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Turgeon J, Racine N, McDonald S, Tough S, Madigan S. Maternal adverse childhood experiences, child resilience factors, and child mental health problems: A multi-wave study. CHILD ABUSE & NEGLECT 2024; 154:106927. [PMID: 38970861 DOI: 10.1016/j.chiabu.2024.106927] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/09/2024] [Revised: 06/21/2024] [Accepted: 06/27/2024] [Indexed: 07/08/2024]
Abstract
BACKGROUND Research suggests that maternal ACEs have intergenerational consequences for offspring mental health. However, very few studies have investigated moderators of this association. OBJECTIVES The objective of this longitudinal study was to examine whether child resilience factors moderated the association between maternal ACEs prior to age 18, and child-reported symptoms of anxiety, depression, hyperactivity, and inattention. PARTICIPANTS AND SETTING The current study used data from 910 mother-child dyads. Participants were recruited in pregnancy from 2008 to 2010 as part of a longitudinal cohort study. METHODS Mothers had previously completed an ACEs questionnaire and reported on their child's resilience factors at child age 8-years. Children completed questionnaires about their mental health problems (symptoms of anxiety, depression, hyperactivity, and attention problems) at ages 10 and 10.5 years. Four moderation models were performed in total. RESULTS Results revealed that maternal ACEs predicted child-reported symptoms of anxiety (β = 0.174, p = .02) and depression (β = 0.37, p = .004). However, both these associations were moderated by higher levels of perceived child resilience factors (β = -0.29, p = .02, β = -0.33, p = .008, respectively). Specifically, there was no association between maternal ACEs and child mental health problems in the context of moderate and high levels of child resilience factors. CONCLUSIONS Children who have the ability to solicit support from internal and external sources (e.g., being creative, setting realistic goals, making friends easily) may be buffered against the consequences of maternal ACEs on anxiety and depression. Thus, the effects of maternal ACEs on child mental health problems are not deterministic.
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Affiliation(s)
- Jessica Turgeon
- University of Calgary, 2500 University Dr. N.W., Calgary, AB, T2N 1N4, Canada
| | - Nicole Racine
- University of Ottawa, 136 Jean-Jacques Lussier, Ottawa, ON K1N 6N5, Canada; Children's Hospital of Eastern Ontario Research Institute, 401 Smyth Rd, Ottawa, ON K1H 5B, Canada
| | - Sheila McDonald
- University of Calgary, 2500 University Dr. N.W., Calgary, AB, T2N 1N4, Canada
| | - Suzanne Tough
- University of Calgary, 2500 University Dr. N.W., Calgary, AB, T2N 1N4, Canada
| | - Sheri Madigan
- University of Calgary, 2500 University Dr. N.W., Calgary, AB, T2N 1N4, Canada; Alberta Children's Hospital Research Institute, 3330 Hospital Dr. N.W. Calgary, AB, Canada.
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Ahlborg MG, Nygren JM, Svedberg P, Regber S. Resilience in children of parents with mental illness, alcohol or substance misuse-An integrative review. Nurs Open 2024; 11:e2219. [PMID: 38881475 PMCID: PMC11180992 DOI: 10.1002/nop2.2219] [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: 05/05/2023] [Revised: 04/17/2024] [Accepted: 06/05/2024] [Indexed: 06/18/2024] Open
Abstract
AIM The aim of this integrative review was to investigate how resilience has been researched and explore experiences of resilience, in children of parents with mental illness or alcohol or substance misuse. DESIGN An integrative review. METHOD The search included three major electronic databases, PubMed, Scopus and PsycINFO with the aim of identifying peer-reviewed studies where the concept of resilience was explored as resilience, coping, adaptation or protective factors. RESULTS Out of 4016 studies, 14 were included after meeting predetermined criteria and methodological quality evaluation. The findings are presented in five categories: characteristics of the studies, operationalization and interpretation of resilience, individual resources, family resources and resources outside the family. PATIENT OR PUBLIC CONTRIBUTION Resilience in children of parents with mental illness or substance misuse refers to coping strategies, protective factors and absence of symptoms or risk behaviour despite being exposed to risk. We suggest a three-level approach for mapping of resilience resources in the target group: the individual level, family level and outside of the family that includes both non-professionals and professionals. The use of disengagement or avoidance strategies implies poor resilience but may be necessary in absence of support, as acts of self-preservation during chaotic periods or harmful situations.
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Affiliation(s)
| | | | - Petra Svedberg
- School of Health and WelfareHalmstad UniversityHalmstadSweden
| | - Susann Regber
- School of Health and WelfareHalmstad UniversityHalmstadSweden
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Rodríguez-Prieto P, Simpson IC, Gomez-Baya D, García de la Cadena C, Ruiz-Aranda D, Ibáñez-Alfonso JA. Neuropsychological Stimulation Program for Children from Low Socioeconomic Backgrounds: Study Protocol for a Randomized Controlled Trial. Healthcare (Basel) 2024; 12:596. [PMID: 38470707 PMCID: PMC10931306 DOI: 10.3390/healthcare12050596] [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] [Received: 02/02/2024] [Revised: 03/02/2024] [Accepted: 03/04/2024] [Indexed: 03/14/2024] Open
Abstract
BACKGROUND Guatemala remains one of the poorest countries in Central America and suffers from high rates of social inequality and violence. In addition to the negative impact that two years without attending school has had on Guatemalan children due to the consequences of the COVID-19 pandemic, this unfavourable socioeconomic context poses a risk to children's emotional and cognitive development. This work presents a protocol for implementing a cognitive and emotional stimulation program aimed at increasing the academic performance of these children and consequently improving their quality of life. METHODS The protocol proposes the implementation of a randomized controlled trial to assess the efficacy of a 24-session-long stimulation program. It targets the cognitive functions of attention, language, executive functions, and social cognition, using the digital neurorehabilitation platform NeuronUP. The participants (n = 480) will be randomly assigned to an Experimental or Control group. Pre- and post-intervention assessments will be carried out, together with a follow-up in the next academic year, in which both groups will change roles. Results will be compared for the first and second years, looking for differences in academic and cognitive performance between groups. DISCUSSION Mid- and long-term outcomes are still unknown, but effective interventions based on this protocol are expected to facilitate the following benefits for participants: (1) improved cognitive and emotional development; (2) improved academic performance; (3) improved well-being. We expect to create a validated neuropsychological stimulation program that could be applied in similar socioeconomically disadvantaged contexts around the world to help these children improve their life chances.
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Affiliation(s)
- Pablo Rodríguez-Prieto
- Human Neuroscience Lab, Department of Psychology, Universidad Loyola Andalucía, Avda. de las Universidades s/n, 41704 Dos Hermanas, Spain; (P.R.-P.); (D.R.-A.)
- ETEA Foundation, Development Institute of Universidad Loyola Andalucía, Calle Escritor Castilla Aguayo n°4, 14004 Córdoba, Spain
| | - Ian Craig Simpson
- Department of Experimental Psychology, Campus Universitario de Cartuja, University of Granada, 18071 Granada, Spain;
| | - Diego Gomez-Baya
- Department of Social, Developmental and Educational Psychology, Campus de El Carmen, University of Huelva, 21071 Huelva, Spain;
| | - Claudia García de la Cadena
- Department of Neuropsychology, Universidad del Valle de Guatemala, Calle 11, Zona 15, Post n° 82, Guatemala City 01901, Guatemala;
| | - Desirée Ruiz-Aranda
- Human Neuroscience Lab, Department of Psychology, Universidad Loyola Andalucía, Avda. de las Universidades s/n, 41704 Dos Hermanas, Spain; (P.R.-P.); (D.R.-A.)
| | - Joaquín A. Ibáñez-Alfonso
- Human Neuroscience Lab, Department of Psychology, Universidad Loyola Andalucía, Avda. de las Universidades s/n, 41704 Dos Hermanas, Spain; (P.R.-P.); (D.R.-A.)
- ETEA Foundation, Development Institute of Universidad Loyola Andalucía, Calle Escritor Castilla Aguayo n°4, 14004 Córdoba, Spain
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Cornwell H, Toschi N, Hamilton-Giachritsis C, Staginnus M, Smaragdi A, Gonzalez-Madruga K, Rogers J, Martinelli A, Kohls G, Raschle NM, Konrad K, Stadler C, Freitag C, De Brito S, Fairchild G. Identifying structural brain markers of resilience to adversity in young people using voxel-based morphometry. Dev Psychopathol 2023; 35:2302-2314. [PMID: 37424502 DOI: 10.1017/s0954579423000718] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/11/2023]
Abstract
There is increasing evidence that resilience in youth may have a neurobiological basis. However, the existing literature lacks a consistent way of operationalizing resilience, often relying on arbitrary judgments or narrow definitions (e.g., not developing PTSD) to classify individuals as resilient. Therefore, this study used data-driven, continuous resilience scores based on adversity and psychopathology to investigate associations between resilience and brain structure in youth. Structural MRI data from 298 youth aged 9-18 years (Mage = 13.51; 51% female) who participated in the European multisite FemNAT-CD study were preprocessed using SPM12 and analyzed using voxel-based morphometry. Resilience scores were derived by regressing data on adversity exposure against current/lifetime psychopathology and quantifying each individual's distance from the regression line. General linear models tested for associations between resilience and gray matter volume (GMV) and examined whether associations between resilience and GMV differed by sex. Resilience was positively correlated with GMV in the right inferior frontal and medial frontal gyri. Sex-by-resilience interactions were observed in the middle temporal and middle frontal gyri. These findings demonstrate that resilience in youth is associated with volume in brain regions implicated in executive functioning, emotion regulation, and attention. Our results also provide evidence for sex differences in the neurobiology of resilience.
