67 recherche sur le mot-clé 'motivation'

Motivation, interest, and intentionality: The effects of autistic traits on mind wandering in a university sample / Leilani FORBY in Research in Autism, 133 (May 2026)  

Public ISBD [article]  inResearch in Autism > 133 (May 2026) . - p.202914 Titre : Motivation, interest, and intentionality: The effects of autistic traits on mind wandering in a university sample Type de document : texte imprimé Auteurs : Leilani FORBY, Auteur ; Edward Ho Hon LEUNG, Auteur ; Alan KINGSTONE, Auteur Article en page(s) : p.202914 Langues : Anglais (eng) Mots-clés : Autistic traits  Autism  Broad autism phenotype  Mind wandering  Intentional  Unintentional  Motivation  Interest Index. décimale : PER Périodiques Résumé : Mind wandering (MW) research has largely focused on samples assumed to be neurotypical, with little attention to how autistic traits might shape MW experiences. The current study used a trait-based approach to examine how autistic traits relate to MW frequency, motivation, interest, intentionality, and memory performance during a reading task. Sixty-six participants (48 females, 18 males) from a large North American university read two non-fiction chapters (one chapter on fossils, one on the troposphere) under separate probe-caught (PC) and self-caught (SC) conditions. While reading, participants reported MW episodes and indicated whether each was intentional or unintentional. Following each chapter, participants completed a memory task and rated their motivation and interest. Autistic traits were measured using the 10-item Autism quotient (AQ-10); autism diagnosis was not assessed. Across participants, higher momentary interest in the reading material was associated with reduced MW and better memory performance. AQ-10 score was positively correlated with interest in fossils. The interaction between AQ-10 score and reporting method approached significance, suggesting a possible tendency for the difference in MW reports between SC and PC conditions to increase with autistic trait level, however, this effect was inconclusive. Taken together, these findings add to the limited research on MW in individuals high in autistic traits and suggest that autistic traits may have limited affect on performance or how often MW occurs, but may play a role in how MW is reported across sampling methods. Further research is needed to determine if this pattern reflects differences in attentional monitoring or MW episode characteristics, and whether these findings generalize to people with a confirmed autism diagnosis. En ligne : https://doi.org/10.1016/j.reia.2026.202914 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] Motivation, interest, and intentionality: The effects of autistic traits on mind wandering in a university sample [texte imprimé] / Leilani FORBY, Auteur ; Edward Ho Hon LEUNG, Auteur ; Alan KINGSTONE, Auteur . - p.202914. Langues : Anglais (eng) in Research in Autism > 133 (May 2026) . - p.202914 Mots-clés : Autistic traits  Autism  Broad autism phenotype  Mind wandering  Intentional  Unintentional  Motivation  Interest Index. décimale : PER Périodiques Résumé : Mind wandering (MW) research has largely focused on samples assumed to be neurotypical, with little attention to how autistic traits might shape MW experiences. The current study used a trait-based approach to examine how autistic traits relate to MW frequency, motivation, interest, intentionality, and memory performance during a reading task. Sixty-six participants (48 females, 18 males) from a large North American university read two non-fiction chapters (one chapter on fossils, one on the troposphere) under separate probe-caught (PC) and self-caught (SC) conditions. While reading, participants reported MW episodes and indicated whether each was intentional or unintentional. Following each chapter, participants completed a memory task and rated their motivation and interest. Autistic traits were measured using the 10-item Autism quotient (AQ-10); autism diagnosis was not assessed. Across participants, higher momentary interest in the reading material was associated with reduced MW and better memory performance. AQ-10 score was positively correlated with interest in fossils. The interaction between AQ-10 score and reporting method approached significance, suggesting a possible tendency for the difference in MW reports between SC and PC conditions to increase with autistic trait level, however, this effect was inconclusive. Taken together, these findings add to the limited research on MW in individuals high in autistic traits and suggest that autistic traits may have limited affect on performance or how often MW occurs, but may play a role in how MW is reported across sampling methods. Further research is needed to determine if this pattern reflects differences in attentional monitoring or MW episode characteristics, and whether these findings generalize to people with a confirmed autism diagnosis. En ligne : https://doi.org/10.1016/j.reia.2026.202914 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

