1
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Gimenez G, Mediavilla M, Giuliodori D, Rusteholz GC. Bullying at School and Students' Learning Outcomes: International Perspective and Gender Analysis. JOURNAL OF INTERPERSONAL VIOLENCE 2024; 39:2733-2760. [PMID: 38254295 DOI: 10.1177/08862605231222457] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/24/2024]
Abstract
The present study empirically investigates how school-based bullying victimization affects students' learning outcomes, taking into consideration international and gender perspectives. The main objective of the present research is to provide a better understanding of the consequences of bullying victimization in the learning process of adolescents. We estimate a statistical function that empirically establishes the relationship between the students' outcomes in mathematics, reading, and science (output) and a wide set of explanatory variables (educational factors), one of which is that of being bullied. The present study uses a large sample of 612,004 students between 15 and 16 years old, attending 21,903 schools in 79 countries. The data come from the 2018 round of the Programme for International Student Assessment. The results indicate that bullying victimization is associated with decreases in academic achievement in mathematics, reading, and science. In addition, no relevant differences by gender are observed in reading and science but, other factors being equal, bullied males score less than bullied females in mathematics.
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Affiliation(s)
| | | | - David Giuliodori
- Instituto de Economía y Finanzas, Universidad de Córdoba, Argentina
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2
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All K, Chawarska K, Macari SL. Early executive functioning predicts externalizing problems in neurodiverse preschoolers. Autism Res 2024; 17:1053-1065. [PMID: 38476104 PMCID: PMC11251695 DOI: 10.1002/aur.3109] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2023] [Accepted: 01/31/2024] [Indexed: 03/14/2024]
Abstract
Children with autism spectrum disorder (ASD) often exhibit externalizing problems, which have been linked with increased anxiety and depression, peer rejection, and parental stress. Identification of early predictors of externalizing behaviors in autism will facilitate identification of vulnerable children and implementation of early preventative interventions. There is ample evidence that executive functioning, social functioning, and temperament are predictive of later externalizing problems in general populations, but less is known about these relations in ASD and other neurodiverse populations, particularly in the early preschool years. To address this gap, we assessed the relations between executive functioning, social functioning, and temperament at age 3 and externalizing problems at age 5 in a sample of neurodiverse children with ASD and other neurodevelopmental disorders and delays. Analyses revealed that severity of early executive functioning impairment predicted increased externalizing problems. Severity of social autism symptoms moderated this relationship such that the effect of executive functioning on externalizing problems decreased as autism symptoms increased. These findings suggest that executive functioning is an important target for identifying and developing interventions for vulnerable children and underscore the necessity of considering severity of autism symptoms when researching the development of externalizing problems in children with neurodevelopmental disorders.
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Affiliation(s)
- Katherine All
- Child Study Center, Yale University School of Medicine, New Haven, Connecticut, USA
| | - Katarzyna Chawarska
- Child Study Center, Yale University School of Medicine, New Haven, Connecticut, USA
| | - Suzanne L Macari
- Child Study Center, Yale University School of Medicine, New Haven, Connecticut, USA
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3
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Savopoulos P, Bryant C, Fogarty A, Conway LJ, Fitzpatrick KM, Condron P, Giallo R. Intimate Partner Violence and Child and Adolescent Cognitive Development: A Systematic Review. TRAUMA, VIOLENCE & ABUSE 2023; 24:1882-1907. [PMID: 35666939 DOI: 10.1177/15248380221082081] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
Intimate partner violence (IPV) is a public health and human rights issue, with millions of children affected worldwide. While several reviews have explored the emotional-behavioural functioning of children exposed to IPV, this review aimed to examine the relationship between children's exposure to IPV and their cognitive development, and to identify associated factors such as aspects of parenting. The databases MEDLINE, PsycInfo, EMBASE, Family and Society Studies Worldwide, CINAHL, and ERIC were searched using key words related to IPV, such as domestic, family, partner, interparental, spousal, marital, violence, abuse, aggression, assault, combined with key words related to cognitive functioning, such as neuropsychological, executive, intelligence, learning, memory, and key words related to children and adolescents. A total of 38 studies met the criteria for review which included reporting an estimate of the relationship between IPV and cognition using direct assessments of cognitive functioning. Approximately 70% of studies found a relationship between IPV and poorer cognitive functioning, with general IQ the most frequently assessed domain of functioning, followed by verbal abilities and academic skills. Most studies assessed skills during early childhood, with fewer studies assessing children during middle childhood and adolescence. Results were consistent across cognitive domains and developmental stages. In terms of factors associated with IPV and cognition, a range of demographic, individual, and family factors were included, with several studies exploring mediating and moderating mechanisms. The findings suggest that IPV in childhood is associated with poorer cognitive skills across a range of domains. Implications for policy, practice and research are discussed.