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Affiliation(s)
| | - Nicola Toschi
- Department of Biomedicine and Prevention, University of Rome "Tor Vergata", Rome, Italy
- Martinos Center for Biomedical Imaging and Harvard Medical School, Boston, USA
| | | | | | | | | | - Jack Rogers
- Centre for Human Brain Health, School of Psychology, University of Birmingham, Birmingham, UK
| | - Anne Martinelli
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital Frankfurt, Goethe University, Frankfurt am Main, Germany
- Fresenius University of Applied Sciences, School of Psychology, Frankfurt, Germany
| | - Gregor Kohls
- Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital, RWTH Aachen, Aachen, Germany
- Department of Child and Adolescent Psychiatry, Faculty of Medicine, TU Dresden, Dresden, Germany
| | - Nora Maria Raschle
- Department of Child and Adolescent Psychiatry, University of Basel, Psychiatric University Hospital, Basel, Switzerland
- Jacobs Center for Productive Youth Development at the University of Zurich, Zurich, Switzerland
| | - Kerstin Konrad
- Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital, RWTH Aachen, Aachen, Germany
- JARA-Brain Institute II, Molecular Neuroscience and Neuroimaging, RWTH Aachen and Research Centre Juelich, Juelich, Germany
| | - Christina Stadler
- Department of Child and Adolescent Psychiatry, University of Basel, Psychiatric University Hospital, Basel, Switzerland
| | - Christine Freitag
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital Frankfurt, Goethe University, Frankfurt am Main, Germany
| | - Stephane De Brito
- Centre for Human Brain Health, School of Psychology, University of Birmingham, Birmingham, UK
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Romero C, Kupis L, Goodman ZT, Dirks B, Baez A, Beaumont AL, Cardona SM, Parlade MV, Alessandri M, Nomi JS, Perry LK, Uddin LQ. Pre-pandemic Executive Function Protects Against Pandemic Anxiety in Children with and Without Autism Spectrum Disorder. J Autism Dev Disord 2023:10.1007/s10803-023-06175-4. [PMID: 38038873 DOI: 10.1007/s10803-023-06175-4] [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] [Accepted: 10/27/2023] [Indexed: 12/02/2023]
Abstract
The COVID-19 pandemic may have exacerbated depression, anxiety, and executive function (EF) difficulties in children with autism spectrum disorder (ASD). EF skills have been positively associated with mental health outcomes. Here, we probed the psychosocial impacts of pandemic responses in children with and without ASD by relating pre-pandemic EF assessments with anxiety and depression symptoms several months into the pandemic. We found that pre-pandemic inhibition and shifting difficulties, measured by the Behavior Rating Inventory of Executive Function, predicted higher risk of anxiety symptoms. These findings are critical for promoting community recovery and maximizing clinical preparedness to support children at increased risk for adverse psychosocial outcomes.
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Affiliation(s)
- Celia Romero
- Department of Psychology, University of Miami, 5665 Ponce de Leon Blvd., Coral Gables, FL, 33146, USA.
| | - Lauren Kupis
- Department of Psychiatry and Biobehavioral Sciences, University of California Los Angeles, Los Angeles, CA, USA
| | - Zachary T Goodman
- Department of Psychology, University of Miami, 5665 Ponce de Leon Blvd., Coral Gables, FL, 33146, USA
| | - Bryce Dirks
- Department of Psychology, University of Miami, 5665 Ponce de Leon Blvd., Coral Gables, FL, 33146, USA
| | - Adriana Baez
- Department of Psychology, University of Miami, 5665 Ponce de Leon Blvd., Coral Gables, FL, 33146, USA
| | - Amy L Beaumont
- Department of Psychology, University of Miami, 5665 Ponce de Leon Blvd., Coral Gables, FL, 33146, USA
| | - Sandra M Cardona
- Department of Psychology, University of Miami, 5665 Ponce de Leon Blvd., Coral Gables, FL, 33146, USA
| | - Meaghan V Parlade
- Department of Psychology, University of Miami, 5665 Ponce de Leon Blvd., Coral Gables, FL, 33146, USA
| | - Michael Alessandri
- Department of Psychology, University of Miami, 5665 Ponce de Leon Blvd., Coral Gables, FL, 33146, USA
| | - Jason S Nomi
- Department of Psychology, University of Miami, 5665 Ponce de Leon Blvd., Coral Gables, FL, 33146, USA
| | - Lynn K Perry
- Department of Psychology, University of Miami, 5665 Ponce de Leon Blvd., Coral Gables, FL, 33146, USA
| | - Lucina Q Uddin
- Department of Psychiatry and Biobehavioral Sciences, University of California Los Angeles, Los Angeles, CA, USA
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Llistosella M, Goni-Fuste B, Martín-Delgado L, Miranda-Mendizabal A, Franch Martinez B, Pérez-Ventana C, Castellvi P. Effectiveness of resilience-based interventions in schools for adolescents: a systematic review and meta-analysis. Front Psychol 2023; 14:1211113. [PMID: 37868613 PMCID: PMC10587685 DOI: 10.3389/fpsyg.2023.1211113] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2023] [Accepted: 08/22/2023] [Indexed: 10/24/2023] Open
Abstract
Introduction Resilience has been identified as a dynamic process that provides capabilities to face adversity. Considering the many protective factors involved in resilience and that the school is a key context to promote resilience, this review aimed to examine the effect of school-based interventions on resilience in adolescents. Methods A systematic literature review and meta-analysis were conducted in July 2021 on four databases. The risk of bias was assessed using the Cochrane risk of bias tool. Random-effects meta-analysis was used to obtain pooled estimates. Stratified analyses were done according to population type (general, at risk), intervention type, and follow-up assessments. Results Of the 1,667 articles obtained, 27 were included in the systematic review and 16 in the meta-analysis. The random effects indicated a significant increase in resilience after the intervention [SMD = 0.58, 95% CI (0.29-0.87)]. Subgroup analysis showed effectiveness only in the population at risk [SMD = 1.28, 95% CI (0.53-2.03)] and early adolescence [SMD = 1.28, 95% CI (0.42-2.14), PI (-7.44 to 10.33)]. Multicomponent intervention [SMD = 1.45, 95% CI (0.11-2.80)] and Cognitive Behavioural Therapy (CBT) [SMD = 0.20, 95% CI (0.06-0.34)] demonstrated substantial effectiveness. Significant results were observed within 8-week follow-ups or less [SMD = 1.55, 95% CI (0.61-2.48)]. Discussion These findings provide evidence that multicomponent and CBT interventions increase resilience in early at-risk adolescents only in the short term. Developing resilience interventions is useful in schools exposed to unfavourable socioeconomic contexts. Furthermore, long-term interventions should be redesigned to improve their effectiveness. Systematic review registration PROSPERO [CRD42021277493].
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Affiliation(s)
- Maria Llistosella
- Primary Health Care, Consorci Sanitari de Terrasa, Terrassa, Spain
- Department of Nursing, Universitat International de Catalunya, Sant Cugat del Vallés, Spain
| | - Blanca Goni-Fuste
- Department of Nursing, Universitat International de Catalunya, Sant Cugat del Vallés, Spain
| | - Leandra Martín-Delgado
- Department of Nursing, Universitat International de Catalunya, Sant Cugat del Vallés, Spain
| | - Andrea Miranda-Mendizabal
- Teaching, Research and Innovation Unit, Fundació Sant Joan de Déu, Sant Boi de Llobregat, Spain
- Mental Health Networking Biomedical Research Centre (CIBERSAM), Madrid, Spain
- Department of Medicine, Universitat International de Catalunya, Sant Cugat del Vallés, Spain
| | - Berta Franch Martinez
- Department of Medicine, Universitat International de Catalunya, Sant Cugat del Vallés, Spain
| | | | - Pere Castellvi
- Department of Medicine, Universitat International de Catalunya, Sant Cugat del Vallés, Spain
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Walters GD. Can a Pessimistic Outlook Moderate the Victimization-Delinquency Relationship? VIOLENCE AND VICTIMS 2023; 38:556-572. [PMID: 37380344 DOI: 10.1891/vv-2021-0142] [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: 06/30/2023]
Abstract
This study was designed to shed light on the relationship between victimization and offending, a pattern commonly known as the victim-offender overlap, by exploring whether victimization and pessimism toward the future interact in association with self-reported delinquency. This study was performed on 1,300 (444 males, 645 females, and 211 sex not identified) members of the 2018 High School Senior Monitoring the Future cross-sectional study. Multiple regression analysis was conducted using a maximum likelihood estimator and bias-corrected bootstrapped 95% confidence intervals. The analysis revealed that victimization and the victimization × pessimism interaction correlated significantly with delinquency, after controlling for a series of demographic, family, and peer factors. These results indicate that pessimism toward the future may exacerbate the already strong relationship known to exist between victimization and delinquency.
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Affiliation(s)
- Glenn D Walters
- Department of Criminal Justice, Kutztown University of Pennsylvania, Kutztown, PA, USA
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Tai APL, Leung MK, Geng X, Lau WKW. Conceptualizing psychological resilience through resting-state functional MRI in a mentally healthy population: a systematic review. Front Behav Neurosci 2023; 17:1175064. [PMID: 37538200 PMCID: PMC10394620 DOI: 10.3389/fnbeh.2023.1175064] [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: 02/27/2023] [Accepted: 07/03/2023] [Indexed: 08/05/2023] Open
Abstract
Conceptualizations and operational definitions of psychological resilience vary across resilience neuroimaging studies. Data on the neural features of resilience among healthy individuals has been scarce. Furthermore, findings from resting-state functional magnetic resonance imaging (fMRI) studies were inconsistent across studies. This systematic review summarized resting-state fMRI findings in different modalities from various operationally defined resilience in a mentally healthy population. The PubMed and MEDLINE databases were searched. Articles that focused on resting-state fMRI in relation to resilience, and published before 2022, were targeted. Orbitofrontal cortex, anterior cingulate cortex, insula and amygdala, were reported the most from the 19 included studies. Regions in emotional network was reported the most from the included studies. The involvement of regions like amygdala and orbitofrontal cortex indicated the relationships between emotional processing and resilience. No common brain regions or neural pathways were identified across studies. The emotional network appears to be studied the most in association with resilience. Matching fMRI modalities and operational definitions of resilience across studies are essential for meta-analysis.
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Affiliation(s)
- Alan P. L. Tai
- Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong, Hong Kong SAR, China
- Integrated Centre for Wellbeing, The Education University of Hong Kong, Hong Kong, Hong Kong SAR, China
- Bioanalytical Laboratory for Educational Sciences, The Education University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | - Mei-Kei Leung
- Department of Counselling and Psychology, Hong Kong Shue Yan University, Hong Kong, Hong Kong SAR, China
| | - Xiujuan Geng
- Brain and Mind Institute, The Chinese University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | - Way K. W. Lau
- Department of Health Sciences, The Hong Kong Metropolitan University, Hong Kong, Hong Kong SAR, China
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9
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Norbury A, Seeley SH, Perez-Rodriguez MM, Feder A. Functional neuroimaging of resilience to trauma: convergent evidence and challenges for future research. Psychol Med 2023; 53:3293-3305. [PMID: 37264949 DOI: 10.1017/s0033291723001162] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
Resilience is broadly defined as the ability to adapt successfully following stressful life events. Here, we review functional MRI studies that investigated key psychological factors that have been consistently linked to resilience to severe adversity and trauma exposure. These domains include emotion regulation (including cognitive reappraisal), reward responsivity, and cognitive control. Further, we briefly review functional imaging evidence related to emerging areas of study that may potentially facilitate resilience: namely social cognition, active coping, and successful fear extinction. Finally, we also touch upon ongoing issues in neuroimaging study design that will need to be addressed to enable us to harness insight from such studies to improve treatments for - or, ideally, guard against the development of - debilitating post-traumatic stress syndromes.
