the parent-reported Rutter-A scale (NCDS) and Strengths and Difficulties Questionnaire (ALSPAC and MCS). Associated outcomes were compared across cohorts: age 11 social functioning, age 16 exam attainment and age 16 mental health. RESULTS: Child mental health problems were common in each cohort (boys: 7.0%-9.7%; girls: 5.4%-8.4%). Child mental health problems became more strongly associated with social functioning problems (boys: NCDS OR = 1.95 (1.50, 2.53), MCS OR = 3.77 (2.89, 4.92); interaction p < .001; girls: NCDS OR = 1.69 (1.22, 2.33), MCS OR = 3.99 (3.04, 5.25), interaction p < .001), lower academic attainment for boys (NCDS OR = 0.49 (0.31, 0.78), ALSPAC OR = 0.30 (0.22, 0.41), interaction p = .009), and age 16 mental health problems (boys: NCDS d' = 0.55 (0.38, 0.72), ALSPAC d' = 0.95 (0.73, 1.16); interaction p = .004; girls: NCDS d' = 0.50 (0.34, 0.65), ALSPAC d' = 0.99 (0.78, 1.20); interaction p < .001). CONCLUSIONS: Child mental health problems have become more strongly associated with negative social, educational and mental health outcomes in recent generations. En ligne : http://dx.doi.org/10.1111/jcpp.13029 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401
in Journal of Child Psychology and Psychiatry > 60-7 (July 2019) . - p.813-821[article] Cross-cohort change in adolescent outcomes for children with mental health problems [Texte imprimé et/ou numérique] / R. SELLERS, Auteur ; N. WARNE, Auteur ; A. PICKLES, Auteur ; B. MAUGHAN, Auteur ; A. THAPAR, Auteur ; S. COLLISHAW, Auteur . - p.813-821.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 60-7 (July 2019) . - p.813-821
Mots-clés : Avon Longitudinal Study of Parents and Children Child mental health Millennium Cohort Study National Child Development Study secular change Index. décimale : PER Périodiques Résumé : BACKGROUND: Child mental health problems are common. Previous studies have examined secular changes in their prevalence but have not assessed whether later outcomes have changed. We therefore aimed to test whether outcomes of child mental health problems have changed over a 40-year period. METHODS: Three cohorts were utilized: The National Child Development Study (NCDS: N = 14,544, aged 7 in 1965), the Avon Longitudinal Study of Parents and Children (ALSPAC: N = 8,188, aged 7 in 1998), and the Millennium Cohort Study (MCS: N = 13,192, aged 7 in 2008). Mental health problems at age 7 were identified using the parent-reported Rutter-A scale (NCDS) and Strengths and Difficulties Questionnaire (ALSPAC and MCS). Associated outcomes were compared across cohorts: age 11 social functioning, age 16 exam attainment and age 16 mental health. RESULTS: Child mental health problems were common in each cohort (boys: 7.0%-9.7%; girls: 5.4%-8.4%). Child mental health problems became more strongly associated with social functioning problems (boys: NCDS OR = 1.95 (1.50, 2.53), MCS OR = 3.77 (2.89, 4.92); interaction p < .001; girls: NCDS OR = 1.69 (1.22, 2.33), MCS OR = 3.99 (3.04, 5.25), interaction p < .001), lower academic attainment for boys (NCDS OR = 0.49 (0.31, 0.78), ALSPAC OR = 0.30 (0.22, 0.41), interaction p = .009), and age 16 mental health problems (boys: NCDS d' = 0.55 (0.38, 0.72), ALSPAC d' = 0.95 (0.73, 1.16); interaction p = .004; girls: NCDS