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Affiliation(s)
- Priscilla Savopoulos
- Murdoch Children's Research Institute, Parkville, VIC, Australia
- School of Psychological Sciences, University of Melbourne, Parkville, VIC, Australia
| | - Christina Bryant
- School of Psychological Sciences, University of Melbourne, Parkville, VIC, Australia
| | - Alison Fogarty
- Murdoch Children's Research Institute, Parkville, VIC, Australia
| | - Laura J Conway
- Murdoch Children's Research Institute, Parkville, VIC, Australia
- Department of Paediatrics, University of Melbourne, Parkville, VIC, Australia
| | | | - Patrick Condron
- University Library, University of Melbourne, Parkville, VIC, Australia
| | - Rebecca Giallo
- Murdoch Children's Research Institute, Parkville, VIC, Australia
- Department of Paediatrics, University of Melbourne, Parkville, VIC, Australia
- La Trobe University, Bundoora, VIC, Australia
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4
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Zhou X, Huang J, Qin S, Tao K, Ning Y. Family intimacy and adolescent peer relationships: investigating the mediating role of psychological capital and the moderating role of self-identity. Front Psychol 2023; 14:1165830. [PMID: 37457090 PMCID: PMC10344464 DOI: 10.3389/fpsyg.2023.1165830] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2023] [Accepted: 06/05/2023] [Indexed: 07/18/2023] Open
Abstract
According to existing research, family intimacy affects the formation of peer relationships among adolescents; Parent-child relationships may influence children's relationships with peers, but the mechanism of its influence is still unclear due to the uncertainty of its effect. According to the ecological systems theory, this study examines how family intimacy affects adolescent peer relationships through psychological capital and how self-identity moderates this effect. These hypotheses were tested based on a survey of 414 adolescents, which showed that family intimacy positively affects adolescent peer relationships; The relationship between family intimacy and adolescent peer relationships is mediated by psychological capital; Self-identity positively moderates the direct effects of family intimacy and adolescent peer relationships; Self-identity not only positively moderates the direct effect of psychological capital and adolescent peer relationship, but also positively moderates the indirect effect of family intimacy on adolescent peer relationship through psychological capital. This study provides new perspectives on the relevant mechanism of family intimacy and adolescent peer relationships.
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Affiliation(s)
- Xin Zhou
- School of Humanities and Education, Enshi Vocational and Technical College, Enshi, China
| | - Jin Huang
- School of Economics and Management, Enshi Vocational and Technical College, Enshi, China
| | - Sushu Qin
- School of Economics and Management, Hubei Minzu University, Enshi, China
| | - Kangsheng Tao
- School of Business Administration, Zhongnan University of Economics and Law, Wuhan, China
| | - Yumei Ning
- School of Business Administration, Zhongnan University of Economics and Law, Wuhan, China
- Business School, Yulin Normal University, Yulin, China
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5
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Labelle F, Béliveau MJ, Jauvin K, Akzam-Ouellette MA. Intellectual Profiles of Clinic-Referred Preschoolers. CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY 2023; 38:127-143. [PMID: 37188170 PMCID: PMC10176752 DOI: 10.1177/08295735231154670] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/24/2023]
Abstract
Intellectual impairments in preschoolers have been widely studied. A regularity that emerges is that children's intellectual impairments have an important impact on later adjustments in life. However, few studies have looked at the intellectual profiles of young psychiatric outpatients. This study aimed to describe the intelligence profile of preschoolers referred to psychiatry for various cognitive and behavioral problems in terms of verbal, nonverbal, and full-scale IQ and to examine their association with diagnoses. Three hundred four clinical records from young children aged under 7 years and 3 months who consulted at an outpatient psychiatric clinic and who had one intellectual assessment with a Wechsler Preschool and Primary Scale of Intelligence were reviewed. Verbal IQ (VIQ), Nonverbal IQ (NVIQ), and Full-scale IQ (FSIQ) were extracted. Hierarchical cluster analysis using Ward's method was employed to organize data into groups. The children had, on average, a FSIQ of 81, which is significantly lower than that expected in the general population. Four clusters were identified by the hierarchical clusters analysis. Three were characterized by low, average, and high intellectual ability. The last cluster was characterized by a verbal deficit. Findings also revealed that children's diagnoses were not related to any specific cluster, except for children with an intellectual disability with, as expected, low abilities. Children referred to an intellectual assessment in an early childhood mental health clinic showed an altered intellectual development, more specifically in the verbal domain.
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Affiliation(s)
- Fannie Labelle
- Psychology Department, Université de
Montréal, Montréal, QC, Canada
| | - Marie-Julie Béliveau
- Psychology Department, Université de
Montréal, Montréal, QC, Canada
- Hôpital en santé mentale
Rivière-des-Prairies, CIUSSS - Du Nord-de-l’île-de-Montréal, Montréal, QC,
Canada
| | - Karine Jauvin
- Psychology Department, Université de
Montréal, Montréal, QC, Canada
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6
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Karcher NR, Merchant J, Rappaport BI, Barch DM. Associations with youth psychotic-like experiences over time: Evidence for trans-symptom and specific cognitive and neural risk factors. JOURNAL OF PSYCHOPATHOLOGY AND CLINICAL SCIENCE 2023; 132:514-526. [PMID: 37023280 PMCID: PMC10164137 DOI: 10.1037/abn0000820] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/08/2023]
Abstract