Motivation to participate in structured physical activity for autistic youth: A systematic scoping review / Michelle L. WONG in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2430-2444 Titre : Motivation to participate in structured physical activity for autistic youth: A systematic scoping review Type de document : texte imprimé Auteurs : Michelle L. WONG, Auteur ; Sonya GIRDLER, Auteur ; Bahareh AFSHARNEJAD, Auteur ; Nikos NTOUMANIS, Auteur ; Benjamin MILBOURN, Auteur ; Paul KEBBLE, Auteur ; Susan MORRIS, Auteur ; Melissa H. BLACK, Auteur Article en page(s) : p.2430-2444 Langues : Anglais (eng) Mots-clés : adolescents  autism  autism spectrum disorders  environmental factors  motivation  physical activity  school-age children  self-determination theory  youth Index. décimale : PER Périodiques Résumé : Autistic youth participate in less mainstream physical activity than their neurotypical peers. A scoping review was conducted to explore motivational factors influencing participation in structured physical activity for autistic youth. Relevant databases were searched using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses with the inclusion of stakeholder consultation, to synthesise existing literature describing the participation and motivations of autistic youth in structured physical activities. Eighteen publications met the eligibility criteria. Qualitative data were extracted and analysed using directed content analysis and then mapped to the motivational constructs of the self-determination theory. Autism-specific themes falling outside of the self-determination theory were coded inductively. Competence was the most reported psychological need (k = 14), with intrinsic motivation being the most common motivational regulator (k = 12). Inductive analysis revealed one additional theme, which was the impact of the sensory environment on autistic youths' motivation to participate. Findings indicate that meeting the psychological needs of autistic youth support self-determined motivation to participate in structured physical activities, although fulfilling these needs may differ from their neurotypical peers. Additional autism-specific factors may also influence motivation to participate in structured physical activities. Future research should examine motivational factors that support engagement in structured physical activities through the lens of autistic youth and their experiences. Lay abstract Autistic youth participate less in physical education classes and organised sport than their neurotypical peers. We conducted a review of existing studies to investigate what is known about what motivates (and does not motivate) autistic youth to take part in structured physical activities. We systematically searched electronic databases and found 18 publications that met the criteria to be included in this review. Data from these studies were extracted and mapped to the self-determination theory to identify factors that support (or undermine) motivation for autistic youth. We also discussed the findings with autistic individuals and other relevant stakeholders to discover how the review related to their experiences. Our results found competence (youth feeling competent in their athletic and social skills and abilities) to be the most reported psychological need impacting motivation for autistic youth. Intrinsic motivation (participating for enjoyment and satisfaction) was the most common facilitator of motivation. Autism-specific themes outside of the self-determination theory were mapped inductively, and we found that the sensory environment was a prominent theme reported to influence the motivation of autistic youth not covered by the self-determination theory. The findings of this review suggest that supporting the psychological needs of autistic youth can foster motivation to engage in physical activity, although how these needs are met can differ from their neurotypical peers. Future research should examine motivational factors that support engagement in structured physical activities through the lens of autistic youth and their experiences. En ligne : https://dx.doi.org/10.1177/13623613241240603 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Motivation to participate in structured physical activity for autistic youth: A systematic scoping review [texte imprimé] / Michelle L. WONG, Auteur ; Sonya GIRDLER, Auteur ; Bahareh AFSHARNEJAD, Auteur ; Nikos NTOUMANIS, Auteur ; Benjamin MILBOURN, Auteur ; Paul KEBBLE, Auteur ; Susan MORRIS, Auteur ; Melissa H. BLACK, Auteur . - p.2430-2444. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2430-2444 Mots-clés : adolescents  autism  autism spectrum disorders  environmental factors  motivation  physical activity  school-age children  self-determination theory  youth Index. décimale : PER Périodiques Résumé : Autistic youth participate in less mainstream physical activity than their neurotypical peers. A scoping review was conducted to explore motivational factors influencing participation in structured physical activity for autistic youth. Relevant databases were searched using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses with the inclusion of stakeholder consultation, to synthesise existing literature describing the participation and motivations of autistic youth in structured physical activities. Eighteen publications met the eligibility criteria. Qualitative data were extracted and analysed using directed content analysis and then mapped to the motivational constructs of the self-determination theory. Autism-specific themes falling outside of the self-determination theory were coded inductively. Competence was the most reported psychological need (k = 14), with intrinsic motivation being the most common motivational regulator (k = 12). Inductive analysis revealed one additional theme, which was the impact of the sensory environment on autistic youths' motivation to participate. Findings indicate that meeting the psychological needs of autistic youth support self-determined motivation to participate in structured physical activities, although fulfilling these needs may differ from their neurotypical peers. Additional autism-specific factors may also influence motivation to participate in structured physical activities. Future research should examine motivational factors that support engagement in structured physical activities through the lens of autistic youth and their experiences. Lay abstract Autistic youth participate less in physical education classes and organised sport than their neurotypical peers. We conducted a review of existing studies to investigate what is known about what motivates (and does not motivate) autistic youth to take part in structured physical activities. We systematically searched electronic databases and found 18 publications that met the criteria to be included in this review. Data from these studies were extracted and mapped to the self-determination theory to identify factors that support (or undermine) motivation for autistic youth. We also discussed the findings with autistic individuals and other relevant stakeholders to discover how the review related to their experiences. Our results found competence (youth feeling competent in their athletic and social skills and abilities) to be the most reported psychological need impacting motivation for autistic youth. Intrinsic motivation (participating for enjoyment and satisfaction) was the most common facilitator of motivation. Autism-specific themes outside of the self-determination theory were mapped inductively, and we found that the sensory environment was a prominent theme reported to influence the motivation of autistic youth not covered by the self-determination theory. The findings of this review suggest that supporting the psychological needs of autistic youth can foster motivation to engage in physical activity, although how these needs are met can differ from their neurotypical peers. Future research should examine motivational factors that support engagement in structured physical activities through the lens of autistic youth and their experiences. En ligne : https://dx.doi.org/10.1177/13623613241240603 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

