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Girls’ childhood trajectories of disruptive behavior predict adjustment problems in early adolescence / Elsa VAN DER MOLEN in Journal of Child Psychology and Psychiatry, 56-7 (July 2015)
[article]
Titre : Girls’ childhood trajectories of disruptive behavior predict adjustment problems in early adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Elsa VAN DER MOLEN, Auteur ; Arjan A. J. BLOKLAND, Auteur ; Alison E. HIPWELL, Auteur ; Robert R. J. M. VERMEIREN, Auteur ; Theo A. H. DORELEIJERS, Auteur ; Rolf LOEBER, Auteur Article en page(s) : p.766-773 Langues : Anglais (eng) Mots-clés : Girls disruptive behavior trajectories adjustment problems Index. décimale : PER Périodiques Résumé : Background It is widely recognized that early onset of disruptive behavior is linked to a variety of detrimental outcomes in males, later in life. In contrast, little is known about the association between girls’ childhood trajectories of disruptive behavior and adjustment problems in early adolescence. Methods This study used nine waves of data from the ongoing Pittsburgh Girls Study. A semiparametric group-based model was used to identify trajectories of disruptive behavior in 1,513 girls from age 6 to 12 years. Adjustment problems were characterized by depression, self-harm, Post Traumatic Stress Disorder (PTSD), substance use, interpersonal aggression, sexual behavior, affiliation with delinquent peers, and academic achievement at ages 13 and 14. Results Three trajectories of childhood disruptive behavior were identified: low, medium, and high. Girls in the high group were at increased risk for depression, self-harm, PTSD, illegal substance use, interpersonal aggression, early and risky sexual behavior, and lower academic achievement. The likelihood of multiple adjustment problems increased with trajectories reflecting higher levels of disruptive behavior. Conclusion Girls following the high childhood trajectory of disruptive behavior require early intervention programs to prevent multiple, adverse outcomes in adolescence and further escalation in adulthood. En ligne : http://dx.doi.org/10.1111/jcpp.12339 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260
in Journal of Child Psychology and Psychiatry > 56-7 (July 2015) . - p.766-773[article] Girls’ childhood trajectories of disruptive behavior predict adjustment problems in early adolescence [Texte imprimé et/ou numérique] / Elsa VAN DER MOLEN, Auteur ; Arjan A. J. BLOKLAND, Auteur ; Alison E. HIPWELL, Auteur ; Robert R. J. M. VERMEIREN, Auteur ; Theo A. H. DORELEIJERS, Auteur ; Rolf LOEBER, Auteur . - p.766-773.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 56-7 (July 2015) . - p.766-773
Mots-clés : Girls disruptive behavior trajectories adjustment problems Index. décimale : PER Périodiques Résumé : Background It is widely recognized that early onset of disruptive behavior is linked to a variety of detrimental outcomes in males, later in life. In contrast, little is known about the association between girls’ childhood trajectories of disruptive behavior and adjustment problems in early adolescence. Methods This study used nine waves of data from the ongoing Pittsburgh Girls Study. A semiparametric group-based model was used to identify trajectories of disruptive behavior in 1,513 girls from age 6 to 12 years. Adjustment problems were characterized by depression, self-harm, Post Traumatic Stress Disorder (PTSD), substance use, interpersonal aggression, sexual behavior, affiliation with delinquent peers, and academic achievement at ages 13 and 14. Results Three trajectories of childhood disruptive behavior were identified: low, medium, and high. Girls in the high group were at increased risk for depression, self-harm, PTSD, illegal substance use, interpersonal aggression, early and risky sexual behavior, and lower academic achievement. The likelihood of multiple adjustment problems increased with trajectories reflecting higher levels of disruptive behavior. Conclusion Girls following the high childhood trajectory of disruptive behavior require early intervention programs to prevent multiple, adverse outcomes in adolescence and further escalation in adulthood. En ligne : http://dx.doi.org/10.1111/jcpp.12339 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 Sleep across early childhood: implications for internalizing and externalizing problems, socioemotional skills, and cognitive and academic abilities in preschool / Caroline P. HOYNIAK in Journal of Child Psychology and Psychiatry, 61-10 (October 2020)
[article]
