3 recherche sur le mot-clé 'preschool depression'

Changes in self-reported and observed parenting following a randomized control trial of parent-child interaction therapy for the treatment of preschool depression / Diana J. WHALEN in Journal of Child Psychology and Psychiatry, 62-1 (January 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-1 (January 2021) . - p.86-96 Titre : Changes in self-reported and observed parenting following a randomized control trial of parent-child interaction therapy for the treatment of preschool depression Type de document : Texte imprimé et/ou numérique Auteurs : Diana J. WHALEN, Auteur ; Kirsten E. GILBERT, Auteur ; Joan L. LUBY, Auteur Article en page(s) : p.86-96 Langues : Anglais (eng) Mots-clés : Parenting practices  observational  parent-child interaction  parent-child interaction therapy  preschool depression Index. décimale : PER Périodiques Résumé : BACKGROUND: Parenting in early childhood exerts substantial influence over children's emotional health and development. Using data from a randomized controlled trial of a novel treatment for early childhood depression, Parent-Child Interaction Therapy Emotion Development (PCIT-ED), we explored two broad dimensions of parenting (behavior and affect) to determine whether any changes could be detected following treatment when compared to those in a waitlist control condition. METHOD: 229 caregiver-child dyads, 114 randomly assigned to PCIT-ED for preschool-onset depression, and 115 assigned to a waitlist completed two structured interaction tasks at baseline and post-treatment. Interactions were later coded by observer's blind to diagnostic and treatment status. RESULTS: Greater reductions were found in self-reported negative parenting behaviors and observed negative affect and greater increases in self-reported positive parenting behaviors and observed positive affect among the caregivers in the treatment group. Increases in the overall positivity of the observed interactional style of caregivers, but no observed parenting behavior change was found following treatment. Discrepancies between self-reported and observed parenting were greater among caregivers on the waitlist. CONCLUSIONS: Following PCIT-ED treatment, caregivers self-reported improvements in parenting practices and declines in punitive practices along with observed increases in positive affect and decreases in negative affect when interacting with their child. Moreover, coherence between self-reported and observed parenting was higher in the treatment group. These findings highlight the efficacy of PCIT-ED in improving parenting behaviors and the need to use multiple methods to assess parenting in treatment studies. En ligne : http://dx.doi.org/10.1111/jcpp.13263 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=435 [article] Changes in self-reported and observed parenting following a randomized control trial of parent-child interaction therapy for the treatment of preschool depression [Texte imprimé et/ou numérique] / Diana J. WHALEN, Auteur ; Kirsten E. GILBERT, Auteur ; Joan L. LUBY, Auteur . - p.86-96. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-1 (January 2021) . - p.86-96 Mots-clés : Parenting practices  observational  parent-child interaction  parent-child interaction therapy  preschool depression Index. décimale : PER Périodiques Résumé : BACKGROUND: Parenting in early childhood exerts substantial influence over children's emotional health and development. Using data from a randomized controlled trial of a novel treatment for early childhood depression, Parent-Child Interaction Therapy Emotion Development (PCIT-ED), we explored two broad dimensions of parenting (behavior and affect) to determine whether any changes could be detected following treatment when compared to those in a waitlist control condition. METHOD: 229 caregiver-child dyads, 114 randomly assigned to PCIT-ED for preschool-onset depression, and 115 assigned to a waitlist completed two structured interaction tasks at baseline and post-treatment. Interactions were later coded by observer's blind to diagnostic and treatment status. RESULTS: Greater reductions were found in self-reported negative parenting behaviors and observed negative affect and greater increases in self-reported positive parenting behaviors and observed positive affect among the caregivers in the treatment group. Increases in the overall positivity of the observed interactional style of caregivers, but no observed parenting behavior change was found following treatment. Discrepancies between self-reported and observed parenting were greater among caregivers on the waitlist. CONCLUSIONS: Following PCIT-ED treatment, caregivers self-reported improvements in parenting practices and declines in punitive practices along with observed increases in positive affect and decreases in negative affect when interacting with their child. Moreover, coherence between self-reported and observed parenting was higher in the treatment group. These findings highlight the efficacy of PCIT-ED in improving parenting behaviors and the need to use multiple methods to assess parenting in treatment studies. En ligne : http://dx.doi.org/10.1111/jcpp.13263 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=435