L'entretien motivationnel / William Richard MILLER

Public ISBD Titre : L'entretien motivationnel : Aider la personne à engager le changement Type de document : texte imprimé Auteurs : William Richard MILLER, Auteur ; Stephen ROLLNICK, Auteur ; Philippe MICHAUD, Traducteur ; Dorothée LECALLIER, Traducteur Mention d'édition : 2e édition Editeur : Paris [France] : InterEditions Année de publication : 2013 Collection : Développement personnel, ISSN 1295-1552 Importance : 434 p. Format : 15,5 cm × 24,0 cm × 2,0 cm ISBN/ISSN/EAN : 978-2-7296-1361-7 Note générale : Glossaire Langues : Français (fre) Mots-clés : Entretien motivationnel  Motivation Index. décimale : SCI-F SCI-F - Psychologie Résumé : L'entretien motivationnel (EM) est une méthode de communication directive, centrée sur le client et directement inspirée de la technique de Carl Rogers. Cette méthode vise à obtenir un changement de comportement en associant la personne au processus. Elle est particulièrement utilisée dans les situations où les patients sont en difficultés pour évaluer la gravité de leur problème. Utilisable en amont du processus de soin, elle concerne toutes les problématiques de changement de comportement (soin, travail social, etc.). La 2e édition de l'ouvrage enrichi et refondu montre la diversité d'application de cette approche qui a été adoptée de par son effacité dans tous les domaines du soin et de l'accompagnement. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=272 L'entretien motivationnel : Aider la personne à engager le changement [texte imprimé] / William Richard MILLER, Auteur ; Stephen ROLLNICK, Auteur ; Philippe MICHAUD, Traducteur ; Dorothée LECALLIER, Traducteur  . -  2e édition . - Paris [France] : InterEditions, 2013 . - 434 p. ; 15,5 cm × 24,0 cm × 2,0 cm. - (Développement personnel, ISSN 1295-1552) . ISBN : 978-2-7296-1361-7 Glossaire Langues : Français (fre) Mots-clés : Entretien motivationnel  Motivation Index. décimale : SCI-F SCI-F - Psychologie Résumé : L'entretien motivationnel (EM) est une méthode de communication directive, centrée sur le client et directement inspirée de la technique de Carl Rogers. Cette méthode vise à obtenir un changement de comportement en associant la personne au processus. Elle est particulièrement utilisée dans les situations où les patients sont en difficultés pour évaluer la gravité de leur problème. Utilisable en amont du processus de soin, elle concerne toutes les problématiques de changement de comportement (soin, travail social, etc.). La 2e édition de l'ouvrage enrichi et refondu montre la diversité d'application de cette approche qui a été adoptée de par son effacité dans tous les domaines du soin et de l'accompagnement. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=272

