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Résultat de la recherche
2 recherche sur le mot-clé 'failure model'




Why some children with externalising problems develop internalising symptoms: testing two pathways in a genetically sensitive cohort study / Jasmin WERTZ in Journal of Child Psychology and Psychiatry, 56-7 (July 2015)
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[article]
Titre : Why some children with externalising problems develop internalising symptoms: testing two pathways in a genetically sensitive cohort study Type de document : Texte imprimé et/ou numérique Auteurs : Jasmin WERTZ, Auteur ; Helena ZAVOS, Auteur ; Timothy MATTHEWS, Auteur ; Kirsten HARVEY, Auteur ; Alice HUNT, Auteur ; Carmine M. PARIANTE, Auteur ; Louise ARSENEAULT, Auteur Article en page(s) : p.738-746 Langues : Anglais (eng) Mots-clés : Externalising and internalising problems failure model genetic influence development Index. décimale : PER Périodiques Résumé : Background Children with externalising problems are at risk of developing internalising problems as they grow older. The pathways underlying this developmental association remain to be elucidated. We tested two processes that could explain why some children with externalising problems develop internalising symptoms in preadolescence: a mediation model whereby the association between early externalising and later new internalising symptoms is explained by negative experiences; and a genetic model, whereby genes influence both problems. Methods We used data from the Environmental Risk (E-Risk) Study, a 1994–1995 birth cohort of 2,232 twins born in England and Wales. We assessed externalising and internalising problems using combined mothers’ and teachers’ ratings at age 5 and 12. We measured bullying victimisation, maternal dissatisfaction and academic difficulties between age 7 and 10 and used linear regression analyses to test the effects of these negative experiences on the association between early externalising and later internalising problems. We employed a Cholesky decomposition to examine the genetic influences on the association. Results Children with externalising problems at age 5 showed increased rates of new internalising problems at age 12 (r = .24, p < .001). Negative experiences accounted for some of the association between early externalising and later internalising problems. Behavioural-genetic analyses indicated that genes influencing early externalising problems also affected later internalising problems. Conclusions Our findings highlight the role of genetic influences in explaining why some children with externalising problems develop internalising symptoms in preadolescence. Negative experiences also contribute to the association, possibly through gene–environment interplay. Mental health professionals should monitor the development of internalising symptoms in young children with externalising problems. En ligne : http://dx.doi.org/10.1111/jcpp.12333 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.738-746[article] Why some children with externalising problems develop internalising symptoms: testing two pathways in a genetically sensitive cohort study [Texte imprimé et/ou numérique] / Jasmin WERTZ, Auteur ; Helena ZAVOS, Auteur ; Timothy MATTHEWS, Auteur ; Kirsten HARVEY, Auteur ; Alice HUNT, Auteur ; Carmine M. PARIANTE, Auteur ; Louise ARSENEAULT, Auteur . - p.738-746.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 56-7 (July 2015) . - p.738-746
Mots-clés : Externalising and internalising problems failure model genetic influence development Index. décimale : PER Périodiques Résumé : Background Children with externalising problems are at risk of developing internalising problems as they grow older. The pathways underlying this developmental association remain to be elucidated. We tested two processes that could explain why some children with externalising problems develop internalising symptoms in preadolescence: a mediation model whereby the association between early externalising and later new internalising symptoms is explained by negative experiences; and a genetic model, whereby genes influence both problems. Methods We used data from the Environmental Risk (E-Risk) Study, a 1994–1995 birth cohort of 2,232 twins born in England and Wales. We assessed externalising and internalising problems using combined mothers’ and teachers’ ratings at age 5 and 12. We measured bullying victimisation, maternal dissatisfaction and academic difficulties between age 7 and 10 and used linear regression analyses to test the effects of these negative experiences on the association between early externalising and later internalising problems. We employed a Cholesky decomposition to examine the genetic influences on the association. Results Children with externalising problems at age 5 showed increased rates of new internalising problems at age 12 (r = .24, p < .001). Negative experiences accounted for some of the association between early externalising and later internalising problems. Behavioural-genetic analyses indicated that genes influencing early externalising problems also affected later internalising problems. Conclusions Our findings highlight the role of genetic influences in explaining why some children with externalising problems develop internalising symptoms in preadolescence. Negative experiences also contribute to the association, possibly through gene–environment interplay. Mental health professionals should monitor the development of internalising symptoms in young children with externalising problems. En ligne : http://dx.doi.org/10.1111/jcpp.12333 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 Longitudinal associations between early childhood irritability and adolescent depression symptoms in autistic children are mediated by peer relationships but not educational engagement / Virginia CARTER LENO in Development and Psychopathology, 36-1 (February 2024)