A novel early intervention for preschool depression: findings from a pilot randomized controlled trial / Joan L. LUBY in Journal of Child Psychology and Psychiatry, 53-3 (March 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-3 (March 2012) . - p.313-322 Titre : A novel early intervention for preschool depression: findings from a pilot randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Joan L. LUBY, Auteur ; Shannon LENZE, Auteur ; Rebecca TILLMAN, Auteur Année de publication : 2012 Article en page(s) : p.313-322 Langues : Anglais (eng) Mots-clés : Preschool depression  Parent–Child Interaction Therapy Index. décimale : PER Périodiques Résumé : Background:  Validation for depression in preschool children has been established; however, to date no empirical investigations of interventions for the early onset disorder have been conducted. Based on this and the modest efficacy of available treatments for childhood depression, the need for novel early interventions has been emphasized. Large effect sizes (ES) for preschool psychotherapies for several Axis I disorders suggest that earlier intervention in depression may also be promising. Therefore, a novel form of treatment for preschool depression, Parent–Child Interaction Therapy Emotion Development (PCIT-ED) was developed and tested. Methods:  A preliminary randomized controlled trial (RCT) was conducted comparing PCIT-ED to psycho-education in depressed 3- to 7-year-olds and their caregivers. A total of 54 patients met symptom criteria for DSM–IV major depressive disorder and were randomized, 19 patients completed the active treatment (n = 8 dropouts) and 10 completed psycho-education (n = 17 dropouts). Results:  Both groups showed significant improvement in several domains, with PCIT-ED showing significance in a greater number of domains. An intent-to-treat analysis suggested that PCIT-ED was significantly more effective than psycho-education on executive functioning (p = .011, ES = 0.12) and emotion recognition skills (p = .002, ES = 0.83). Conclusions:  The RCT proved feasible and suggests an individual control condition should be used in future trials to minimize differential dropout. These pilot data, although limited by power, suggest that PCIT-ED may be a promising early intervention for depression. Larger scale randomized controlled trials of PCIT-ED for depressed preschoolers are now warranted. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02483.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152 [article] A novel early intervention for preschool depression: findings from a pilot randomized controlled trial [Texte imprimé et/ou numérique] / Joan L. LUBY, Auteur ; Shannon LENZE, Auteur ; Rebecca TILLMAN, Auteur . - 2012 . - p.313-322. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-3 (March 2012) . - p.313-322 Mots-clés : Preschool depression  Parent–Child Interaction Therapy Index. décimale : PER Périodiques Résumé : Background:  Validation for depression in preschool children has been established; however, to date no empirical investigations of interventions for the early onset disorder have been conducted. Based on this and the modest efficacy of available treatments for childhood depression, the need for novel early interventions has been emphasized. Large effect sizes (ES) for preschool psychotherapies for several Axis I disorders suggest that earlier intervention in depression may also be promising. Therefore, a novel form of treatment for preschool depression, Parent–Child Interaction Therapy Emotion Development (PCIT-ED) was developed and tested. Methods:  A preliminary randomized controlled trial (RCT) was conducted comparing PCIT-ED to psycho-education in depressed 3- to 7-year-olds and their caregivers. A total of 54 patients met symptom criteria for DSM–IV major depressive disorder and were randomized, 19 patients completed the active treatment (n = 8 dropouts) and 10 completed psycho-education (n = 17 dropouts). Results:  Both groups showed significant improvement in several domains, with PCIT-ED showing significance in a greater number of domains. An intent-to-treat analysis suggested that PCIT-ED was significantly more effective than psycho-education on executive functioning (p = .011, ES = 0.12) and emotion recognition skills (p = .002, ES = 0.83). Conclusions:  The RCT proved feasible and suggests an individual control condition should be used in future trials to minimize differential dropout. These pilot data, although limited by power, suggest that PCIT-ED may be a promising early intervention for depression. Larger scale randomized controlled trials of PCIT-ED for depressed preschoolers are now warranted. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02483.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152