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Affiliation(s)
- Agnes Norbury
- Department of Psychiatry, Icahn School of Medicine at Mount Sinai, New York, NY, USA
- Queen Square Institute of Neurology and Mental Health Neuroscience Department, Applied Computational Psychiatry Lab, Max Planck Centre for Computational Psychiatry and Ageing Research, University College London, London, UK
| | - Saren H Seeley
- Department of Psychiatry, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | | | - Adriana Feder
- Department of Psychiatry, Icahn School of Medicine at Mount Sinai, New York, NY, USA
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10
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San Pío MJ, Clotas C, Espelt A, López MJ, Bosque-Prous M, Juárez O, Bartroli M. Effectiveness of a preschool emotional education programme administered over 3 grades: a cluster randomised controlled trial. Public Health 2023; 218:53-59. [PMID: 36965464 DOI: 10.1016/j.puhe.2023.01.011] [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: 11/10/2022] [Revised: 12/21/2022] [Accepted: 01/12/2023] [Indexed: 03/27/2023]
Abstract
INTRODUCTION Emotional education programmes are universal preventive strategies for health promotion, especially mental health. The aim of this study is to evaluate the effectiveness and implementation of '1,2,3, emoció!': a preschool-based programme designed to improve emotional competence and targeted to 3-5-year-old children in Barcelona during three academic years. STUDY DESIGN Cluster randomised trial, using schools as clusters. METHODS The study's population included preschoolers 3-5 years old from Barcelona. Teachers offered the programme during one or three academic years in the intervention groups. We evaluated the emotional competence of each child at the beginning and the end of the academic year with the Emotional Competence Assessment Questionnaire (30-180 scale). We studied the implementation process and analysed the outcomes with nested linear regression models. Considering sociodemographic variables and implementation outcomes, we obtained the individual differences in emotional competence at the end of the school year-segregated by sex-for intervention and comparison groups. RESULTS 1586 children participated in the study. The emotional competence level increased significantly after one year (4.1 in boys; 5.6 in girls; P < 0.05) and after three years of intervention (5.5 in boys; 8.0 in girls; P < 0.01), compared to comparison group. The level of emotional competence was the highest for the 3-year intervention group: we obtained an average ECAQ score of 131.1 (95% CI 126.9-135.2) for boys and 141 (95% CI 137.2-144.9) for girls. We observed that an accurate implementation improved its results. CONCLUSIONS The programme '1,2,3, emoció!' effectively increases preschool children's emotional competence, especially when the programme is rigorously implemented for three years.
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Affiliation(s)
- M J San Pío
- Agència de Salut Pública de Barcelona, Spain; Departament de Ciències Experimentals i de la Salut, Universitat Pompeu Fabra (UPF) Barcelona, Spain
| | - C Clotas
- Agència de Salut Pública de Barcelona, Spain.
| | - A Espelt
- Facultat de Ciències de la Salut de Manresa, Universitat de Vic- Universitat Central de Catalunya, Spain; Departament de Psicobiologia i Metodologia de les ciències de la salut, Universitat Auntònoma de Barcelona, Spain; CIBER de Epidemiologia y Salud Pública (CIBERESP), Spain
| | - M J López
- Agència de Salut Pública de Barcelona, Spain; Departament de Ciències Experimentals i de la Salut, Universitat Pompeu Fabra (UPF) Barcelona, Spain; CIBER de Epidemiologia y Salud Pública (CIBERESP), Spain; Institut d'Investigació Biomèdica Sant Pau. Barcelona, Spain
| | - M Bosque-Prous
- Departament de Psicobiologia i Metodologia de les ciències de la salut, Universitat Auntònoma de Barcelona, Spain; Faculty of Health Sciences, Universitat Oberta de Catalunya, Spain
| | - O Juárez
- Agència de Salut Pública de Barcelona, Spain; CIBER de Epidemiologia y Salud Pública (CIBERESP), Spain; Institut d'Investigació Biomèdica Sant Pau. Barcelona, Spain
| | - M Bartroli
- Agència de Salut Pública de Barcelona, Spain; Departament de Ciències Experimentals i de la Salut, Universitat Pompeu Fabra (UPF) Barcelona, Spain; Institut d'Investigació Biomèdica Sant Pau. Barcelona, Spain
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11
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Your support is my healing: the impact of perceived social support on adolescent NSSI — a sequential mediation analysis. CURRENT PSYCHOLOGY 2023. [DOI: 10.1007/s12144-023-04286-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/28/2023]
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12
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Llistosella M, Torné C, García-Ortiz M, López-Hita G, Ortiz R, Herández-Montero L, Guallart E, Uña-Solbas E, Miranda-Mendizabal A. Fostering Resilience in Adolescents at Risk: Study protocol for a cluster randomized controlled trial within the resilience school-based intervention. Front Psychol 2023; 13:1066874. [PMID: 36755982 PMCID: PMC9900128 DOI: 10.3389/fpsyg.2022.1066874] [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: 10/11/2022] [Accepted: 12/20/2022] [Indexed: 01/24/2023] Open
Abstract
Introduction Resilience is considered of high relevance when developing interventions to cope with stressful situations. Schools are one of the key settings to promote resilience among adolescents. The purpose of this cluster randomized controlled trial is to assess the effectiveness of an intervention in adolescents at risk, aged 12-to-15 years old, to increase resilience and emotional regulation strategies. Methods The recruitment period started in January 2022. Schools will be randomly allocated to control and intervention groups by an external researcher using computer-generated random numbers. The minimum sample size was estimated to be 70 participants per group. Primary health care nurses will carry out the intervention during the school period (January to June 2022). Students will follow a specific training consisting of six 55-min sessions, for 6 weeks. Each session will consist of 5 min of mindfulness, followed by 45 min of the corresponding activity: introducing resilience, self-esteem, emotional regulation strategies, social skills, problem-solving, community resources, social and peer support, and 5 min to explain the activity to do at home. Data will be collected at baseline, 6 weeks, and 24 weeks after the intervention. The child youth resilience measure-32 (CYRM-32) scale will be used to assess the effectiveness of the intervention. This study received a grant in June 2021. Discussion The intervention is intended to improve mental health through resilience. Different factors related to resilience will be promoted, such as self-esteem, emotional regulation, social and communication skills, problem-solving and peer support, among others. As it has been designed as a cluster-randomized school-based intervention, we will directly ameliorate the participation and engagement of the target population. With the present intervention, we expect to improve coping skills in adolescents by enhancing resilience capacities.
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Affiliation(s)
- Maria Llistosella
- Primary Health Care, Consorci Sanitari de Terrassa, Barcelona, Spain,Department of Nursing, International University of Catalonia, Barcelona, Spain,*Correspondence: Maria Llistosella, ✉
| | - Clara Torné
- Primary Health Care, Consorci Sanitari de Terrassa, Barcelona, Spain
| | | | | | - Ramona Ortiz
- Primary Health Care, Institut Català de la Salut, Barcelona, Spain
| | | | - Erika Guallart
- Primary Health Care, Mútua Terrassa University Hospital, Barcelona, Catalonia, Spain
| | - Estefanía Uña-Solbas
- Primary Health Care, Mútua Terrassa University Hospital, Barcelona, Catalonia, Spain
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Larrier Y, Allen M, Edwards-Joseph A, Fleming G, Kelleybrew V. The RUMERTIME Process as a Protective Factor in School Attendance Problems. CONTINUITY IN EDUCATION 2022; 3:41-57. [PMID: 38831782 PMCID: PMC11146289 DOI: 10.5334/cie.40] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/31/2021] [Accepted: 05/02/2022] [Indexed: 06/05/2024]
Abstract
The RUMERTIME Process (RP) is a five-step culturally responsive social-emotional, problem-solving, prevention-intervention strategy used to educate, equip, and empower students, educators, and families. The RP equips individuals with the abilities to recognize, understand, manage, express, and reflect on their thoughts, interactions, mindsets, and emotions (RUMERTIME) in relation to themselves, others, and the daily life challenges they face within multiple systems and settings. The RP is embedded within the Cultivating SEEDS System framework (CSS) and is utilized to equip culturally diverse communities, inclusive of students, family members, educators, and administrators, with the social-emotional skills to effectively solve student attendance problems (SAPs). The data shared in this practice intervention article are descriptive in nature and highlight the RP as a protective factor and explain its three goals. The paper consists of three parts: (a) introduction of the RP, which is embedded in the CSS framework; (b) description of implementation of the RP as integral to the Daytime Intervention Room (DIR) program; and (c) discussion of risk factors that qualified students to receive services through the DIR program as well as data that demonstrated how the RP performed as a protective factor. The DIR program was aimed at creating an alternative to out-of-school suspension (OSS) and the traditional punitive in-school suspension (ISS). The program was established in each of the four schools in an urban high-needs school district in the midwest region of the United States. The DIR program was intentionally designed to include multiple levels, stakeholders, and delivery support, thus creating a solid base for the holistic development of students, educators, and parents. In conjunction with the CSS framework, the DIR program sought to increase academic performance, decrease the number of behavior referrals, and improve attendance rates in this high-needs urban school district.
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14
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Freitas E, Simões C, Santos AC, Mineiro A. Resilience in deaf children: A comprehensive literature review and applications for school staff. JOURNAL OF COMMUNITY PSYCHOLOGY 2022; 50:1198-1223. [PMID: 34643946 DOI: 10.1002/jcop.22730] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/17/2021] [Revised: 08/06/2021] [Accepted: 09/16/2021] [Indexed: 06/13/2023]
Abstract
Resilience is a dynamic, multidimensional complex concept that implies risk and protective factors, adaptation, and success. Communication and language are often identified as barriers in deaf children's development. However, research linking deafness in childhood and resilience is scarce. The present comprehensive literature review aims to verify which are the predominant risk factors for this group, which protective factors may be identified and if significant differences have been found between deaf and hearing children regarding resilience. A systematic search, performed in seven databases, identified 11 articles published in peer-reviewed journals between 2000 and 2019 that met the criteria. Deaf children experience exposure to risk through obstacles in communication, language, and information failure. Consequently, differences between hearing and deaf children are related to more difficulties in emotion regulation and interpersonal relationships. Principal protective factors are a supportive family, school staff, and peers. Practical implications and recommendations for future research are provided.