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Pratique de l'entretien motivationnel en groupe / Christopher WAGNER

Public ISBD Titre : Pratique de l'entretien motivationnel en groupe Type de document : texte imprimé Auteurs : Christopher WAGNER, Directeur de publication ; Karen INGERSOLL, Directeur de publication ; Stephen ROLLNICK, Préfacier, etc. ; William Richard MILLER, Préfacier, etc. ; Philippe MICHAUD, Auteur ; Monique WHALEN, Traducteur Editeur : Paris [France] : InterEditions Année de publication : 2015 Collection : Développement personnel, ISSN 1295-1552 Importance : 560 p. Format : 15,5 cm × 24,0 cm × 3,0 cm ISBN/ISSN/EAN : 978-2-7296-1497-3 Langues : Français (fre) Mots-clés : Motivation  Entretien motivationnel Index. décimale : SCI-F SCI-F - Psychologie Résumé : Ce manuel très complet explicite les fondements et la pratique des groupes menés à l'aide de l'entretien motivationnel. Il en présente une grande variété d'application dans de nombreux contextes où le traitement ou l'éducation pour la santé sont effectués en séances collectives plutôt qu'individuellement. "L'EM en groupe ne consiste pas seulement en l'utilisation de l'EM individuel dans un cadre de groupe. D'autres aptitudes sont nécessaires pour garder l'équilibre entre les évolutions de chacun et celle du groupe dans son ensemble, pour encourager les participants à s'aider mutuellement dans le sens du changement et pour éviter que des processus dysfonctionnels ne s'installent. Ce livre décrit magnifiquement cet art. Les auteurs partagent avec sagesse et générosité leur expérience dans la mise en place, l'animation et l'évaluation des groupes d'EM. Avec ce nouvel ouvrage, Chris Wagner et Karen Ingersoll nous donne une vision très complète de l'état de la science sur l'EM en groupe." [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=272 Pratique de l'entretien motivationnel en groupe [texte imprimé] / Christopher WAGNER, Directeur de publication ; Karen INGERSOLL, Directeur de publication ; Stephen ROLLNICK, Préfacier, etc. ; William Richard MILLER, Préfacier, etc. ; Philippe MICHAUD, Auteur ; Monique WHALEN, Traducteur . - Paris [France] : InterEditions, 2015 . - 560 p. ; 15,5 cm × 24,0 cm × 3,0 cm. - (Développement personnel, ISSN 1295-1552) . ISBN : 978-2-7296-1497-3 Langues : Français (fre) Mots-clés : Motivation  Entretien motivationnel Index. décimale : SCI-F SCI-F - Psychologie Résumé : Ce manuel très complet explicite les fondements et la pratique des groupes menés à l'aide de l'entretien motivationnel. Il en présente une grande variété d'application dans de nombreux contextes où le traitement ou l'éducation pour la santé sont effectués en séances collectives plutôt qu'individuellement. "L'EM en groupe ne consiste pas seulement en l'utilisation de l'EM individuel dans un cadre de groupe. D'autres aptitudes sont nécessaires pour garder l'équilibre entre les évolutions de chacun et celle du groupe dans son ensemble, pour encourager les participants à s'aider mutuellement dans le sens du changement et pour éviter que des processus dysfonctionnels ne s'installent. Ce livre décrit magnifiquement cet art. Les auteurs partagent avec sagesse et générosité leur expérience dans la mise en place, l'animation et l'évaluation des groupes d'EM. Avec ce nouvel ouvrage, Chris Wagner et Karen Ingersoll nous donne une vision très complète de l'état de la science sur l'EM en groupe." [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=272