Early socioemotional competence, psychopathology, and latent class profiles of reparative prosocial behaviors from preschool through early adolescence / Meghan Rose DONOHUE in Development and Psychopathology, 32-2 (May 2020)  

Public ISBD [article]  inDevelopment and Psychopathology > 32-2 (May 2020) . - p.573-585 Titre : Early socioemotional competence, psychopathology, and latent class profiles of reparative prosocial behaviors from preschool through early adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Meghan Rose DONOHUE, Auteur ; Rebecca TILLMAN, Auteur ; Joan LUBY, Auteur Article en page(s) : p.573-585 Langues : Anglais (eng) Mots-clés : emotion understanding  growth mixture modeling  preschool depression  reparative behaviors  social functioning Index. décimale : PER Périodiques Résumé : Children who have difficulty using reparative behaviors following transgressions display a wide range of poorer social and emotional outcomes. Despite the importance of reparative skills, no study has charted the developmental trajectory of these behaviors or pinpointed predictors of poorer reparative abilities. To address these gaps in the literature, this study applied growth mixture modeling to parent reports of children's reparative behaviors (N = 230) in a 9-year longitudinal data set spanning from preschool to early adolescence. Three distinct trajectories of reparative behaviors were found: a low-stable, moderate-stable, and high-stable latent class. Poorer emotion understanding, social withdrawal, social rejection, and maladaptive guilt in the preschool period predicted membership in a low-stable reparative trajectory. Externalizing diagnoses, particularly conduct disorder and oppositional defiant disorder, also predicted membership in a low-stable reparative trajectory. Preschool-onset depression predicted membership in a low-stable reparative trajectory through high levels of maladaptive guilt. The findings from this study suggest that socioemotional deficits in the preschool period set children on longstanding trajectories of impaired reparative responding. Thus, emotion understanding, social functioning, maladaptive guilt, and early psychiatric symptoms should be targeted in early preventive interventions. En ligne : http://dx.doi.org/10.1017/s0954579419000397 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Early socioemotional competence, psychopathology, and latent class profiles of reparative prosocial behaviors from preschool through early adolescence [Texte imprimé et/ou numérique] / Meghan Rose DONOHUE, Auteur ; Rebecca TILLMAN, Auteur ; Joan LUBY, Auteur . - p.573-585. Langues : Anglais (eng) in Development and Psychopathology > 32-2 (May 2020) . - p.573-585 Mots-clés : emotion understanding  growth mixture modeling  preschool depression  reparative behaviors  social functioning Index. décimale : PER Périodiques Résumé : Children who have difficulty using reparative behaviors following transgressions display a wide range of poorer social and emotional outcomes. Despite the importance of reparative skills, no study has charted the developmental trajectory of these behaviors or pinpointed predictors of poorer reparative abilities. To address these gaps in the literature, this study applied growth mixture modeling to parent reports of children's reparative behaviors (N = 230) in a 9-year longitudinal data set spanning from preschool to early adolescence. Three distinct trajectories of reparative behaviors were found: a low-stable, moderate-stable, and high-stable latent class. Poorer emotion understanding, social withdrawal, social rejection, and maladaptive guilt in the preschool period predicted membership in a low-stable reparative trajectory. Externalizing diagnoses, particularly conduct disorder and oppositional defiant disorder, also predicted membership in a low-stable reparative trajectory. Preschool-onset depression predicted membership in a low-stable reparative trajectory through high levels of maladaptive guilt. The findings from this study suggest that socioemotional deficits in the preschool period set children on longstanding trajectories of impaired reparative responding. Thus, emotion understanding, social functioning, maladaptive guilt, and early psychiatric symptoms should be targeted in early preventive interventions. En ligne : http://dx.doi.org/10.1017/s0954579419000397 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426