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Affiliation(s)
- Eunice Freitas
- Departamento de Educação, Ciências Sociais e Humanidades, Faculdade de Motricidade Humana, Universidade de Lisboa, Lisboa, Portugal
| | - Celeste Simões
- Departamento de Educação, Ciências Sociais e Humanidades, Faculdade de Motricidade Humana, Universidade de Lisboa, Lisboa, Portugal
- Aventura Social, Faculdade de Motricidade Humana, Universidade de Lisboa, Lisboa, Portugal
- Instituto de Saúde Ambiental (ISAMB), Faculdade de Medicina, Universidade de Lisboa, Lisboa, Portugal
| | - Anabela C Santos
- Departamento de Educação, Ciências Sociais e Humanidades, Faculdade de Motricidade Humana, Universidade de Lisboa, Lisboa, Portugal
- Aventura Social, Faculdade de Motricidade Humana, Universidade de Lisboa, Lisboa, Portugal
- Instituto de Saúde Ambiental (ISAMB), Faculdade de Medicina, Universidade de Lisboa, Lisboa, Portugal
- ISCTE - Instituto Universitário de Lisboa (IUL), CIS-IUL, Lisboa, Portugal
| | - Ana Mineiro
- Instituto de Ciências Sociais, Centro de Investigação Interdisciplinar em Saúde (CIIS), Universidade Católica Portuguesa, Lisboa, Portugal
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15
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Faja S, Clarkson T, Gilbert R, Vaidyanathan A, Greco G, Rueda MR, Combita LM, Driscoll K. A preliminary randomized, controlled trial of executive function training for children with autism spectrum disorder. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2022; 26:346-360. [PMID: 34474598 PMCID: PMC8813874 DOI: 10.1177/13623613211014990] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
LAY ABSTRACT Executive function, which is a set of thinking skills that includes stopping unwanted responses, being flexible, and remembering information needed to solve problems, is a challenge for many children on the autism spectrum. This study tested whether executive function could be improved with a computerized executive function training program under the guidance of a coach who reinforced the use of executive function skills. Seventy children with autism spectrum disorder from age 7 to 11 years of age participated in the study. They were randomly assigned to receive training or to a waiting group. The tests most likely to determine whether the training may be effective were chosen from a larger battery before the study started and included one task measuring brain responses, two measures of executive function in the lab, and a parent questionnaire. Changes in social functioning and repetitive behaviors were also explored. All children assigned to training completed the program and families generally reported the experience was positive. Brain responses of the training group changed following training, but not within the waiting group during a similar time period. Children who received training did not exhibit behavioral changes during the two the lab-based tasks. Parent report on questionnaires indicated that neither group showed a significant change in their broad use of executive function in other settings. Yet, children who received training were reported to have fewer restricted and repetitive behaviors following training. These initial findings suggest that short executive function training activities are feasible and may improve some functioning of school-aged children on the autism spectrum.
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Affiliation(s)
- Susan Faja
- Boston Children's Hospital, USA.,Harvard Medical School, USA
| | | | - Rachel Gilbert
- Boston Children's Hospital, USA.,University of Florida, USA
| | | | - Gabriella Greco
- Boston Children's Hospital, USA.,University of Washington, USA
| | | | | | - Kate Driscoll
- Boston Children's Hospital, USA.,Harvard Medical School, USA
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16
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Simon SL, Ware MA, Bowen AE, Chandrasekhar JL, Lee JA, Shomaker LB, Gulley LD, Heberlein E, Kaar JL. Sleep Moderates Improvements in Mental Health Outcomes in Youth: Building Resilience for Healthy Kids. Am J Health Promot 2022; 36:772-780. [PMID: 35081761 DOI: 10.1177/08901171211068455] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
PURPOSE To examine the role of sleep in a school-based resiliency intervention. DESIGN Single group feasibility study. SETTING Urban middle school Subjects: Sixth grade students Intervention: A total of 285, 11-12-year-old students (70% White, 18% Hispanic, 55% female) participated in the six-week 1:1 Healthy Kids intervention. Youth (n=248) completed electronic surveys at pre-post the 6-week study assessing mental health parameters and self-reported bed and wake time. MEASURES Students were categorized as having insufficient sleep opportunity if they reported time in bed of <9 hours per night. ANALYSIS General linear models examined differences between groups for each mental health parameters pre-post study. RESULTS A third of participants (28%) were classified as having insufficient sleep opportunity. Youth with insufficient sleep were more often Hispanic (27% vs 16%; p<0.001) and were more often classified with both mild to severe depression and anxiety symptoms (55% vs 35%; p=0.004). The health coaching intervention was found to have a significant improvement on overall resilience and self-efficacy only among students who reported sufficient sleep, while no significant intervention effect was found for those students who reported insufficient sleep. CONCLUSIONS Our findings suggest that youth with poor sleep health may not benefit from school-based resiliency interventions.
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Affiliation(s)
- Stacey L Simon
- 129263University of Colorado Denver - Anschutz Medical Campus
| | - Meredith A Ware
- 129263University of Colorado Denver - Anschutz Medical Campus
| | | | | | - Joey A Lee
- Health Sciences14676University of Colorado at Colorado Springs
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17
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Zhou Y, Yu NX, Dong P, Zhang Q. Stressful life events and children's socioemotional difficulties: Conditional indirect effects of resilience and executive function. J Exp Child Psychol 2021; 216:105345. [PMID: 34968743 DOI: 10.1016/j.jecp.2021.105345] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2020] [Revised: 12/03/2021] [Accepted: 12/03/2021] [Indexed: 11/16/2022]
Abstract
Although the association between life stress and children's socioemotional difficulties has been widely documented, few studies have adopted a cognitive-based resilience framework studying preadolescent psychosocial adjustment. This study examined whether the stress-difficulties associations are mediated by resilience and moderated by executive function (EF). A sample of 144 typically developing Chinese children (aged 10-12 years) completed measures assessing stressful life events, socioemotional difficulties, resilience, and computer-based EF (including working memory [WM] capacity and WM updating, inhibitory control, and cognitive flexibility). The results showed that stressful life events were positively associated with socioemotional difficulties through the mediating effect of diminished resilience. The direct and indirect effects of stressful life events on socioemotional difficulties varied across individual differences in EF. Specifically, compared with low to medium levels, high-level WM capacity and WM updating moderated the association between stressful life events and socioemotional difficulties. Cognitive flexibility moderated both direct and indirect effects, showing that for children with low to medium levels of cognitive flexibility, life stress was positively associated with socioemotional difficulties via the role of lower resilience; however, for those with high levels of cognitive flexibility, the direct and indirect effects were not significant. Inhibitory control showed significant direct associations with resilience and socioemotional difficulties but failed to be a moderator. The characteristics of the low-stress sample might limit the generalizability of this study. Nevertheless, our findings provide a rationale for integrating a cognitive-based resilience process and the multifaceted structure of EF to understand and promote preadolescents' positive adaptation.
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Affiliation(s)
- Yanlin Zhou
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310028, China; Department of Social and Behavioral Sciences, City University of Hong Kong, Kowloon, Hong Kong Special Administrative Region
| | - Nancy Xiaonan Yu
- Department of Social and Behavioral Sciences, City University of Hong Kong, Kowloon, Hong Kong Special Administrative Region
| | - Peiqi Dong
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310028, China
| | - Qiong Zhang
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310028, China.
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18
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Murray DW, Kuhn LJ, Willoughby MT, LaForett DR, Cavanaugh AM. Outcomes of a Small Group Program for Early Elementary Students with Self-Regulation Difficulties: Limitations of Transportability from Clinic to School. SCHOOL MENTAL HEALTH 2021. [DOI: 10.1007/s12310-021-09480-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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19
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Borchet J, Lewandowska-Walter A, Połomski P, Peplińska A, Hooper LM. The Relations Among Types of Parentification, School Achievement, and Quality of Life in Early Adolescence: An Exploratory Study. Front Psychol 2021; 12:635171. [PMID: 33854465 PMCID: PMC8039449 DOI: 10.3389/fpsyg.2021.635171] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2020] [Accepted: 01/14/2021] [Indexed: 11/13/2022] Open
Abstract
Children who experience parentification may have trouble performing developmental tasks due to being overwhelmed by their family caregiving roles and responsibilities. Past studies have found that parentification is negatively associated with academic achievement. However, most of these studies are limited in that they are retrospective and examine the association but not the mechanisms shaping them. The aim of the study was to explore to what extent diverse types of parentification relate to academic achievement and to what extent these relations are mediated by self-reported quality of life among adolescents. The study sample was composed of Polish early adolescents (N = 191; age: M = 14.61; SD = 1.26). Types of parentification were measured with the Parentification Questionnaire for Youth, and quality of life was assessed with KidScreen27. School achievement was measured based on mean semester grade. We explored the associations among study variables and performed six mediation models in the planned analyses. Overall, bivariate relations were significant in a theoretically expected way, although the effect sizes for these associations were rather small. In the mediation analyses, the results showed that four of the six models were not significant. Different from previous studies, instrumental parentification was positively related to school achievement. Additionally, this positive association was mediated by adolescents' general quality of life. Taken together, the findings were similar and different from the empirical literature base on types of parentification and select outcomes.