Contenu

• Les groupes thérapeutiques / Christopher WAGNER
• Présentation de l'entretien motivationnel / Christopher WAGNER
• Associer entretien motivationel et approche de groupe / Christopher WAGNER
• Évaluations disponibles sur les groupes d'EM / Christopher WAGNER
• Concevoir un groupe d'entretien motivationnel / Christopher WAGNER
• La mise en oeuvre des groupes d'entretien motivationnel / Christopher WAGNER
• Structurer les conversations de groupe / Christopher WAGNER
• Phase I : Engager le groupe / Christopher WAGNER
• Phase III : Elargir les perspectives / Christopher WAGNER
• Phase IV : L'entrée dans l'action / Christopher WAGNER
• Phase II : L'exploration des situation / Christopher WAGNER
• Groupes d'EM, addiction et obligation de soin / Sandra S. DOWNEY
• Groupes combinant l'entretien motivationnel et le modèle transthéorique dans les addictions / Mary MARDEN VELASQUEZ
• Groupes motivationnels de renforcement pour les femmes souffrant d'addiction / Frances JASIURA
• Les groupes d'entretien motivationnel pour les patients à double diagnostic / Steve MARTINO
• Groupes motivationnels pour les personnes souffrant d'affections chroniques / Claire LANE
• Les groupes d'entretien motivationnel pour la gestion du poids / Erin C. DUNN
• Groupes motivationnels pour hommes ayant commis des violences conjugales / Ann CARDEN
• Les groupes motivationnels pour les hommes auteurs d'agression sexuelle / David S. PRESCOTT
• Les groupes motivationnels pour adolescents et jeunes adultes / Sarah W. FELDSTEIN-EWING

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Complex Interplay Between Cognitive Ability and Social Motivation in Predicting Social Skill: A Unique Role for Social Motivation in Children With Autism / Elena ITSKOVICH in Autism Research, 14-1 (January 2021)  