d' = 0.50 (0.34, 0.65), ALSPAC d' = 0.99 (0.78, 1.20); interaction p < .001). CONCLUSIONS: Child mental health problems have become more strongly associated with negative social, educational and mental health outcomes in recent generations. En ligne : http://dx.doi.org/10.1111/jcpp.13029 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401 A mother–child intervention program for adolescent mothers: Results from a randomized controlled trial (the TeeMo study) / Christine FIRK in Development and Psychopathology, 33-3 (August 2021)
[article]
Titre : A mother–child intervention program for adolescent mothers: Results from a randomized controlled trial (the TeeMo study) Type de document : Texte imprimé et/ou numérique Auteurs : Christine FIRK, Auteur ; Brigitte DAHMEN, Auteur ; Astrid DEMPFLE, Auteur ; Anke NIESSEN, Auteur ; Christin BAUMANN, Auteur ; Reinhild SCHWARTE, Auteur ; Julia KOSLOWSKI, Auteur ; Kerstin KELBERLAU, Auteur ; Kerstin KONRAD, Auteur ; Beate HERPERTZ-DAHLMANN, Auteur Article en page(s) : p.992-1005 Langues : Anglais (eng) Mots-clés : adolescent parenting child development child mental health early mother–child intervention maternal sensitivity Index. décimale : PER Périodiques Résumé : Children of adolescent mothers are a high-risk group for negative child development. Previous findings suggest that early interventions may enhance child development by improving mother–child interaction. The purpose of the current study was to evaluate a mother–child intervention (STEEP-b) program in high-risk adolescent mother–infant dyads (N = 56) within a randomized controlled trial (RCT). Mother–child interaction was assessed at baseline (T1), postintervention (T2), and follow-up (T3). The primary outcome was the change in maternal sensitivity and child responsiveness from T1 to T2 that was measured by blinded ratings of videotaped mother–child-interaction with the Emotional Availability Scales. A modified intention-to-treat analysis was performed to examine the data. No intervention effect was found for maternal sensitivity, 95% CI [-0.59–0.60], p = .99, and child responsiveness, 95% CI [-0.51–0.62], p = .84. Maternal sensitivity and child responsiveness did not change over time in both groups (all ps > .05). A statistically nonsignificant, but potentially clinically meaningful difference emerged between rates of serious adverse events, SC: 4 (14.8%), STEEP-b: 1 (3.4%), possibly driven by different intensity of surveillance of dyads in the treatment groups. The current findings question the effectiveness of STEEP-b for high-risk adolescent mothers and do not justify the broad implementation of this approach. En ligne : http://dx.doi.org/10.1017/S0954579420000280 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457
in Development and Psychopathology > 33-3 (August 2021) . - p.992-1005[article] A mother–child intervention program for adolescent mothers: Results from a randomized controlled trial (the TeeMo study) [Texte imprimé et/ou numérique] / Christine FIRK, Auteur ; Brigitte DAHMEN, Auteur ; Astrid DEMPFLE, Auteur ; Anke NIESSEN, Auteur ; Christin BAUMANN, Auteur ; Reinhild SCHWARTE, Auteur ; Julia KOSLOWSKI, Auteur ; Kerstin KELBERLAU, Auteur ; Kerstin KONRAD, Auteur ; Beate HERPERTZ-DAHLMANN, Auteur . - p.992-1005.