The current study examined whether impairments in cognitive and neural factors at baseline (ages 9-10) predict initial levels or changes in psychotic-like experiences (PLEs) and whether such impairments generalize to other psychopathology symptoms (i.e., internalizing and externalizing symptoms). Using unique longitudinal Adolescent Brain Cognitive Development Study data, the study examined three time points from ages 9 to 13. Univariate latent growth models examined associations between baseline cognitive and neural metrics with symptom measures using discovery (n = 5,926) and replication (n = 5,952) data sets. For symptom measures (i.e., PLEs, internalizing, externalizing), we examined mean initial levels (i.e., intercepts) and changes over time (i.e., slopes). Predictors included neuropsychological test performance, global structural MRI, and several a priori within-network resting-state functional connectivity metrics. Results showed a pattern whereby baseline cognitive and brain metric impairments showed the strongest associations with PLEs over time. Lower cognitive, volume, surface area, and cingulo-opercular within-network connectivity metrics showed associations with increased PLEs and higher initial levels of externalizing and internalizing symptoms. Several metrics were uniquely associated with PLEs, including lower cortical thickness with higher initial PLEs and lower default mode network connectivity with increased PLEs slopes. Neural and cognitive impairments in middle childhood were broadly associated with increased PLEs over time, and showed stronger associations with PLEs compared with other psychopathology symptoms. The current study also identified markers potentially uniquely associated with PLEs (e.g., cortical thickness). Impairments in broad cognitive metrics, brain volume and surface area, and a network associated with information integration may represent risk factors for general psychopathology. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
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Affiliation(s)
| | - Jaisal Merchant
- Department of Psychology, Washington University in St. Louis
| | | | - Deanna M. Barch
- Department of Psychiatry, Washington University School of Medicine
- Department of Psychology, Washington University in St. Louis
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7
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Zhang Q, Liu S, Wang Z, Cheng N. Developmental cascades of behavior problems and cognitive ability from toddlerhood to middle childhood: A 9-year longitudinal study. Early Hum Dev 2023; 179:105731. [PMID: 36867982 DOI: 10.1016/j.earlhumdev.2023.105731] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/05/2022] [Revised: 02/01/2023] [Accepted: 02/14/2023] [Indexed: 02/19/2023]
Abstract
Little is known about the direction, ordering, and uniqueness of longitudinal associations between behavior problems and cognitive ability, from toddlerhood to middle childhood. A developmental cascade model was tested in the present study to examine the transactional processes in 103 Chinese children at the ages of 1, 2, 7, and 9 years. Behavior problems were assessed using the maternal reported Infant-Toddler Social and Emotional Assessment at the ages of 1, 2 and parental reported Children Behavior Checklist at the ages of 7, 9. Cognitive ability was measured using Bayley Scales of Infant and Toddler Development at the ages of 1, 2 and Wechsler Intelligence Scale for Children at the ages of 7, 9. The results revealed the stability of behavior problems and cognitive ability from age 1 to age 9 years and concurrent associations between externalizing and internalizing problems. Unique longitudinal associations were identified between (1) age 1 cognitive ability and age 2 internalizing problems, (2) age 2 externalizing problems and age 7 internalizing problems, (3) age 2 externalizing problems and age 7 cognitive ability, (4) age 7 cognitive ability and age 9 externalizing problems. The results indicated essential targets for future interventions aimed at reducing children's behavior problems at 2 years old and promoting cognitive ability at 1 year old and 7 years old.
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Affiliation(s)
- Qing Zhang
- Beijing Key Lab of "Learning and Cognition", Research Center for Child Development, School of Psychology, Capital Normal University, 100037 Beijing, China; Key Laboratory of Behavioral Sciences, Institute of Psychology, Chinese Academy of Sciences, 100101 Beijing, China; Department of Psychology, University of Chinese Academy of Sciences, 100101 Beijing, China
| | - Siman Liu
- School of Humanities and Social Sciences, Beijing Institute of Technology, Beijing, China
| | - Zhengyan Wang
- Beijing Key Lab of "Learning and Cognition", Research Center for Child Development, School of Psychology, Capital Normal University, 100037 Beijing, China
| | - Nanhua Cheng
- Beijing Key Lab of "Learning and Cognition", Research Center for Child Development, School of Psychology, Capital Normal University, 100037 Beijing, China.
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Buchanan CM, Zietz S, Lansford JE, Skinner AT, Di Giunta L, Dodge KA, Gurdal S, Liu Q, Long Q, Oburu P, Pastorelli C, Sorbring E, Steinberg L, Tapanya S, Uribe Tirado LM, Yotanyamaneewong S, Alampay LP, Al-Hassan S, Bacchini D, Bornstein MH, Chang L, Deater-Deckard K. Typicality and trajectories of problematic and positive behaviors over adolescence in eight countries. Front Psychol 2023; 13:991727. [PMID: 36817375 PMCID: PMC9930608 DOI: 10.3389/fpsyg.2022.991727] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2022] [Accepted: 12/13/2022] [Indexed: 01/27/2023] Open
Abstract
In this study, we examine the predictions of a storm and stress characterization of adolescence concerning typicality and trajectories of internalizing, externalizing, and wellbeing from late childhood through late adolescence. Using data from the Parenting Across Cultures study, levels and trajectories of these characteristics were analyzed for 1,211 adolescents from 11 cultural groups across eight countries. Data were longitudinal, collected at seven timepoints from 8 to 17 years of age. Results provide more support for a storm and stress characterization with respect to the developmental trajectories of behavior and characteristics from childhood to adolescence or across the adolescent years than with respect to typicality of behavior. Overall, adolescents' behavior was more positive than negative in all cultural groups across childhood and adolescence. There was cultural variability in both prevalence and trajectories of behavior. The data provide support for arguments that a more positive and nuanced characterization of adolescence is appropriate and important.