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Affiliation(s)
- Judyta Borchet
- Faculty of Social Sciences, Institute of Psychology, University of Gdan´sk, Gdan´sk, Poland
| | | | - Piotr Połomski
- Faculty of Social Sciences, Institute of Psychology, University of Gdan´sk, Gdan´sk, Poland
| | - Aleksandra Peplińska
- Faculty of Social Sciences, Institute of Psychology, University of Gdan´sk, Gdan´sk, Poland
| | - Lisa M Hooper
- Schindler Education Center, Center for Educational Transformation, University of Northern Iowa, Cedar Falls, IA, United States
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20
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Lee JA, Heberlein E, Pyle E, Caughlan T, Rahaman D, Sabin M, Kaar JL. Study protocol for a school-based single group pragmatic trial to promote resilience in youth: Building Resilience for Healthy Kids. Contemp Clin Trials Commun 2021; 21:100721. [PMID: 33665468 PMCID: PMC7897985 DOI: 10.1016/j.conctc.2021.100721] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2020] [Revised: 10/08/2020] [Accepted: 01/15/2021] [Indexed: 12/23/2022] Open
Abstract
BACKGROUND There is a growing prevalence of mental health disorders among youth. Helping youth develop skills that promote and support mental well-being is an important strategy for addressing this public health concern. Building Resilience for Healthy Kids (Healthy Kids) is a school-based program designed to improve resiliency in youth aged 9-13 years old using an innovative health coaching framework. METHODS Healthy Kids is a multi-phased intervention that aims to improve youth resilience using a 6-week, 1:1 health coaching program. The program develops youth resilience and was derived from models for developing youth resilience: Positive Relationships, Coping, Skill Development, Healthy Lifestyle, Sense of Culture, and Connectedness. Effectiveness of the intervention will be evaluated using a single-group, pragmatic trial design with pretest-posttest and follow-up assessments up to 12 months. Process measures will evaluate youth's acceptance and satisfaction of the program and attendance rates. Effectiveness will be evaluated by examining changes in resilience and mental health indicators from pre-to-post program and tracking sustainment of changes in mental health indicators over time. DISCUSSION Given the pragmatic nature of the study design to work with generally healthy populations of students, we expect small, but sustainable, improvements in youth resilience to be achieved through the intervention. Further, this study will provide insight into the potential effectiveness of using health coaching as a strategy to support and promote youth mental well-being in school settings. TRIAL REGISTRATION ClinicalTrials.gov Identifier: NCT04202913. Registered December 18, 2019.
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Affiliation(s)
- Joey A. Lee
- University of Colorado Colorado Springs, Department of Health Sciences, Colorado Springs, CO, USA
| | - Erin Heberlein
- Children's Hospital Colorado, Colorado Springs, Colorado Springs, CO, USA
| | - Emily Pyle
- Children's Hospital Colorado, Colorado Springs, Colorado Springs, CO, USA
| | - Thomas Caughlan
- Children's Hospital Colorado, Colorado Springs, Colorado Springs, CO, USA
| | - Darvi Rahaman
- Children's Hospital Colorado, Colorado Springs, Colorado Springs, CO, USA
- University of Colorado School of Medicine, Department of Pediatrics, Aurora, CO, USA
| | - Margaret Sabin
- Children's Hospital Colorado, Colorado Springs, Colorado Springs, CO, USA
| | - Jill L. Kaar
- University of Colorado School of Medicine, Department of Pediatrics, Aurora, CO, USA
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21
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Can the migration process influence the clinical expression of heroin use disorder in migrants to Italy? CNS Spectr 2021; 26:62-70. [PMID: 31969204 DOI: 10.1017/s1092852919001846] [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] [Indexed: 11/05/2022]
Abstract
BACKGROUND For some time now, there has been a strong consensus that the migration process can influence the onset, course, development, outcome, and clinical aspects of psychiatric pathologies. METHODS In this study, we have analyzed the influence of the migration process on the clinical expression of heroin use disorder (HUD). In a naturalistic case-control study, we compared, both at univariate and multivariate level, 30 migrant HUD (M-HUD) patients with 30 age/gender-matched Italian HUD (IT-HUD) patients. We also analyzed demographic data, drug addiction history, psychopathological symptoms, addictive behavior, and emotional reactivity to life events. RESULTS Compared with IT-HUD pairs, at HUD Agonist Opioid Treatment, M-HUD patients were characterized by inadequate income and the presence of legal problems. They were more frequently at stage 3 of heroin addiction, with a concomitantly less frequent use of stimulants. Their age at the onset of heroin use was greater than that of subjects in the IT-HUD group. HUD post-traumatic stress disorder spectrum was present and was more severe in all M-HUD patients, but grief reactions and maladaptive behavior were the most discriminant traits. No differences were found in terms of addictive behaviors related to heroin craving or with respect to the severity/typology of psychopathology specific to HUD. CONCLUSIONS The migratory process does not seem to be correlated with addictive behaviors or with psychopathology specific to HUD. It partly affects HUD history, and specifically correlates with emotional reactivity to loss and traumatic life events, so suggesting that in M-HUD individuals, the link between the migratory syndrome and HUD is very close.
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22
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You B, Jackson T. Gray Matter Volume Differences Between More Versus Less Resilient Adults with Chronic Musculoskeletal Pain: A Voxel-based Morphology Study. Neuroscience 2021; 457:155-164. [PMID: 33484820 DOI: 10.1016/j.neuroscience.2021.01.019] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2020] [Revised: 12/21/2020] [Accepted: 01/12/2021] [Indexed: 12/15/2022]
Abstract
Resilience, a personality construct that reflects capacities to persevere, maintain a positive outlook and/or thrive despite ongoing stressors, has emerged as an important focus of research on chronic pain (CP). Although behavior studies have found more resilient persons with CP experience less pain-related dysfunction than less resilient cohorts do, the presence and nature of associated brain structure differences has received scant attention. To address this gap, we examined gray matter volume (GMV) differences between more versus less resilient adults with chronic musculoskeletal pain. Participants (75 women, 43 men) were community-dwellers who reported ongoing musculoskeletal pain for at least three months. More (n = 57) and less (n = 61) resilient subgroups, respectively, were identified on the basis of scoring above and below median scores on two validated resilience questionnaires. Voxel-based morphology (VBM) undertaken to examine resilience subgroup differences in GMV indicated more resilient participants displayed significantly larger GMV in the (1) bilateral precuneus, (2) left superior and inferior parietal lobules, (3) orbital right middle frontal gyrus and medial right superior frontal gyrus, and (4) bilateral median cingulate and paracingulate gyri, even after controlling for subgroup differences on demographics and measures of pain-related distress. Together, results underscored the presence and nature of specific GMV differences underlying subjective reports of more versus less resilient responses to ongoing musculoskeletal pain.
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Affiliation(s)
- Beibei You
- Key Laboratory of Cognition and Personality, China Education Ministry, Southwest University, Chongqing 400715, China; Qiannan Preschool Education College, Guizhou 551300, China
| | - Todd Jackson
- Department of Psychology, University of Macau, Taipa 999078, Macau, SAR, China; Key Laboratory of Cognition and Personality, China Education Ministry, Southwest University, Chongqing 400715, China.
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23
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Regulating Emotionality to Manage Adversity: A Systematic Review of the Relation Between Emotion Regulation and Psychological Resilience. COGNITIVE THERAPY AND RESEARCH 2021. [DOI: 10.1007/s10608-020-10186-1] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/07/2023]
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24
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Lilja JL, Kimber B, Eriksson C, Henriksson B, Skoog T. Does the Delivery System Matter? The Scaling-Out of a School-Based Resilience Curriculum to the Social Services Sector. Front Psychiatry 2021; 12:578048. [PMID: 34017270 PMCID: PMC8129020 DOI: 10.3389/fpsyt.2021.578048] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Accepted: 03/31/2021] [Indexed: 11/13/2022] Open
Abstract
Background: The context is highly relevant to the implementation of new health-related programs and is an implicit or explicit part of the major implementation models in the literature. The Resilience Curriculum (RESCUR) program was developed to foster the psychosocial development of children in early and primary education. RESCUR seeks specifically to decrease children's vulnerability. It aims to promote the emotional and social learning of children who may be at risk of leaving school pre-maturely, social exclusion and mental-health problems. The program is taught using a teachers' manual to support consistency of delivery, a parents' guide, and a resource package. This study aimed to examine the scaling-out of RESCUR to social services, and specifically to test if implementation differs between the school and social services sectors. Methods: RESCUR was implemented in schools and social services in Sweden 2017-2019. Data were collected via group leaders' self-reports and observation protocols for 3 months after implementation started. There were 34 self-reports from schools, and 12 from the social services sector; 30 observation protocols were collected from schools, and 10 from social services. We examined whether there were differences in implementation outcomes (in, for example, dosage, duration, fidelity, adaptation, quality of delivery) between the two delivery systems. Descriptive statistics were prepared and non-parametric tests of significance conducted to compare implementation-related factors across the two settings. Results: Analyses of both the observation protocols and group leaders' self-reports revealed that RESCUR was well-implemented in both schools and social services. The results showed a few significant differences in the outcomes of implementation between the sectors. First, regarding observations, school staff more often adapted the pace of RESCUR lessons to ensure that the children could understand than did social services staff (p < 0.01). Second, social services staff demonstrated greater interest in students and sensitivity to the needs of individual students than did school staff (p = 0.02). Regarding self-reports, social services staff reported having delivered more (p = 0.4) and longer (p < 0.01) lessons than did school staff. Second, school staff reported greater fidelity to (p = 0.02) and less adaptation of (p < 0.01) the intervention than did social services staff. Both observations and self-reports, however, indicated a high fidelity of implementation. Conclusions: Overall, the findings suggest that the resilience program, designed for delivery in schools, can be scaled-out to social services with its implementation outcomes retained. Further research is needed to test the effectiveness of the program regarding child health-related outcomes. Clinical Trial Registration: National Institute of Health, ClinicalTrials.gov, identifier: NCT03655418. Registered August 31, 2018.
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Affiliation(s)
- Josefine L Lilja
- Department of Psychology, University of Gothenburg, Gothenburg, Sweden.,R&D Primary Health Care, Västra Götaland, Sweden
| | - Birgitta Kimber
- Department of Clinical Sciences, Umeå University, Umeå, Sweden
| | - Charli Eriksson
- Department of Public Health Sciences, Stockholm University, Stockholm, Sweden
| | | | - Therése Skoog
- Department of Psychology, University of Gothenburg, Gothenburg, Sweden
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25
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Li Y, Xia X, Meng F, Zhang C. Association Between Physical Fitness and Anxiety in Children: A Moderated Mediation Model of Agility and Resilience. Front Public Health 2020; 8:468. [PMID: 32984252 PMCID: PMC7492542 DOI: 10.3389/fpubh.2020.00468] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2020] [Accepted: 07/24/2020] [Indexed: 12/19/2022] Open
Abstract
Background: Anxiety is one of the most prevalent mental health problems in children. Although physical fitness as a predictor of mental health, the mechanisms underlying any association between physical fitness and anxiety in children have been understudied. Thus, the aim of the present study was to determine whether an association exists between physical fitness and anxiety and to explore the roles of agility and resilience in such an association. Methods: This cross-sectional study investigated 269 children aged 7 to 12 years from three public primary schools in Shanghai (China). Physical fitness and agility were objectively measured, and resilience and anxiety were assessed using self-reported questionnaires. The moderated mediation model was examined using the SPSS PROCESS macro, in which the moderator variable was agility, and the mediator variable was resilience. Results: Physical fitness was inversely associated with anxiety. Resilience partially and indirectly mediated this association, and agility moderated the association between physical fitness and resilience. Physical fitness had a greater impact on resilience in children with higher agility levels. Conclusions: Agility moderated the mediation of resilience on the indirect, inverse association between physical fitness and anxiety; thus, incorporating methods to develop agility and resilience may lead to better outcomes for physical fitness programs designed to prevent or alleviate anxiety in children.