Public ISBD [article]  inAutism Research > 14-1 (January 2021) . - p.86-92 Titre : Complex Interplay Between Cognitive Ability and Social Motivation in Predicting Social Skill: A Unique Role for Social Motivation in Children With Autism Type de document : texte imprimé Auteurs : Elena ITSKOVICH, Auteur ; Olena ZYGA, Auteur ; Robin A. LIBOVE, Auteur ; Jennifer M. PHILLIPS, Auteur ; Joseph P. GARNER, Auteur ; Karen J. PARKER, Auteur Article en page(s) : p.86-92 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  children  cognitive dysfunction  intelligence tests  motivation  social skill  socialization Index. décimale : PER Périodiques Résumé : Impairment in social interaction is a core feature of autism spectrum disorder (ASD), but the factors which contribute to this social skill deficiency are poorly understood. Previous research has shown that cognitive ability can impact social skill development in ASD. Yet, children with ASD whose cognitive abilities are in the normal range nevertheless demonstrate deficits in social skill. More recently, the social motivation theory of ASD has emerged as a framework by which to understand how failure to seek social experiences may lead to social skill deficits. This study was designed to better understand the relationships between cognitive ability, social motivation, and social skill in a well-characterized cohort of children with ASD (n = 79), their unaffected siblings (n = 50), and unrelated neurotypical controls (n = 60). The following instruments were used: The Stanford-Binet intelligence quotient (IQ), the Social Responsiveness Scale's Social Motivation Subscale, and the Vineland Adaptive Behavior Scales' Socialization Standard Score. We found that lower cognitive ability contributed to diminished social skill, but did so universally in all children. In contrast, social motivation strongly predicted social skill only in children with ASD, such that those with the lowest social motivation exhibited the greatest social skill impairment. Notably, this relationship was observed across a large range of intellectual ability but was most pronounced in those with IQs ≥ 80. These findings establish a unique link between social motivation and social skill in ASD and support the hypothesis that low social motivation may impair social skill acquisition in this disorder, particularly in children without intellectual disability. LAY SUMMARY: The relationships between cognitive ability, social motivation, and social skill are poorly understood. Here we report that cognitive ability predicts social skill in all children, whereas social motivation predicts social skill only in children with autism. These results establish a unique link between social motivation and social skill in autism, and suggest that low social motivation may impair social skill acquisition in this disorder, particularly in those without intellectual disability. En ligne : http://dx.doi.org/10.1002/aur.2409 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441 [article] Complex Interplay Between Cognitive Ability and Social Motivation in Predicting Social Skill: A Unique Role for Social Motivation in Children With Autism [texte imprimé] / Elena ITSKOVICH, Auteur ; Olena ZYGA, Auteur ; Robin A. LIBOVE, Auteur ; Jennifer M. PHILLIPS, Auteur ; Joseph P. GARNER, Auteur ; Karen J. PARKER, Auteur . - p.86-92. Langues : Anglais (eng) in Autism Research > 14-1 (January 2021) . - p.86-92 Mots-clés : autism spectrum disorder  children  cognitive dysfunction  intelligence tests  motivation  social skill  socialization Index. décimale : PER Périodiques Résumé : Impairment in social interaction is a core feature of autism spectrum disorder (ASD), but the factors which contribute to this social skill deficiency are poorly understood. Previous research has shown that cognitive ability can impact social skill development in ASD. Yet, children with ASD whose cognitive abilities are in the normal range nevertheless demonstrate deficits in social skill. More recently, the social motivation theory of ASD has emerged as a framework by which to understand how failure to seek social experiences may lead to social skill deficits. This study was designed to better understand the relationships between cognitive ability, social motivation, and social skill in a well-characterized cohort of children with ASD (n = 79), their unaffected siblings (n = 50), and unrelated neurotypical controls (n = 60). The following instruments were used: The Stanford-Binet intelligence quotient (IQ), the Social Responsiveness Scale's Social Motivation Subscale, and the Vineland Adaptive Behavior Scales' Socialization Standard Score. We found that lower cognitive ability contributed to diminished social skill, but did so universally in all children. In contrast, social motivation strongly predicted social skill only in children with ASD, such that those with the lowest social motivation exhibited the greatest social skill impairment. Notably, this relationship was observed across a large range of intellectual ability but was most pronounced in those with IQs ≥ 80. These findings establish a unique link between social motivation and social skill in ASD and support the hypothesis that low social motivation may impair social skill acquisition in this disorder, particularly in children without intellectual disability. LAY SUMMARY: The relationships between cognitive ability, social motivation, and social skill are poorly understood. Here we report that cognitive ability predicts social skill in all children, whereas social motivation predicts social skill only in children with autism. These results establish a unique link between social motivation and social skill in autism, and suggest that low social motivation may impair social skill acquisition in this disorder, particularly in those without intellectual disability. En ligne : http://dx.doi.org/10.1002/aur.2409 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441

Conceptions de l’intelligence, motivation et réussite scolaire : une revue de littérature / Rémi DORGNIER in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 196 (Juin-Juillet 2025)

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Examining the contribution of motivation in the job search of youth with developmental language disorder / Frédéric GUAY ; Marie-Catherine ST-PIERRE in Autism & Developmental Language Impairments, 8 (January-December 2023)  

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Grognon, le Lion / Nadia BERGHELLA

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La motivation et la déficience intellectuelle / Luc LECAVALIER

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Parsing the heterogeneity of social motivation in autism / Lacey CHETCUTI in Journal of Child Psychology and Psychiatry, 66-9 (September 2025)  

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