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Affiliation(s)
- Christy M. Buchanan
- Department of Psychology, Wake Forest University, Winston-Salem, NC, United States
| | - Susannah Zietz
- Center for Child and Family Policy, Duke University, Durham, NC, United States
| | | | - Ann T. Skinner
- Center for Child and Family Policy, Duke University, Durham, NC, United States
| | - Laura Di Giunta
- Department of Psychology, Università di Roma “La Sapienza”, Rome, Italy
| | - Kenneth A. Dodge
- Center for Child and Family Policy, Duke University, Durham, NC, United States
| | - Sevtap Gurdal
- Centre for Child and Youth Studies, University West, Trollhättan, Sweden
| | - Qin Liu
- Department of Maternal and Child Health and Adolescent Health, Chongqing Medical University, Chongqing, China
| | - Qian Long
- Global Health, Duke Kunshan University, Kunshan, Jiangsu, China
| | - Paul Oburu
- Department of Educational Psychology, Maseno University, Maseno, Kenya
| | | | - Emma Sorbring
- Centre for Child and Youth Studies, University West, Trollhättan, Sweden
| | - Laurence Steinberg
- Department of Psychology, Temple University, Philadelphia, PA, United States
- Department of Psychology, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Sombat Tapanya
- Department of Psychiatry, Chiang Mai University, Chiang Mai, Thailand
| | | | | | - Liane P. Alampay
- Department of Psychology, Ateneo de Manila University, Quezon City, Philippines
| | | | - Dario Bacchini
- Department of Humanistic Studies, University of Naples “Federico II”, Naples, Italy
| | - Marc H. Bornstein
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (NIH), Bethesda, MD, United States
- United Nations Children’s Fund (UNICEF), New York, NY, United States
- Institute for Fiscal Studies, London, United Kingdom
| | - Lei Chang
- Department of Psychology, University of Macau, Taipa, China
| | - Kirby Deater-Deckard
- Psychological and Brain Sciences, University of Massachusetts Amherst, Amherst, MA, United States
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CÎNDEA A, PREDOI MC. Influenţa stilului parental asupra comportamentului agresiv şi a stimei de sine în cazul elevilor de liceu. PSIHOLOGIE. REVISTA ȘTIINȚIFICO-PRACTICĂ = PSYCHOLOGY. SCIENTIFIC-PRACTICAL JOURNAL 2022. [DOI: 10.46728/pspj.2022.v41.i2.p3-13] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
The present research focuses on the study of the relationship between parenting styles, self-esteem and aggressive behaviors in high school students. To carry out the study, a number of 60 students between the ages of 14 and 19 from rural areas were selected, and to test the proposed hypotheses, three tools validated on the Romanian population were used: Aggression Test (A.H. Buss & M. Perry), Self-Esteem Scale and Authority Questionnaire (PAQ). The results illustrate positive, statistically signifi cant correlations between the authoritarian parenting style and the aggressive behaviors of adolescents manifested through verbal aggression, hostility and anger. Adolescents’self-esteem correlates negatively with their verbal aggression and positively with their anger and hostility. The results show a statistically signifi cant negative correlation between adolescent self-esteem and permissive parenting style.
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10
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Willis BM, Kersh PP, Buchanan CM, Cole VT. Internalizing and externalizing pathways to high-risk substance use and geographic location in Australian adolescents. Front Psychol 2022; 13:933488. [PMID: 35992437 PMCID: PMC9387922 DOI: 10.3389/fpsyg.2022.933488] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2022] [Accepted: 07/18/2022] [Indexed: 11/21/2022] Open
Abstract
One specific instantiation of the storm-and-stress view of adolescence is the idea that “normal” adolescence involves high-risk substance use behaviors. However, although uptake of some substance use behaviors is more common during adolescence than other life stages, it is clear that not all adolescents engage in risky substance use—and among those who do, there is much variation in emotional, behavioral, and contextual precursors of this behavior. One such set of predictors forms the internalizing pathway to substance use disorder, whereby internalizing symptoms in childhood such as negative affect and anxiety set off a chain of consequences culminating in high-risk substance use in late adolescence. However, findings linking internalizing symptoms to substance use are mixed, and it is clear that this link varies across adolescents and contexts. One heretofore unanswered question is whether and how geographic location, specifically whether the adolescent lives in an urban or rural location, moderates this link. The current report is a secondary analysis of data from the Longitudinal Study of Australian Children (LSAC; N = 2,285), in which we examined the link between internalizing symptoms in childhood and initiation of substance use through age 19. Using a multiple event process survival mixture model (MEPSUM), we identified three trajectories of substance use initiation in adolescence: one (65.7% of the sample) characterized by near-complete abstinence until late adolescence, another (27.2%) by earlier initiation of alcohol, nicotine, and cannabis, and another (7.2%) by early initiation of these substances and later initiation of more hazardous drugs such as cocaine and methamphetamine. Although childhood externalizing symptoms increased the risk of being in the second or third class, internalizing symptoms decreased risk when rural and non-rural adolescents were considered together. Few effects of rurality were found, but the negative relationship between internalizing at age 10 and high-risk substance use was only observed among non-rural adolescents. This finding, which was inconsistent with our initial predictions that rurality might confer higher risk for substance use, instead suggests a potentially protective effect of internalizing symptoms for engagement in risky substance use which may differ based on an adolescent’s geographical context.
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Reif LK, van Olmen J, McNairy ML, Ahmed S, Putta N, Bermejo R, Nugent R, Paintsil E, Daelmans B, Varghese C, Sugandhi N, Abrams EJ. Models of lifelong care for children and adolescents with chronic conditions in low-income and middle-income countries: a scoping review. BMJ Glob Health 2022; 7:bmjgh-2021-007863. [PMID: 35787510 PMCID: PMC9255401 DOI: 10.1136/bmjgh-2021-007863] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2021] [Accepted: 05/03/2022] [Indexed: 01/18/2023] Open
Abstract
Globally, non-communicable diseases (NCDs) or chronic conditions account for one-third of disability-adjusted life-years among children and adolescents under the age of 20. Health systems must adapt to respond to the growing burden of NCDs among children and adolescents who are more likely to be marginalised from healthcare access and are at higher risk for poor outcomes. We undertook a review of recent literature on existing models of chronic lifelong care for children and adolescents in low-income and middle-income countries with a variety of NCDs and chronic conditions to summarise common care components, service delivery approaches, resources invested and health outcomes.