Titre : Sleep across early childhood: implications for internalizing and externalizing problems, socioemotional skills, and cognitive and academic abilities in preschool Type de document : Texte imprimé et/ou numérique Auteurs : Caroline P. HOYNIAK, Auteur ; John E. BATES, Auteur ; Maureen E. MCQUILLAN, Auteur ; Angela D. STAPLES, Auteur ; Isaac T. PETERSEN, Auteur ; Kathleen M. RUDASILL, Auteur ; Victoria J. MOLFESE, Auteur Article en page(s) : p.1080-1091 Langues : Anglais (eng) Mots-clés : Sleep adjustment problems Index. décimale : PER Périodiques Résumé : BACKGROUND: Sleep is thought to be important for behavioral and cognitive development. However, much of the prior research on sleep's role in behavioral/cognitive development has relied upon self-report measures and cross-sectional designs. METHODS: The current study examined how early childhood sleep, measured actigraphically, was developmentally associated with child functioning at 54 months. Emphasis was on functioning at preschool, a crucial setting for the emergence of psychopathology. Participants included 119 children assessed longitudinally at 30, 36, 42, and 54 months. We examined correlations between child sleep and adjustment across three domains: behavioral adjustment (i.e., internalizing and externalizing problems), socioemotional skills, and academic/cognitive abilities. We further probed consistent associations with growth curve modeling. RESULTS: Internalizing problems were associated with sleep variability, and cognitive and academic abilities were associated with sleep timing. Growth curve analysis suggested that children with more variable sleep at 30 months had higher teacher-reported internalizing problems in preschool and that children with later sleep timing at 30 months had poorer cognitive and academic skills at 54 months. However, changes in sleep from 30 to 54 months were not associated with any of the domains of adjustment. CONCLUSIONS: Findings indicate that objectively measured sleep variability and late sleep timing in toddlerhood are associated with higher levels of internalizing problems and poorer academic/cognitive abilities in preschool. En ligne : http://dx.doi.org/10.1111/jcpp.13225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Journal of Child Psychology and Psychiatry > 61-10 (October 2020) . - p.1080-1091[article] Sleep across early childhood: implications for internalizing and externalizing problems, socioemotional skills, and cognitive and academic abilities in preschool [Texte imprimé et/ou numérique] / Caroline P. HOYNIAK, Auteur ; John E. BATES, Auteur ; Maureen E. MCQUILLAN, Auteur ; Angela D. STAPLES, Auteur ; Isaac T. PETERSEN, Auteur ; Kathleen M. RUDASILL, Auteur ; Victoria J. MOLFESE, Auteur . - p.1080-1091.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 61-10 (October 2020) . - p.1080-1091
Mots-clés : Sleep adjustment problems Index. décimale : PER Périodiques Résumé : BACKGROUND: Sleep is thought to be important for behavioral and cognitive development. However, much of the prior research on sleep's role in behavioral/cognitive development has relied upon self-report measures and cross-sectional designs. METHODS: The current study examined how early childhood sleep, measured actigraphically, was developmentally associated with child functioning at 54 months. Emphasis was on functioning at preschool, a crucial setting for the emergence of psychopathology. Participants included 119 children assessed longitudinally at 30, 36, 42, and 54 months. We examined correlations between child sleep and adjustment across three domains: behavioral adjustment (i.e., internalizing and externalizing problems), socioemotional skills, and academic/cognitive abilities. We further probed consistent associations with growth curve modeling. RESULTS: Internalizing problems were associated with sleep variability, and cognitive and academic abilities were associated with sleep timing. Growth curve analysis suggested that children with more variable sleep at 30 months had higher teacher-reported internalizing problems in preschool and that children with later sleep timing at 30 months had poorer cognitive and academic skills at 54 months. However, changes in sleep from 30 to 54 months were not associated with any of the domains of adjustment. CONCLUSIONS: Findings indicate that objectively measured sleep variability and late sleep timing in toddlerhood are associated with higher levels of internalizing problems and poorer academic/cognitive abilities in preschool. En ligne : http://dx.doi.org/10.1111/jcpp.13225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 Family vulnerability and disruption during the COVID-19 pandemic: prospective pathways to child maladjustment / G. M. FOSCO in Journal of Child Psychology and Psychiatry, 63-1 (January 2022)
[article]