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Affiliation(s)
- Yansong Li
- School of Kinesiology, Shanghai University of Sport, Shanghai, China
| | - Xue Xia
- School of Psychology, Shanghai University of Sport, Shanghai, China
| | - Fanying Meng
- Institute of Physical Education, Huzhou University, Huzhou, China
| | - Chunhua Zhang
- School of Kinesiology, Shanghai University of Sport, Shanghai, China
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Lee JA, Heberlein E, Pyle E, Caughlan T, Rahaman D, Sabin M, Kaar JL. Evaluation of a Resiliency Focused Health Coaching Intervention for Middle School Students: Building Resilience for Healthy Kids Program. Am J Health Promot 2020; 35:344-351. [DOI: 10.1177/0890117120959152] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Abstract
Introduction: Youth mental health issues are a growing public health concern. Resilience has been identified as a mitigating factor for adverse mental health outcomes. Schools have shown an increasing interest in strategies to support students’ mental health. The purpose of this study was to evaluate a school-based 1:1 health coaching program designed to build resilience by teaching students coping skills and strategies to increase their self-efficacy. Study Design: Single group intervention study with pre/post measures. Setting/Participants: Sixth grade students (aged 11-12 years) attending an urban middle school. Intervention: Youth participated in up to 6 resiliency-focused, 1:1 health coaching sessions completed over 8 weeks and conducted during the school day. Health coaches utilized motivational interviewing techniques to set and work toward resilience-related goals focused on improving coping skills and self-efficacy with youth during the intervention (January through March 2020). Main Outcome Measures: The Child and Youth Resilience Measure-Revised and other mental health assessments were completed at baseline and immediately following completion of the intervention to evaluate outcomes. Paired sample t-tests and Hedges’ g effect sizes were conducted to evaluate intervention effectiveness. Student participation rates were assessed throughout the intervention. Results: 287 youth participated in the study (87% participation rate) and participated in over 85% of health coaching sessions offered. A paired samples t-test revealed the youth resilience significantly increased from pre ( M = 75.7, SD = 6.9) to post ( M = 77.6, SD = 6.8) intervention ( t[257] = 3.73, p < .001) and the size of the effect was medium ( g = 0.29, 95% CI = 0.11, 0.46). Conclusions: The findings demonstrate that health coaching can be an effective strategy for improving resiliency in youth. Future studies evaluating how to effectively disseminate this intervention strategy are planned.
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Affiliation(s)
- Joey A. Lee
- Department of Health Sciences, University of Colorado Colorado Springs, Colorado Springs, CO, USA
| | | | - Emily Pyle
- Children’s Hospital Colorado, Colorado Springs, CO, USA
| | - Thomas Caughlan
- Children’s Hospital Colorado, Colorado Springs, CO, USA
- Department of Pediatrics, University of Colorado School of Medicine, Aurora, CO, USA
| | - Darvi Rahaman
- Children’s Hospital Colorado, Colorado Springs, CO, USA
- Department of Pediatrics, University of Colorado School of Medicine, Aurora, CO, USA
| | | | - Jill L. Kaar
- Children’s Hospital Colorado, Colorado Springs, CO, USA
- Department of Pediatrics, University of Colorado School of Medicine, Aurora, CO, USA
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Tomczyk Ł, Wąsiński A. Risk Behaviors among Youths in a Two-Aspect Approach: Using Psychoactive Substances and Problematic Using of Internet. JOURNAL OF CHILD & ADOLESCENT SUBSTANCE ABUSE 2020. [DOI: 10.1080/1067828x.2020.1805839] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
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Albuquerque ESGE, Bueno JMH. The Effect of Resilience and Cognition on (Im)Migrant Students’ Academic Adaptation. PSICO-USF 2020. [DOI: 10.1590/1413-82712020250202] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Abstract This study aimed to identify cognitive (reasoning and executive functions) and resilient behavioral variables of (im)migrant university students which are related to different aspects on their adaptation to academic experiences. It is a descriptive exploratory cross-sectional study. The sample consisted of 64 undergraduate and graduate students from three universities of Porto Alegre, with average age 23.75 years old (DP = 2.9), from other Brazilian state or other country. The results pointed that significant predictors of all five academic experiences’ dimensions were resilience’s aspects and none cognitive. Among these resilience’s aspects, it was highlighted Structured style, which predicted three different dimensions. Those findings show the relevant role of resilience in adaptive process faced by this population and, consequently, in their academic success.
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Liu M, Mejia-Lancheros C, Lachaud J, Nisenbaum R, Stergiopoulos V, Hwang SW. Resilience and Adverse Childhood Experiences: Associations With Poor Mental Health Among Homeless Adults. Am J Prev Med 2020; 58:807-816. [PMID: 32147372 DOI: 10.1016/j.amepre.2019.12.017] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/30/2019] [Revised: 12/11/2019] [Accepted: 12/12/2019] [Indexed: 11/19/2022]
Abstract
INTRODUCTION Adverse childhood experiences are known risk factors for a range of social, economic, and health-related outcomes over the life course. Resilience is a known protective factor. This study examines the associations of adverse childhood experiences and resilience with poor mental health outcomes among homeless adults with mental illness. METHODS This study utilized data from 565 homeless adults with mental illness participating in a Housing First intervention in Toronto (2009-2013) to evaluate their sociodemographic characteristics, adverse childhood experience exposure, resilience, and mental health outcomes. Descriptive statistics were generated, and logistic regression models were used to examine the association of total adverse childhood experience score and resilience with poor mental health outcomes. Analyses were conducted in 2019. RESULTS The average total adverse childhood experience score was 4.1 (SD=2.8) among all study participants. Individuals with a lifetime duration of homelessness exceeding 36 months (p=0.011) had higher mean scores. Total score was positively associated with several mental illness diagnoses and psychopathology severity, indicated by co-occurring mental illness diagnoses (AOR=1.23, 95% CI=1.13, 1.33) and high Colorado Symptom Index scores (AOR=1.26, 95% CI=1.14, 1.38). Resilience served as a protective factor against several individual mental illness diagnoses, co-occurring mental illness diagnoses (AOR=0.85, 95% CI=0.76, 0.95), and high Colorado Symptom Index scores (AOR=0.69, 95% CI=0.61, 0.79). CONCLUSIONS Findings highlight the high prevalence of adverse childhood experiences and their negative impact on homeless adults with mental illness. Resilience protects against adverse childhood experience-associated poor mental health outcomes, thereby serving as a potential interventional target in homeless populations.
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Affiliation(s)
- Michael Liu
- Harvard Medical School, Boston, Massachusetts; MAP Center for Urban Health Solutions, Li Ka Shing Knowledge Institute, Unity Health Toronto, Toronto, Ontario, Canada
| | - Cilia Mejia-Lancheros
- MAP Center for Urban Health Solutions, Li Ka Shing Knowledge Institute, Unity Health Toronto, Toronto, Ontario, Canada
| | - James Lachaud
- MAP Center for Urban Health Solutions, Li Ka Shing Knowledge Institute, Unity Health Toronto, Toronto, Ontario, Canada
| | - Rosane Nisenbaum
- MAP Center for Urban Health Solutions, Li Ka Shing Knowledge Institute, Unity Health Toronto, Toronto, Ontario, Canada; Division of Biostatistics, Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada
| | - Vicky Stergiopoulos
- MAP Center for Urban Health Solutions, Li Ka Shing Knowledge Institute, Unity Health Toronto, Toronto, Ontario, Canada; Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada; Center for Addiction and Mental Health, Toronto, Ontario, Canada
| | - Stephen W Hwang
- MAP Center for Urban Health Solutions, Li Ka Shing Knowledge Institute, Unity Health Toronto, Toronto, Ontario, Canada; Division of General Internal Medicine, Department of Medicine, University of Toronto, Toronto, Ontario, Canada.
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Welsh JA, Bierman KL, Nix RL, Heinrichs BN. Sustained effects of a school readiness intervention: 5th grade outcomes of the Head Start REDI program. EARLY CHILDHOOD RESEARCH QUARTERLY 2020; 53:151-160. [PMID: 33994660 PMCID: PMC8115299 DOI: 10.1016/j.ecresq.2020.03.009] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
This study examined the sustained effects of the Head Start Research-based Developmentally Informed (REDI) program, which enriched preschools with evidence-based programming targeting social-emotional and language/emergent literacy skills. 44 Head Start classrooms were randomly assigned to intervention or a usual practice control group, and 356 4-year-olds (25% African American, 17% Latino, 54% female) were followed through the end of 5th grade. Growth curve analyses revealed that significant intervention effects on teacher-rated social adjustment, academic engagement, and parent involvement identified at the end of the Head Start year were sustained throughout elementary school. These findings demonstrate that evidence-based curricula combined with professional development support can enhance preschool programming and promote the elementary school adjustment of children living in poverty.