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Affiliation(s)
- Lindsey K Reif
- Center for Global Health, Department of Medicine, Weill Cornell Medicine, New York, NY, USA
| | - Josefien van Olmen
- Department of Primary and Interdisciplinary Care, University of Antwerp, Antwerpen, Belgium
- Department of Public Health, Institute of Tropical Medicine, Antwerp, Belgium
| | - Margaret L McNairy
- Center for Global Health, Department of Medicine, Weill Cornell Medicine, New York, NY, USA
- Division of General Internal Medicine, Department of Medicine, Weill Cornell Medicine, New York, NY, USA
| | - Saeed Ahmed
- Baylor College of Medicine International Paediatric AIDS Initiative, Texas Children's Hospital, Houston, TX, USA
| | - Nande Putta
- Child Survival and Development, UNICEF, New York, NY, USA
| | | | - Rachel Nugent
- Center for Global NCDs, RTI International, Edmonds, Washington, USA
| | - Elijah Paintsil
- Pediatrics, Yale University School of Medicine, New Haven, Connecticut, USA
| | - Bernadette Daelmans
- Department of Maternal, Newborn, Child, and Adolescent Health and Ageing, World Health Organization, Geneva, Switzerland
| | - Cherian Varghese
- Department of Non-Communicable Diseases, World Health Organization, Geneva, Switzerland
| | | | - Elaine J Abrams
- ICAP at Columbia University, New York, NY, USA
- Department of Pediatrics, Vagelos College of Physicians and Surgeons, Columbia University Irving Medical Center, New York, NY, USA
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12
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Neely-Prado A, van Elk M, Navarrete G, Hola F, Huepe D. Social Adaptation in Context: The Differential Role of Religiosity and Self-Esteem in Vulnerable vs. Non-vulnerable Populations - A Registered Report Study. Front Psychol 2021; 12:519623. [PMID: 34899444 PMCID: PMC8652253 DOI: 10.3389/fpsyg.2021.519623] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2019] [Accepted: 10/20/2021] [Indexed: 11/13/2022] Open
Abstract
There is evidence that religiosity and self-esteem are positively related, while self-esteem and religiosity in turn predict successful social adaptation. Moreover, self-esteem has been shown to be directly related to social adaptation in vulnerable contexts. In this registered report study, we tested the hypothesis that religiosity has a positive influence on social adaptation for people living in vulnerable contexts and that self-esteem is a mediator of this relationship. Evidence from this study indicates that neither there is any effect of religiosity on social adaptation nor on self-esteem, independent of whether people live in vulnerable contexts or not.
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Affiliation(s)
- Alejandra Neely-Prado
- Center for Social and Cognitive Neuroscience, School of Psychology, Universidad Adolfo Ibáñez, Santiago, Chile
| | - Michiel van Elk
- Cognitive Psychology Unit, Department of Psychology, Leiden University, Leiden, Netherlands
| | - Gorka Navarrete
- Center for Social and Cognitive Neuroscience, School of Psychology, Universidad Adolfo Ibáñez, Santiago, Chile
| | - Fernanda Hola
- Department of Psychology, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - David Huepe
- Center for Social and Cognitive Neuroscience, School of Psychology, Universidad Adolfo Ibáñez, Santiago, Chile
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Will EA, Schworer EK, Esbensen AJ. [Formula: see text] The role of distinct executive functions on adaptive behavior in children and adolescents with Down syndrome. Child Neuropsychol 2021; 27:1054-1072. [PMID: 33938385 PMCID: PMC8484022 DOI: 10.1080/09297049.2021.1917531] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2021] [Accepted: 04/12/2021] [Indexed: 10/21/2022]
Abstract
Difficulties in executive function are a relatively well-characterized feature of the neuropsychological profile in Down syndrome (DS), yet the impact of these challenges on aspects of daily functioning remain poorly understood. We examined the role of specific executive functions on domains of adaptive behavior in children and adolescents with DS. Participants included 68 children and adolescents with DS between 6-17 years old (mean chronological age = 12.56 years; SD = 3.22) and their caregivers. Parent reported executive function skills were measured using the BRIEF-2 and adaptive behavior was measured using the Vineland Adaptive Behavior Scales-III. Results identified working memory as a significant predictor of Communication, Daily Living, and Socialization skills, and Shifting significantly predicted Daily Living and Socialization. Findings demonstrate the relation between executive functions and adaptive behavior and highlight the effects of working memory on aspects of daily functioning for individuals with DS.