Langues : Anglais (eng)
in Development and Psychopathology > 33-3 (August 2021) . - p.992-1005
Mots-clés : adolescent parenting child development child mental health early mother–child intervention maternal sensitivity Index. décimale : PER Périodiques Résumé : Children of adolescent mothers are a high-risk group for negative child development. Previous findings suggest that early interventions may enhance child development by improving mother–child interaction. The purpose of the current study was to evaluate a mother–child intervention (STEEP-b) program in high-risk adolescent mother–infant dyads (N = 56) within a randomized controlled trial (RCT). Mother–child interaction was assessed at baseline (T1), postintervention (T2), and follow-up (T3). The primary outcome was the change in maternal sensitivity and child responsiveness from T1 to T2 that was measured by blinded ratings of videotaped mother–child-interaction with the Emotional Availability Scales. A modified intention-to-treat analysis was performed to examine the data. No intervention effect was found for maternal sensitivity, 95% CI [-0.59–0.60], p = .99, and child responsiveness, 95% CI [-0.51–0.62], p = .84. Maternal sensitivity and child responsiveness did not change over time in both groups (all ps > .05). A statistically nonsignificant, but potentially clinically meaningful difference emerged between rates of serious adverse events, SC: 4 (14.8%), STEEP-b: 1 (3.4%), possibly driven by different intensity of surveillance of dyads in the treatment groups. The current findings question the effectiveness of STEEP-b for high-risk adolescent mothers and do not justify the broad implementation of this approach. En ligne : http://dx.doi.org/10.1017/S0954579420000280 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457 Changes in clinical presentation of children with autistic disorder, at an autism clinic in Taiwan from 1987 to 1995 / Wen-Che TSAI in Research in Autism Spectrum Disorders, 7-12 (December 2013)
[article]
Titre : Changes in clinical presentation of children with autistic disorder, at an autism clinic in Taiwan from 1987 to 1995 Type de document : Texte imprimé et/ou numérique Auteurs : Wen-Che TSAI, Auteur ; Wei-Tsuen SOONG, Auteur ; Wei-Chu CHIE, Auteur Article en page(s) : p.1501-1508 Langues : Anglais (eng) Mots-clés : Autistic disorder Child mental health Taiwan Index. décimale : PER Périodiques Résumé : Abstract Autistic disorder was originally viewed as a distinct, rare, and severe childhood mental disorder that caused life-long disability. However, since the late 1990s autistic disorder was found to have a high prevalence rate and to affect children on a spectrum from mild to severe dysfunction. The purpose of this retrospective, descriptive study was to examine changes in the characteristics of patients with autistic disorder in Taiwan from 1987 to 1995. To that end, we examined the characteristics, age at diagnosis, symptoms, and developmental condition of affected children and the educational background of their parents who visited an autism clinic at the children's mental health center of a medical center in Taipei. This clinic was the first, largest, and for many years the only autistic disorder clinic in Taiwan. Across the 9-year study period, we observed trends in decreasing age at first visit, increasing age at assessment, rising maternal educational level, lessening autistic disorder symptomatology, and increasing developmental quotients. These changes may have been due to improved diagnostic criteria, government policy, and healthcare professionals’ and parents’ increased awareness of autistic disorder. Clinical implications and related policy making toward these changes are proposed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219
in Research in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1501-1508[article] Changes in clinical presentation of children with autistic disorder, at an autism clinic in Taiwan from 1987 to 1995 [Texte imprimé et/ou numérique] / Wen-Che TSAI, Auteur ; Wei-Tsuen SOONG, Auteur ; Wei-Chu CHIE, Auteur . - p.1501-1508.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1501-1508