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Srivastav A, Spencer M, Strompolis M, Thrasher JF, Crouch E, Palamaro-Munsell E, Davis RE. Exploring practitioner and policymaker perspectives on public health approaches to address Adverse Childhood Experiences (ACEs) in South Carolina. CHILD ABUSE & NEGLECT 2020; 102:104391. [PMID: 32018214 DOI: 10.1016/j.chiabu.2020.104391] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/07/2019] [Revised: 01/13/2020] [Accepted: 01/27/2020] [Indexed: 06/10/2023]
Abstract
OBJECTIVE We examined the perspectives of child and family-serving professionals (CFSP) and state policymakers on protective factors to develop policy and program recommendations including current and needed approaches for addressing ACEs. METHODS In 2018, we conducted semi-structured, in-depth interviews with 23 CFSP and 24 state policymakers in South Carolina. Data were analyzed applying the Multiple Streams Theory using thematic analyses. RESULTS CFSPs and policymakers had varying opinions on state government involvement and primary prevention for ACEs. Three protective factors emerged from their perspectives: 1) loving, trusting, and nurturing relationships; 2) safe home environments; and 3) opportunities to thrive. For each of these protective factors, participants suggested policy options that support existing community efforts, attempt to alleviate poverty, and improve child and family serving systems. CONCLUSION This study suggests that CFSPs and policymakers recognize the importance of protective factors in a child's life to buffer the effect of ACEs. More awareness is needed about the feasibility and significance of primary prevention of ACEs. The study's findings can be used to strengthen advocacy priorities for a wide range of public health outcomes associated with ACEs and help further bridge the gap between research and policy.
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Affiliation(s)
- Aditi Srivastav
- Department of Health Promotion, Education and Behavior, University of South Carolina, Columbia, SC, United States; Children's Trust of South Carolina, Columbia, SC, United States.
| | - Mindi Spencer
- Department of Health Promotion, Education and Behavior, University of South Carolina, Columbia, SC, United States
| | | | - James F Thrasher
- Department of Health Promotion, Education and Behavior, University of South Carolina, Columbia, SC, United States
| | - Elizabeth Crouch
- Department of Health Services Policy and Management, University of South Carolina, Columbia, SC, United States
| | - Eylin Palamaro-Munsell
- Department of Psychological Sciences, Northern Arizona University, Flagstaff, AZ, United States
| | - Rachel E Davis
- Department of Health Promotion, Education and Behavior, University of South Carolina, Columbia, SC, United States
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Fishbein DH, Dariotis JK. Personalizing and Optimizing Preventive Intervention Models via a Translational Neuroscience Framework. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2020; 20:10-20. [PMID: 29101644 DOI: 10.1007/s11121-017-0851-8] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
Abstract
A new generation of research, building upon developmental psychopathology (Luthar et al. 1997; Luthar et al. (Child Development, 71, 543-562, 2000)), provides evidence that individual differences in risk for behavioral health problems result from intrapersonal and environmental modulation of neurophysiologic and genetic substrates. This transdisciplinary model suggests that, in any given individual, the number of genetic variants implicated in high-risk behavior and the way in which they are assorted and ultimately suppressed or activated in the brain by experiential and contextual factors help to explain behavioral orientations. Implications are that behavioral health problems can be amplified or reduced based on characteristics of an individual and socio-contextual influences on those characteristics. This emerging research has extraordinary implications for the design of prevention programs that more precisely target the malleable mechanisms that underlie behavioral health problems and, hence, more effectively prevent behavioral problems and promote resilience. A detailed, theory-driven examination of all evidence-based interventions is called for to identify the active ingredients that specifically impact these underlying mechanisms. Such an approach will enhance the ability of preventive interventions to achieve effect sizes indicative of beneficial impacts for a greater number of recipients. This paper presents the significant implications of this collective knowledge base for the next generation of precision-based, prevention-focused personalized interventions.
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Affiliation(s)
- Diana H Fishbein
- Department of Human Development and Family Studies and Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University, 218 Health and Human Development Building, University Park, PA, 16802, USA.
| | - Jacinda K Dariotis
- College of Education, Criminal Justice, and Human Services, Evaluation Services Center, University of Cincinnati, Cincinnati, OH, USA
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St. John AM, Tarullo AR. Neighbourhood chaos moderates the association of socioeconomic status and child executive functioning. INFANT AND CHILD DEVELOPMENT 2019. [DOI: 10.1002/icd.2153] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Ashley M. St. John
- Department of Psychological and Brain SciencesBoston University Boston Massachusetts
| | - Amanda R. Tarullo
- Department of Psychological and Brain SciencesBoston University Boston Massachusetts
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Theofanopoulou N, Isbister K, Edbrooke-Childs J, Slovák P. A Smart Toy Intervention to Promote Emotion Regulation in Middle Childhood: Feasibility Study. JMIR Ment Health 2019; 6:e14029. [PMID: 31381502 PMCID: PMC6699114 DOI: 10.2196/14029] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/15/2019] [Revised: 06/23/2019] [Accepted: 06/28/2019] [Indexed: 01/23/2023] Open
Abstract
BACKGROUND A common challenge with existing psycho-social prevention interventions for children is the lack of effective, engaging, and scalable delivery mechanisms, especially beyond in-person therapeutic or school-based contexts. Although digital technology has the potential to address these issues, existing research on technology-enabled interventions for families remains limited. This paper focuses on emotion regulation (ER) as an example of a core protective factor that is commonly targeted by prevention interventions. OBJECTIVE The aim of this pilot study was to provide an initial validation of the logic model and feasibility of in situ deployment for a new technology-enabled intervention, designed to support children's in-the-moment ER efforts. The novelty of the proposed approach relies on delivering the intervention through an interactive object (a smart toy) sent home with the child, without any prior training necessary for either the child or their carer. This study examined (1) engagement and acceptability of the toy in the homes during 1-week deployments, and (2) qualitative indicators of ER effects, as reported by parents and children. In total, 10 families (altogether 11 children aged 6-10 years) were recruited from 3 predominantly underprivileged communities in the United Kingdom, as low SES populations have been shown to be particularly at risk for less developed ER competencies. Children were given the prototype, a discovery book, and a simple digital camera to keep at home for 7 to 8 days. Data were gathered through a number of channels: (1) semistructured interviews with parents and children prior to and right after the deployment, (2) photos children took during the deployment, and (3) touch interactions automatically logged by the prototype throughout the deployment. RESULTS Across all families, parents and children reported that the smart toy was incorporated into the children's ER practices and engaged with naturally in moments the children wanted to relax or calm down. Data suggested that the children interacted with the toy throughout the deployment, found the experience enjoyable, and all requested to keep the toy longer. Children's emotional connection to the toy appears to have driven this strong engagement. Parents reported satisfaction with and acceptability of the toy. CONCLUSIONS This is the first known study on the use of technology-enabled intervention delivery to support ER in situ. The strong engagement, incorporation into children's ER practices, and qualitative indications of effects are promising. Further efficacy research is needed to extend these indicative data by examining the psychological efficacy of the proposed intervention. More broadly, our findings argue for the potential of a technology-enabled shift in how future prevention interventions are designed and delivered: empowering children and parents through child-led, situated interventions, where participants learn through actionable support directly within family life, as opposed to didactic in-person workshops and a subsequent skills application.
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Affiliation(s)
- Nikki Theofanopoulou
- Evidence Based Practice Unit, University College London and Anna Freud National Centre for Children and Families, London, United Kingdom
| | - Katherine Isbister
- Department of Computational Media, University of California, Santa Cruz, Santa Cruz, CA, United States
| | - Julian Edbrooke-Childs
- Evidence Based Practice Unit, University College London and Anna Freud National Centre for Children and Families, London, United Kingdom
| | - Petr Slovák
- Department of Informatics, King's College London, London, United Kingdom
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Murray DW, Rosanbalm K, Christopoulos C, Meyer AL. An Applied Contextual Model for Promoting Self-Regulation Enactment Across Development: Implications for Prevention, Public Health and Future Research. J Prim Prev 2019; 40:367-403. [PMID: 31372788 DOI: 10.1007/s10935-019-00556-1] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
This theoretical paper presents a public health approach for promoting self-regulation across development that is based in cross-disciplinary theory and research. The self-regulation promotion model includes three key approaches that are each dependent on the relationship that children and youth have with caregivers: teaching self-regulation skills, building supportive environments, and providing co-regulation. This model extends the science of self-regulation insofar as it: (1) focuses on promoting wellbeing (not only reducing risks) across domains of functioning, (2) addresses self-regulation intervention across childhood and through young adulthood, (3) integrates multiple theories and applies them to intervention in meaningful ways, and (4) identifies specific strategies that can be used in natural developmental contexts and that address the social ecological environment as well as the individual child. We describe seven key principles that support the model including a description of self-regulation processes and implications for promoting self-regulation at each developmental stage. We end with broad implications for intervention, highlighting the relevance of the self-regulation promotion model for practitioners, policy makers, and prevention researchers.
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Affiliation(s)
- Desiree W Murray
- Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Campus Box 8185, Chapel Hill, NC, 27599-8185, USA. .,The Sanford School of Public Policy, Duke University, Durham, USA.
| | - Katie Rosanbalm
- Center for Child and Family Policy, Duke University, Durham, USA
| | | | - Aleta L Meyer
- Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, Washington, D.C., USA
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Parsons L, Cordier R, Munro N, Joosten A. The feasibility and appropriateness of a peer-to-peer, play-based intervention for improving pragmatic language in children with autism spectrum disorder. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2019; 21:412-424. [PMID: 30175619 DOI: 10.1080/17549507.2018.1492630] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/17/2017] [Revised: 06/11/2018] [Accepted: 06/19/2018] [Indexed: 06/08/2023]
Abstract
Purpose: This study trialled a play-based, peer-to-peer intervention with children with autism spectrum disorder (ASD) to identify suitable instruments for measuring changes in pragmatic language following the intervention, and evaluate preliminary effectiveness. It also aimed to investigate the appropriateness of the intervention for participants. Method: Ten children with ASD, their typically developing peers, and parents participated. The Pragmatics Observational Measure (POM), Social Emotional Evaluation (SEE) and Profiling Elements of Prosody in Speech Communication (PEPS-C) measured the participant's social communication skills before, after, and 2-months following the intervention. Parent interviews were conducted two months after the intervention and responses were analysed using a thematic approach. Result: Children demonstrated gains in pragmatic language on the POM (χ2(3) = 11.160, p = 0.011) and related higher-level language on the SEE (χ2(2) = 6.686, p = 0.035). The PEPS-C did not produce any significant results. Parent interview responses indicated the intervention was appropriate for the children and families involved. Conclusion: The intervention warrants further investigation of effectiveness with a more robust research design. Consideration should be given to using observational measures of pragmatic language away from the clinic environment to evaluate generalisation, and future development of the intervention might consider variations in playmates and group size.