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[article]
Titre : Longitudinal associations between early childhood irritability and adolescent depression symptoms in autistic children are mediated by peer relationships but not educational engagement Type de document : Texte imprimé et/ou numérique Auteurs : Virginia CARTER LENO, Auteur ; Nicola WRIGHT, Auteur ; Andrew PICKLES, Auteur ; Rachael BEDFORD, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Connor KERNS, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Eric DUKU, Auteur ; Teresa BENNETT, Auteur ; Stelios GEORGIADES, Auteur ; Isabel M. SMITH, Auteur ; Annie RICHARDS, Auteur ; Tracy VAILLANCOURT, Auteur ; Peter SZATMARI, Auteur ; Mayada ELSABBAGH, Auteur Article en page(s) : p.443-453 Langues : Anglais (eng) Mots-clés : autism depression educational achievement failure model irritability peer relationships Index. décimale : PER Périodiques Résumé : In the general population, irritability is associated with later depression. Despite irritability being more prevalent in autistic children, the long-term sequelae are not well explored. We tested whether irritability in early childhood predicted depression symptoms in autistic adolescents, and whether associations could be explained by difficulties in peer relationships and lower educational engagement. Analyses tested the longitudinal associations between early childhood irritability (ages 3-5) and adolescent depression symptoms (age 14) in a prospective inception cohort of autistic children (N = 390), followed from early in development shortly after they received a clinical diagnosis. Mediators were measured in mid-childhood (age 10) by a combination of measures, from which latent factors for peer relationships and educational engagement were estimated. Results showed early childhood irritability was positively associated with adolescent depression symptoms, and this association remained when adjusting for baseline depression. A significant indirect pathway through peer relationships was found, which accounted for around 13% of the association between early childhood irritability and adolescent depression, suggesting peer problems may partially mediate the association between irritability and later depression. No mediation effects were found for education engagement. Results highlight the importance of early screening and intervention for co-occurring irritability and peer problems in young autistic children. En ligne : https://dx.doi.org/10.1017/S0954579422001316 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523
in Development and Psychopathology > 36-1 (February 2024) . - p.443-453[article] Longitudinal associations between early childhood irritability and adolescent depression symptoms in autistic children are mediated by peer relationships but not educational engagement [Texte imprimé et/ou numérique] / Virginia CARTER LENO, Auteur ; Nicola WRIGHT, Auteur ; Andrew PICKLES, Auteur ; Rachael BEDFORD, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Connor KERNS, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Eric DUKU, Auteur ; Teresa BENNETT, Auteur ; Stelios GEORGIADES, Auteur ; Isabel M. SMITH, Auteur ; Annie RICHARDS, Auteur ; Tracy VAILLANCOURT, Auteur ; Peter SZATMARI, Auteur ; Mayada ELSABBAGH, Auteur . - p.443-453.
Langues : Anglais (eng)
in Development and Psychopathology > 36-1 (February 2024) . - p.443-453
Mots-clés : autism depression educational achievement failure model irritability peer relationships Index. décimale : PER Périodiques Résumé : In the general population, irritability is associated with later depression. Despite irritability being more prevalent in autistic children, the long-term sequelae are not well explored. We tested whether irritability in early childhood predicted depression symptoms in autistic adolescents, and whether associations could be explained by difficulties in peer relationships and lower educational engagement. Analyses tested the longitudinal associations between early childhood irritability (ages 3-5) and adolescent depression symptoms (age 14) in a prospective inception cohort of autistic children (N = 390), followed from early in development shortly after they received a clinical diagnosis. Mediators were measured in mid-childhood (age 10) by a combination of measures, from which latent factors for peer relationships and educational engagement were estimated. Results showed early childhood irritability was positively associated with adolescent depression symptoms, and this association remained when adjusting for baseline depression. A significant indirect pathway through peer relationships was found, which accounted for around 13% of the association between early childhood irritability and adolescent depression, suggesting peer problems may partially mediate the association between irritability and later depression. No mediation effects were found for education engagement. Results highlight the importance of early screening and intervention for co-occurring irritability and peer problems in young autistic children. En ligne : https://dx.doi.org/10.1017/S0954579422001316 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523