Mots-clés : Autistic disorder Child mental health Taiwan Index. décimale : PER Périodiques Résumé : Abstract Autistic disorder was originally viewed as a distinct, rare, and severe childhood mental disorder that caused life-long disability. However, since the late 1990s autistic disorder was found to have a high prevalence rate and to affect children on a spectrum from mild to severe dysfunction. The purpose of this retrospective, descriptive study was to examine changes in the characteristics of patients with autistic disorder in Taiwan from 1987 to 1995. To that end, we examined the characteristics, age at diagnosis, symptoms, and developmental condition of affected children and the educational background of their parents who visited an autism clinic at the children's mental health center of a medical center in Taipei. This clinic was the first, largest, and for many years the only autistic disorder clinic in Taiwan. Across the 9-year study period, we observed trends in decreasing age at first visit, increasing age at assessment, rising maternal educational level, lessening autistic disorder symptomatology, and increasing developmental quotients. These changes may have been due to improved diagnostic criteria, government policy, and healthcare professionals’ and parents’ increased awareness of autistic disorder. Clinical implications and related policy making toward these changes are proposed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 I-SOCIALISE: Results from a cluster randomised controlled trial investigating the social competence and isolation of children with autism taking part in LEGO® based therapy ('Play Brick Therapy') clubs in school environments / Barry WRIGHT in Autism, 27-8 (November 2023)
[article]
Titre : I-SOCIALISE: Results from a cluster randomised controlled trial investigating the social competence and isolation of children with autism taking part in LEGO® based therapy ('Play Brick Therapy') clubs in school environments Type de document : Texte imprimé et/ou numérique Auteurs : Barry WRIGHT, Auteur ; Ellen KINGSLEY, Auteur ; Cindy COOPER, Auteur ; Katie BIGGS, Auteur ; Matthew BURSNALL, Auteur ; Han-I- WANG, Auteur ; Tim CHATER, Auteur ; Elizabeth COATES, Auteur ; M Dawn TEARE, Auteur ; Kirsty MCKENDRICK, Auteur ; Gina GOMEZ DE LA CUESTA, Auteur ; Amy BARR, Auteur ; Kiera SOLAIMAN, Auteur ; Anna PACKHAM, Auteur ; David MARSHALL, Auteur ; Danielle VARLEY, Auteur ; Roshanak NEKOOI, Auteur ; Steve PARROTT, Auteur ; Shehzad ALI, Auteur ; Simon GILBODY, Auteur ; Ann LE COUTEUR, Auteur Article en page(s) : p.2281-2294 Mots-clés : ASD autism child mental health LEGO® based therapy school-based Index. décimale : PER Périodiques Résumé : Social learning through friendships is important in child development. Autistic children often initiate and engage in social interactions differently than neurotypical peers. LEGO® based therapy is a group intervention which facilitates social interactions with peers using collaborative LEGO® play. A 1:1 cluster randomised controlled trial with autistic children aged 7-15 comparing 12?weeks' LEGO® based therapy and usual support to usual support alone in 98 mainstream schools (2017-2019) was carried out. The primary outcome was social skills (Social Skills Improvement System) completed by unblinded teachers (not intervention deliverers) at 20?weeks. Analysis used intention-to-treat. Fifty intervention schools (127 participants) and 48 control schools (123 participants) were allocated. Primary analysis included 45 intervention schools (116 participants) and 42 control schools (101 participants). The between-arms difference was 3.74 (p?=?0.06, 95% confidence interval: ?0.16, 7.63) and 1.68 (p?=?0.43, 95% confidence interval: ?2.51, 5.87) at 20 and 52?weeks (0.18 and 0.08 standardised effect sizes). Twenty-week outcomes for those receiving per protocol intervention were 4.23 (95% confidence interval 0.27, 8.19) with a standardised effect size of 0.21. Sensitivity estimates were between 3.10 and 4.37 (0.15-0.21 standardised effect sizes). Three unrelated serious adverse events were reported. LEGO® based therapy has a small positive non-significant benefit for social skills at 20?weeks but not 52?weeks.Lay abstractAutism is characterised by keen interests and differences in social interactions and communication. Activities that help autistic children and young people with social skills are commonly used in UK schools. LEGO® based therapy is a new activity that provides interesting and fun social opportunities for children and young people and involves building LEGO® models together. This study looked at LEGO® based therapy for the social skills of autistic children and young people in schools. It was a randomised controlled trial, meaning each school was randomly chosen (like flipping a coin) to either run LEGO® based therapy groups in school over 12?weeks and have usual support from school or other professionals, or only have usual support from school or other professionals. The effect of the LEGO® based therapy groups was measured by asking children and young people, their parents/guardians, and a teacher at school in both arms of the study to complete some questionnaires. The main objective was to see if the teacher?s questionnaire answers about the children and young people?s social skills changed between their first and second completions. The social skills of participants in the LEGO® based therapy groups were found to have improved in a small way when compared to usual support only. The study also found that LEGO® based therapy was not very costly for schools to run and parents/guardians and teachers said they thought it was good for their children and young people. We suggest further research into different potential benefits of LEGO® based therapy. En ligne : http://dx.doi.org/10.1177/13623613231159699 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513