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Affiliation(s)
| | - Emily K Schworer
- Division of Developmental and Behavioral Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
| | - Anna J Esbensen
- Division of Developmental and Behavioral Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA
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14
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Goethals ER, Lemiere J, Snoek FJ, Casteels K, Luyckx K, de Wit M. Executive function mediates the link between externalizing behavior and HbA1c in children and adolescents with type 1 diabetes: A cross-national investigation. Pediatr Diabetes 2021; 22:503-510. [PMID: 33314616 DOI: 10.1111/pedi.13172] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/02/2020] [Revised: 09/14/2020] [Accepted: 11/11/2020] [Indexed: 01/09/2023] Open
Abstract
OBJECTIVE Externalizing behavior (i.e., conduct problems, hyperactivity) and executive function (EF) problems in children and adolescents with type 1 diabetes (T1D) have been associated with worse diabetes-related and psychosocial outcomes but have not been examined in relationship to each other. We aimed to examine whether externalizing behavior is associated with HbA1c and whether this relationship is mediated by EF problems, specifically metacognition (i.e., ability to initiate, plan, organize and monitor behavior) and behavioral regulation (i.e., impulse control, regulation of emotion and behavior). RESEARCH DESIGN AND METHODS Cohorts of Belgian and Dutch parents of children and adolescents (6-18 years) with T1D filled out questionnaires on externalizing behavior (Strengths and Difficulties Questionnaire; SDQ) and EF (Behavior Rating Inventory of Executive Function; BRIEF) composite scales. Treating physicians collected HbA1c values. Mediation analyses were performed separately for the BRIEF composite Metacognition and Behavior Regulation scales, correcting for age, sex and diabetes duration. RESULTS The 335 parents of children and adolescents with T1D (mean age 12.3 ± 2.8 SD; mean HbA1c 7.6% ± 1.1 SD [60 mmol/mol ± 12.0 SD]; mean diabetes duration 5.3 ± 3.6 SD; 49.6% female) participated. Analyses showed that the association between externalizing behavior and HbA1c is mediated by metacognition (ab path Point estimate = 0.05 BCa CI 95% 0.02-0.08), and not behavioral regulation. CONCLUSIONS Results uncovered the influence externalizing behavior may have on EF problems in the metacognition domain, which in turn seem to influence HbA1c. Clinicians should be mindful of these EF problems when working with children and adolescents displaying externalizing behavior, and not only target behavioral but also cognitive processes.
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Affiliation(s)
- Eveline R Goethals
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium.,Harvard Medical School, Joslin Diabetes Center, Boston, Massachusetts, USA
| | - Jurgen Lemiere
- Pediatrics, University Hospitals Leuven, Leuven, Belgium
| | - Frank J Snoek
- Medical Psychology, Amsterdam Public Health, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
| | | | - Koen Luyckx
- School Psychology and Development in Context, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium.,Unit for Professional Training and Service in the Behavioural Sciences, University of the Free State, Bloemfontein, South Africa
| | - Maartje de Wit
- Medical Psychology, Amsterdam Public Health, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
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15
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Caplan B, Blacher J, Eisenhower A, Baker BL, Lee SS. Gene x responsive parenting interactions in social development: Characterizing heterogeneity in autism spectrum disorder. Dev Psychobiol 2021; 63:1082-1097. [PMID: 33511631 DOI: 10.1002/dev.22095] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2020] [Revised: 12/21/2020] [Accepted: 12/22/2020] [Indexed: 11/05/2022]
Abstract
Emerging research suggests that caregiving environments and genetic variants independently contribute to social functioning in children with typical development or autism spectrum disorder (ASD). However, biologically plausible interactive models and complimentary assessment of mechanisms are needed to: (a) explain considerable social heterogeneity, (b) resolve inconsistencies in the literature, and (c) develop and select optimal treatments based on individual differences. This study examined the role of child genotypes and responsive parenting in the social development of 104 children with ASD (ages 4-7 years). We utilized a longitudinal, multi-informant design and structural equation models to evaluate: (a) the additive and interactive effects of biologically plausible candidate genes (5-HTTLPR, OXTR, DRD4) and responsive parenting in predicting prospective social development in ASD across three time points spanning 1.5 years, and (b) whether child emotion regulation mediated observed gene x environment interactions (GxEs). Responsive parenting positively predicted prospective change in child social skills; these associations were moderated by 5-HTTLPR and DRD4 in teacher-report models, and DRD4 in parent-report models. No GxE effects were found for OXTR. Emotion regulation did not significantly mediate the GxEs involving 5-HTTLPR and DRD4. Acknowledging the complexities of GxE research, implications for future research, and targeted intervention efforts are discussed.
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Affiliation(s)
- Barbara Caplan
- Department of Psychology, University of California, Los Angeles, Los Angeles, CA, USA
| | - Jan Blacher
- Department of Education, University of California, Riverside, Riverside, CA, USA
| | - Abbey Eisenhower
- Department of Psychology, University of Massachusetts, Boston, Boston, MA, USA
| | - Bruce L Baker
- Department of Psychology, University of California, Los Angeles, Los Angeles, CA, USA
| | - Steve S Lee
- Department of Psychology, University of California, Los Angeles, Los Angeles, CA, USA
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16
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Panayiotou M, Santos J, Black L, Humphrey N. Exploring the Dimensionality of the Social Skills Improvement System Using Exploratory Graph Analysis and Bifactor-( S - 1) Modeling. Assessment 2020; 29:257-271. [PMID: 33190508 PMCID: PMC8796162 DOI: 10.1177/1073191120971351] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/03/2022]
Abstract
Since its development over a decade ago, the Social Skills Improvement System (SSIS) has been one of the most widely used measures of social skills in children. However, evidence of its structural validity has been scant. The current study examined the original seven-factor and more recent five-factor structure (SSIS-SEL) of the self-report SSIS in a sample of English elementary school students (N = 3,331) aged 8 to 10 years (M = 8.66, SD = 0.59). A problematic fit was found for both structures with poor discriminant validity. Using exploratory graph analysis and bifactor-(S − 1) modeling, we found support for a four-factor structure, the variation of which was captured by a general factor defined by “empathy and prosocial skills.” Future researchers, particularly those interested in using specific domains of the SSIS, are urged to assess its structure in their studies, if their findings are to be theoretically meaningful.