Titre : Family vulnerability and disruption during the COVID-19 pandemic: prospective pathways to child maladjustment Type de document : Texte imprimé et/ou numérique Auteurs : G. M. FOSCO, Auteur ; C. J. SLOAN, Auteur ; S. FANG, Auteur ; M. E. FEINBERG, Auteur Article en page(s) : p.47-57 Langues : Anglais (eng) Mots-clés : Adult Covid-19 Child Child, Preschool Female Humans Male Pandemics Parent-Child Relations Parenting Parents Prospective Studies SARS-CoV-2 Family functioning adjustment problems parenting Index. décimale : PER Périodiques Résumé : BACKGROUND: This study evaluated two risk pathways that may account for increases in child internalizing and externalizing problems during the COVID-19 pandemic: one pathway operating through pre-existing family vulnerability and a second pathway operating through disruption in family functioning occurring in response to the pandemic. We assessed family disruption and family functioning with measures of key family-level and parenting dimensions, including family cohesion, conflict and routines, and parents' harsh discipline, lax discipline and warmth. In all models, pre-pandemic parent emotional distress, financial strain and child maladjustment were included as covariates. METHODS: The sample included 204 families, comprised of parents who had children (M(Age) ?=?4.17; 45.1% girls). Parents (M(Age) ?=?27.43) completed the first survey prior to COVID-19 onset in the United States, a second survey after COVID-19 onset in May 2020 and a third survey two weeks later. RESULTS: Analyses were conducted in a model-building fashion, first computing structural equation models for each family and parenting dimension separately, then advancing significant dimensions into one integrated model for the family-level factors and a second model for parenting quality factors. Results provided more support for the family disruption hypothesis across all tests. In the family-level domain, decreases in family cohesion and increases in family conflict each uniquely predicted subsequent child maladjustment. In the parenting domain, increases in harsh discipline and lax discipline each uniquely predicted subsequent child maladjustment. Family routines and parental warmth were not associated with child adjustment. However, parents' emotional distress prior to the pandemic exhibited a robust association with children's internalizing problems. CONCLUSIONS: These findings indicate that efforts to support families in adapting to unique conditions of the pandemic will yield the greatest effect for child adjustment. Specifically, interventions should include efforts to help families maintain cohesion and manage conflict, and help parents minimize increases in harsh and lax discipline. En ligne : http://dx.doi.org/10.1111/jcpp.13458 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456
in Journal of Child Psychology and Psychiatry > 63-1 (January 2022) . - p.47-57[article] Family vulnerability and disruption during the COVID-19 pandemic: prospective pathways to child maladjustment [Texte imprimé et/ou numérique] / G. M. FOSCO, Auteur ; C. J. SLOAN, Auteur ; S. FANG, Auteur ; M. E. FEINBERG, Auteur . - p.47-57.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 63-1 (January 2022) . - p.47-57
Mots-clés : Adult Covid-19 Child Child, Preschool Female Humans Male Pandemics Parent-Child Relations Parenting Parents Prospective Studies SARS-CoV-2 Family functioning adjustment problems parenting Index. décimale : PER Périodiques Résumé : BACKGROUND: This study evaluated two risk pathways that may account for increases in child internalizing and externalizing problems during the COVID-19 pandemic: one pathway operating through pre-existing family vulnerability and a second pathway operating through disruption in family functioning occurring in response to the pandemic. We assessed family disruption and family functioning with measures of key family-level and parenting dimensions, including family cohesion, conflict and routines, and parents' harsh discipline, lax discipline and warmth. In all models, pre-pandemic parent emotional distress, financial strain and child maladjustment were included as covariates. METHODS: The sample included 204 families, comprised of parents who had children (M(Age) ?=?4.17; 45.1% girls). Parents (M(Age) ?=?27.43) completed the first survey prior to COVID-19 onset in the United States, a second survey after COVID-19 onset in May 2020 and a third survey two weeks later. RESULTS: Analyses were conducted in a model-building fashion, first computing structural equation models for each family and parenting dimension separately, then advancing significant dimensions into one integrated model for the family-level factors and a second model for parenting quality factors. Results provided more support for the family disruption hypothesis across all tests. In the family-level domain, decreases in family cohesion and increases in family conflict each uniquely predicted subsequent child maladjustment. In the parenting domain, increases in harsh discipline and lax discipline each uniquely predicted subsequent child maladjustment. Family routines and parental warmth were not associated with child adjustment. However, parents' emotional distress prior to the pandemic exhibited a robust association with children's internalizing problems. CONCLUSIONS: These findings indicate that efforts to support families in adapting to unique conditions of the pandemic will yield the greatest effect for child adjustment. Specifically, interventions should include efforts to help families maintain cohesion and manage conflict, and help parents minimize increases in harsh and lax discipline. En ligne : http://dx.doi.org/10.1111/jcpp.13458 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456