in Autism > 27-8 (November 2023) . - p.2281-2294[article] I-SOCIALISE: Results from a cluster randomised controlled trial investigating the social competence and isolation of children with autism taking part in LEGO® based therapy ('Play Brick Therapy') clubs in school environments [Texte imprimé et/ou numérique] / Barry WRIGHT, Auteur ; Ellen KINGSLEY, Auteur ; Cindy COOPER, Auteur ; Katie BIGGS, Auteur ; Matthew BURSNALL, Auteur ; Han-I- WANG, Auteur ; Tim CHATER, Auteur ; Elizabeth COATES, Auteur ; M Dawn TEARE, Auteur ; Kirsty MCKENDRICK, Auteur ; Gina GOMEZ DE LA CUESTA, Auteur ; Amy BARR, Auteur ; Kiera SOLAIMAN, Auteur ; Anna PACKHAM, Auteur ; David MARSHALL, Auteur ; Danielle VARLEY, Auteur ; Roshanak NEKOOI, Auteur ; Steve PARROTT, Auteur ; Shehzad ALI, Auteur ; Simon GILBODY, Auteur ; Ann LE COUTEUR, Auteur . - p.2281-2294.
in Autism > 27-8 (November 2023) . - p.2281-2294
Mots-clés : ASD autism child mental health LEGO® based therapy school-based Index. décimale : PER Périodiques Résumé : Social learning through friendships is important in child development. Autistic children often initiate and engage in social interactions differently than neurotypical peers. LEGO® based therapy is a group intervention which facilitates social interactions with peers using collaborative LEGO® play. A 1:1 cluster randomised controlled trial with autistic children aged 7-15 comparing 12?weeks' LEGO® based therapy and usual support to usual support alone in 98 mainstream schools (2017-2019) was carried out. The primary outcome was social skills (Social Skills Improvement System) completed by unblinded teachers (not intervention deliverers) at 20?weeks. Analysis used intention-to-treat. Fifty intervention schools (127 participants) and 48 control schools (123 participants) were allocated. Primary analysis included 45 intervention schools (116 participants) and 42 control schools (101 participants). The between-arms difference was 3.74 (p?=?0.06, 95% confidence interval: ?0.16, 7.63) and 1.68 (p?=?0.43, 95% confidence interval: ?2.51, 5.87) at 20 and 52?weeks (0.18 and 0.08 standardised effect sizes). Twenty-week outcomes for those receiving per protocol intervention were 4.23 (95% confidence interval 0.27, 8.19) with a standardised effect size of 0.21. Sensitivity estimates were between 3.10 and 4.37 (0.15-0.21 standardised effect sizes). Three unrelated serious adverse events were reported. LEGO® based therapy has a small positive non-significant benefit for social skills at 20?weeks but not 52?weeks.Lay abstractAutism is characterised by keen interests and differences in social interactions and communication. Activities that help autistic children and young people with social skills are commonly used in UK schools. LEGO® based therapy is a new activity that provides interesting and fun social opportunities for children and young people and involves building LEGO® models together. This study looked at LEGO® based therapy for the social skills of autistic children and young people in schools. It was a randomised controlled trial, meaning each school was randomly chosen (like flipping a coin) to either run LEGO® based therapy groups in school over 12?weeks and have usual support from school or other professionals, or only have usual support from school or other professionals. The effect of the LEGO® based therapy groups was measured by asking children and young people, their parents/guardians, and a teacher at school in both arms of the study to complete some questionnaires. The main objective was to see if the teacher?s questionnaire answers about the children and young people?s social skills changed between their first and second completions. The social skills of participants in the LEGO® based therapy groups were found to have improved in a small way when compared to usual support only. The study also found that LEGO® based therapy was not very costly for schools to run and parents/guardians and teachers said they thought it was good for their children and young people. We suggest further research into different potential benefits of LEGO® based therapy. En ligne : http://dx.doi.org/10.1177/13623613231159699 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513