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17
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Bjørk RF, Havighurst SS, Pons F, Karevold EB. Pathways to behavior problems in Norwegian kindergarten children: The role of parent emotion socialization and child emotion understanding. Scand J Psychol 2020; 61:751-762. [PMID: 32567705 DOI: 10.1111/sjop.12652] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2019] [Accepted: 04/07/2020] [Indexed: 11/28/2022]
Abstract
More than two decades of research have shown that parental emotion-related socialization behaviors (ERSBs) significantly predict child emotion understanding and externalizing behavior problems. This study aimed to replicate these findings in a sample of 40 Norwegian preschool children and to test whether the effect of parental ERSBs on externalizing child behavior problems was mediated through child emotion understanding. Parental report on ERSBs was obtained using the Coping with Children's Negative Emotions Scale (CCNES) questionnaire. Child emotion understanding was assessed directly using the Test of Emotion Comprehension (TEC). The results showed that parental distress reactions and externalizing child behavior problems were significantly correlated and that parental expressive encouragement was significantly correlated with child emotion understanding. Estimation of indirect effects was conducted using process analysis and showed that parental expressive encouragement was indirectly related to externalizing child behavior problems (b = -0.17) via child emotion understanding. The results suggest that better child emotion understanding, and lower parental distress are related to lower levels of behavior problems in preschool children. These findings provide support for the Parental Meta-Emotion Philosophy (PMEP) model, where the effect of parental emotion socialization on externalizing child behavior problems is mediated through emotion understanding.
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Affiliation(s)
- Rune F Bjørk
- Department of Psychology, University of Oslo, Oslo, Norway
| | - Sophie S Havighurst
- Department of Psychology, University of Oslo, Oslo, Norway.,Centre for Training and Research in Developmental Health, University of Melbourne, Victoria, Australia
| | - Francisco Pons
- Department of Psychology, University of Oslo, Oslo, Norway
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18
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Caplan B, Morgan J, Noroña AN, Tung I, Lee SS, Baker BL. The nature and nurture of social development: The role of 5-HTTLPR and gene-parenting interactions. JOURNAL OF FAMILY PSYCHOLOGY : JFP : JOURNAL OF THE DIVISION OF FAMILY PSYCHOLOGY OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION (DIVISION 43) 2019; 33:927-937. [PMID: 31414862 PMCID: PMC6878128 DOI: 10.1037/fam0000572] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
Social skills are traditionally viewed as acquired through social environments including parenting. However, biopsychosocial models highlight the importance of genetic influences and gene-environment interactions (G×Es) in child development. Extant G×E investigations often fail to account for developmental changes in the phenotype or rigorously assess the social environment using observational measures. The present study prospectively assessed 110 children (44.5% female) and their parents to explore biologically plausible independent and interactive associations of the serotonin transporter-linked polymorphic region (5-HTTLPR) and observed positive and negative parenting in prediction of (a) initial levels of social skills at school entry (age 6 years) and (b) developmental changes in social skills across the early school years (ages 6-9 years). Overall, the SS (vs. SL/LL) 5-HTTLPR genotype inversely predicted social skills across all domains, although parenting behavior moderated these associations wherein putative G×E effects differed by developmental timing and social skills domain. Positive parenting positively predicted concurrent (age 6) overall social skills for children with SL/LL genotypes, but not the SS genotype. However, for the SS group only, age 6 positive parenting positively predicted prospective growth in social responsibility, although negative parenting positively predicted growth in social cooperation. Findings suggest that 5-HTTLPR may signal differential sensitivities to parenting styles and patterns of social development, which may help to inform targeted intervention approaches to enhance person-environment fit. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
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Affiliation(s)
- Barbara Caplan
- Department of Psychology, University of California, Los Angeles
| | - Julia Morgan
- Department of Psychology, University of California, Los Angeles
| | | | - Irene Tung
- Department of Psychiatry, University of Pittsburgh
| | - Steve S. Lee
- Department of Psychology, University of California, Los Angeles
| | - Bruce L. Baker
- Department of Psychology, University of California, Los Angeles
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19
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Liu S, Zhou N, Dong S, Wang Z, Hao Y. Maternal childhood emotional abuse predicts Chinese infant behavior problems: Examining mediating and moderating processes. CHILD ABUSE & NEGLECT 2019; 88:307-316. [PMID: 30553068 DOI: 10.1016/j.chiabu.2018.12.006] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/17/2018] [Revised: 09/29/2018] [Accepted: 12/07/2018] [Indexed: 06/09/2023]
Abstract
The current study examined the mediating effect of maternal negative expressiveness as well as the moderating effects of infant inhibitory control (IC) in the association between maternal childhood emotional abuse (CEA) and infant behavior problems. Drawing from 207 families from mainland China, 2-wave data were reported in this study when the infants were 6 months (T1) and 14 (T2) months. Mothers (Mean age = 32.85 years, SD = 4.04) reported their CEA on the Childhood Trauma Questionnaire-Short Form (CTQ-SF) at T1, and their negative expressiveness on the Self-Expressiveness in the Family Questionnaire (SEFQ) at T2. The Infant-Toddler Social and Emotional Assessment (ITSEA) and a reverse categorization task were used to measure infant behavior problems and IC at T2, respectively. The results showed that T1 maternal CEA, rather than physical and sexual abuse, uniquely predicted T2 negative expressiveness. Maternal negative expressiveness significantly mediated the positive relations of maternal CEA and infant externalizing, internalizing and dysregulation problems. In addition, the moderated mediation model showed that the association between maternal negative expressiveness and infant dysregulation problems was moderated by infant IC. Specifically, the mediating pathway from maternal CEA to dysregulation problems through maternal negative expressiveness was significant, only for infants with poor IC. The results were robust even after controlling for family socio-economic status (SES), maternal childhood physical and sexual abuse. The importance of mediating and moderating processes in understanding the effect of maternal emotional abuse during childhood on infant behavior problems is discussed.
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Affiliation(s)
- Siman Liu
- Beijing Key Laboratory of Learning and Cognition, Research Center for Child Development, School of Psychology, Capital Normal University, China
| | - Nan Zhou
- Department of Early Childhood Education, Capital Normal University, China
| | - Shuyang Dong
- Utrecht Center for Child and Adolescent Studies, Utrecht University, The Netherlands
| | - Zhengyan Wang
- Beijing Key Laboratory of Learning and Cognition, Research Center for Child Development, School of Psychology, Capital Normal University, China.
| | - Yefang Hao
- Beijing Key Laboratory of Learning and Cognition, Research Center for Child Development, School of Psychology, Capital Normal University, China
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20
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Will EA, Caravella KE, Hahn LJ, Fidler DJ, Roberts JE. Adaptive behavior in infants and toddlers with Down syndrome and fragile X syndrome. Am J Med Genet B Neuropsychiatr Genet 2018; 177:358-368. [PMID: 29399949 PMCID: PMC7294771 DOI: 10.1002/ajmg.b.32619] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/11/2017] [Accepted: 01/08/2018] [Indexed: 12/23/2022]
Abstract
Individuals with Down syndrome (DS) experience deficits across all domains of adaptive functioning, however little is known about the emergence and age-related changes of these impairments compared to other neurogenetic disorders with similar intellectual disability impairments, such as fragile X syndrome (FXS). Adaptive behavior is key for optimal functioning in these populations. Participants aged 5-45 months comprised three age-matched groups, DS (n = 64), FXS (n = 69), and typically developing controls (TD; n = 69). Adaptive behavior was measured on the Vineland Adaptive Behavior Scales-II. Regressions were used to examine adaptive behavior in a cross-sectional design across age. DS infants and toddlers evidenced deficits across all areas of adaptive behaviors compared to the age-matched TD group, with clear impairments present in the first year of life. Motor skills were the area of greatest weakness in children with DS with significant impairment evident at 12 months of age that remained low through 3 years. Compared to age-matched children with FXS, children with DS showed initially lower standard scores at 12 months of age, but slower declines in standard scores across age, resulting in less impaired functioning at 36 months. This is the first study to compare adaptive behavior in infants and toddlers with DS to FXS, and demonstrate the phenotypic specificity of adaptive profiles in this diagnostic group. These findings provide evidence that adaptive behavior should be a major target of intervention in children with FXS and DS, and that these differences are potentially driven by unique etiologies attributable to each disorder.
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Affiliation(s)
- Elizabeth A Will
- Department of Psychology, University of South Carolina, Columbia, South Carolina
| | - Kelly E Caravella
- Department of Psychology, University of South Carolina, Columbia, South Carolina
| | - Laura J Hahn
- Department of Speech and Hearing Science, University of Illinois Urbana Champaign, Champaign, Illinois
| | - Deborah J Fidler
- Department of Human Development and Family Studies, Colorado State University, Fort Collins, Colorado
| | - Jane E Roberts
- Department of Psychology, University of South Carolina, Columbia, South Carolina
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21
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Min MO, Minnes S, Kim JY, Yoon M, Singer LT. Individual assets and problem behaviors in at-risk adolescents: A longitudinal cross-lagged analysis. J Adolesc 2018; 64:52-61. [PMID: 29408099 DOI: 10.1016/j.adolescence.2018.01.008] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2017] [Revised: 01/11/2018] [Accepted: 01/24/2018] [Indexed: 11/26/2022]
Abstract
Autoregressive cross-lagged structural equation modeling was conducted to examine longitudinal relationships between individual assets (social competence, positive values and identity) and problem behaviors in 373 adolescents (174 boys, 199 girls) who participated in a prospective study on the effects of prenatal cocaine exposure from birth. More behavioral problems at age 12 were related to fewer individual assets at age 15, while greater individual assets were related to more behavioral problems, with a non-significant yet nuanced (p = .076) gender difference. More problem behaviors were associated with decreased individual assets in girls, yet greater individual assets were associated with more problem behaviors in boys. Efforts to promote individual assets may not lower the risk of engaging in problem behaviors especially among boys. Continued studies into adulthood will uncover how individual assets and problem behaviors in childhood and adolescence may affect social and vocational adjustment in this high risk population.
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Affiliation(s)
- Meeyoung O Min
- Case Western Reserve University, Jack, Joseph, and Morton Mandel School of Applied Social Sciences, Cleveland, OH, United States.
| | - Sonia Minnes
- Case Western Reserve University, Jack, Joseph, and Morton Mandel School of Applied Social Sciences, Cleveland, OH, United States
| | - June-Yung Kim
- Case Western Reserve University, Jack, Joseph, and Morton Mandel School of Applied Social Sciences, Cleveland, OH, United States
| | - Miyoung Yoon
- Case Western Reserve University, Jack, Joseph, and Morton Mandel School of Applied Social Sciences, Cleveland, OH, United States
| | - Lynn T Singer
- Case Western Reserve University, School of Medicine, Department of Environmental Health Sciences, Psychiatry, & Pediatrics, Cleveland, OH, United States
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