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Affiliation(s)
- Lauren Parsons
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University , Perth , Australia
| | - Reinie Cordier
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University , Perth , Australia
| | - Natalie Munro
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University , Perth , Australia
- Faculty of Health Sciences, The University of Sydney , Sydney , Australia , and
| | - Annette Joosten
- School of Occupational Therapy, Social Work and Speech Pathology, Curtin University , Perth , Australia
- School of Allied Health, Australian Catholic University , Brisbane , Australia
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Beauchaine TP, Hinshaw SP, Bridge JA. Nonsuicidal Self-Injury and Suicidal Behaviors in Girls: The Case for Targeted Prevention in Preadolescence. Clin Psychol Sci 2019; 7:643-667. [PMID: 31485384 PMCID: PMC6726409 DOI: 10.1177/2167702618818474] [Citation(s) in RCA: 34] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
Non-suicidal self-injury (NSSI) affects 15-20% of adolescents-disproportionately girls-and is a strong predictor of eventual suicide attempts and suicide. Many girls now initiate NSSI before age 10. These early-starters exhibit greater frequency of NSSI, use more diverse methods, and are hospitalized more often, yet there are no empirically supported prevention programs for preadolescents. Obstacles to prevention include ascertaining who is sufficiently vulnerable and specifying mechanistic intervention targets. Recent research indicates that (1) preadolescent girls with ADHD who are also maltreated are at alarming risk for NSSI and suicide attempts by adolescence, and (2) the conjoint effects of these vulnerabilities are sufficiently potent for targeted prevention. Research also indicates that existing interventions are effective in altering child- and family-level mechanisms of NSSI. These interventions alter neurobiological markers of vulnerability, which can be used as proximal efficacy signals of prevention response, without waiting for NSSI and suicide attempts to emerge.
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Affiliation(s)
| | - Stephen P Hinshaw
- Departments of Psychology and Psychiatry, The University of California, Berkeley; University of California, San Francisco
| | - Jeffrey A Bridge
- Center for Suicide Prevention and Research, The Research Institute at Nationwide Children's Hospital, Columbus, OH
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St John AM, Finch K, Tarullo AR. Socioeconomic status and neural processing of a go/no-go task in preschoolers: An assessment of the P3b. Dev Cogn Neurosci 2019; 38:100677. [PMID: 31255904 PMCID: PMC6969333 DOI: 10.1016/j.dcn.2019.100677] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2018] [Revised: 06/04/2019] [Accepted: 06/19/2019] [Indexed: 01/28/2023] Open
Abstract
Children aged 4.5–5.5 years completed a go/no-go task while recording EEG. P3b amplitudes were assessed, indexing inhibition and attention processes. Higher household income related to larger P3b amplitudes on go and no-go trials. Results show that SES has implications for children’s neural processing.
While it is well established that lower socioeconomic status (SES) is associated with poorer executive functioning (EF), how SES relates to the neural processing of EF in childhood remains largely unexplored. We examined how household income and parent education related to amplitudes of the P3b, an event-related potential component, during one EF task. We assessed the P3b, indexing inhibition and attention allocation processes, given the importance of these skills for academic success. Children aged 4.5–5.5 years completed a go/no-task, which assesses inhibitory control and attention, while recording EEG. The P3b was assessed for both go trials (indexing sustained attention) and no-go trials (indexing inhibition processes). Higher household income was related to larger P3b amplitudes on both go and no-go trials. This was a highly educated sample, thus results indicate that P3b amplitudes are sensitive to household income even within the context of high parental education. Findings build on the behavioral literature and demonstrate that SES also has implications for the neural mechanisms underlying inhibition and attention processing in early childhood.
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Affiliation(s)
- Ashley M St John
- Department of Psychological and Brain Sciences, Boston University, 64 Cummington Mall, Boston, MA, 02215, United States.
| | - Kayla Finch
- Department of Psychological and Brain Sciences, Boston University, 64 Cummington Mall, Boston, MA, 02215, United States.
| | - Amanda R Tarullo
- Department of Psychological and Brain Sciences, Boston University, 64 Cummington Mall, Boston, MA, 02215, United States.
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Marsili D, Canepa A, Mossone N, Comba P. Environmental Health Education for Asbestos-Contaminated Communities in Italy: The Casale Monferrato Case Study. Ann Glob Health 2019; 85:84. [PMID: 31225962 PMCID: PMC6634471 DOI: 10.5334/aogh.2491] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022] Open
Abstract
BACKGROUND Environmental health education contributes towards increasing awareness of communities to prevent exposure to hazardous substances. Casale Monferrato, the operating site for the Eternit asbestos-cement factory from 1907 to 1986, is a prioritized asbestos-contaminated site for remediation in Italy. The area is prone to severe asbestos-related diseases. About 50 cases of mesothelioma are diagnosed in Casale Monferrato annually; mesothelioma has been shown to be caused by occupational, environmental and domestic asbestos exposure. OBJECTIVES The goal of this paper is to analyze the Casale Monferrato case study in terms of youth engagement in environmental health education initiatives on asbestos risk and health impact. The paper aims at underlining the lessons learned in order to share the success of this initiative with other communities living in asbestos-contaminated sites in different countries. METHODS Peer education methodology has been used through the Asbestos Classroom to involve teachers, students and other local stakeholders in training activities, in selection of the contents for educational materials and interactive tools, as well as in choosing the presentation process for the aforementioned knowledge sharing instruments. FINDINGS From November 2014 to June 2018, 185 high school students and teachers were trained through the Asbestos Classroom. Through December 2018, they trained 3,241 classroom visitors. The Classroom relies on an inclusive participative process in which young people play a key role in the network of relationships within their community. CONCLUSIONS The paper corroborates the importance of engaging the educational system in communication efforts aimed at fostering collective awareness on environmental risk and health-related impacts for communities living in industrially contaminated sites. Considering the global dimension of the asbestos contamination and disease burden, this experience might be of relevance both in countries that banned asbestos and in those where asbestos is not yet prohibited.
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Affiliation(s)
- Daniela Marsili
- Department of Environment and Health, Istituto Superiore di Sanità, IT
- WHO Collaborating Centre on Environmental Health in Contaminated Sites, IT
| | - Adriana Canepa
- Cesare Balbo High School of the Network “ScuoleInsieme”, Casale Monferrato, IT
| | - Nicola Mossone
- Cesare Balbo High School of the Network “ScuoleInsieme”, Casale Monferrato, IT
| | - Pietro Comba
- Department of Environment and Health, Istituto Superiore di Sanità, IT
- WHO Collaborating Centre on Environmental Health in Contaminated Sites, IT
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Crouch E, Radcliff E, Strompolis M, Srivastav A. Safe, Stable, and Nurtured: Protective Factors against Poor Physical and Mental Health Outcomes Following Exposure to Adverse Childhood Experiences (ACEs). JOURNAL OF CHILD & ADOLESCENT TRAUMA 2019; 12:165-173. [PMID: 32318189 PMCID: PMC7163854 DOI: 10.1007/s40653-018-0217-9] [Citation(s) in RCA: 45] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
Protective factors can build resilience and potentially moderate the long-term impact of adverse childhood experiences (ACEs). To better understand the role of protective factors, this study examines the relationship of two protective factors focused on safe, stable and nurturing relationships, ACEs, and self-reported mental and physical health outcomes among a representative adult sample from the South Carolina Behavioral Risk Factor Surveillance System. Protective factors were assessed as potential moderators of ACEs and poor self-reported physical and mental health in multivariate logistic regression analyses. Respondents exposed to four or more ACEs who grew up with an adult who made them feel safe and protected were less likely to report frequent mental distress or poor health. The use of protective factors may be an effective prevention strategy for ACEs and its associated outcomes and may serve as a mechanism to "break the cycle" of childhood trauma.
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Affiliation(s)
- Elizabeth Crouch
- South Carolina Rural Health Research Center, Arnold School of Health, University of South Carolina, 220 Stoneridge Drive, Suite 204, Columbia, SC 29210 USA
| | - Elizabeth Radcliff
- South Carolina Rural Health Research Center, Arnold School of Health, University of South Carolina, 220 Stoneridge Drive, Suite 204, Columbia, SC 29210 USA
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Miroševič Š, Klemenc-Ketiš Z, Selič P. The 14-item Resilience scale as a potential screening tool for depression/anxiety and quality of life assessment: a systematic review of current research. Fam Pract 2019; 36:262-268. [PMID: 30165643 DOI: 10.1093/fampra/cmy081] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/14/2022] Open
Abstract
BACKGROUND Due to the expensive and time-consuming diagnostics, most general physicians do not use a standardized psychodiagnostic tool to detect depression and anxiety and often rely on their own judgment. This often leads to inaccuracy of identification of patients with mental disorders. OBJECTIVE To systematically review the literature of the 14-item resilience scale (RS-14) and offer directions for future studies. METHODS Fourteen studies that included a translated/validated RS-14 regardless of the sample were included through Medline and CINAHL databases and the following questions were addressed: (i) What are the factor structure, internal consistency and repeatability of the RS-14? (ii) Is RS-14 concordant with other scales for measuring resilience, and what is the concurrent validity of this instrument? (iii) What are the critiques, conclusions and limitations of previous studies? RESULTS Most factor analyses demonstrated a one-factor solution and confirmed 14-item scale. Cronbach's α for was high (M = 0.88); the test-retest reliability was satisfactory in three (0.70 < r > 0.83) out of four studies (r = 0.49). Results of concurrent validity showed positive correlation with some variables, including quality of life and a negative correlation with depression and anxiety. Among other limitations, the biggest drawback was a non-representative sample. CONCLUSIONS RS-14 was found to perform well in clinical and non-clinical sample. Due to its wide use of population, time efficiency and good results on concurrent validity, we suggest future studies to examine whether RS-14 has a potential to serve as a first distress and quality of life screening tool in the family medicine practices.
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Affiliation(s)
- Špela Miroševič
- Department of Family Medicine, Faculty of Medicine, University of Ljubljana, Poljanski nasip, Ljubljana, Slovenia
| | - Zalika Klemenc-Ketiš
- Department of Family Medicine, Faculty of Medicine, University of Ljubljana, Poljanski nasip, Ljubljana, Slovenia.,Department of Family Medicine, Faculty of Medicine, University of Maribor, Taborska, Maribor, Slovenia.,Community Health Centre Ljubljana, Metelkova, Ljubljana, Slovenia
| | - Polona Selič
- Department of Family Medicine, Faculty of Medicine, University of Ljubljana, Poljanski nasip, Ljubljana, Slovenia
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Razani N, Niknam K, Wells NM, Thompson D, Hills NK, Kennedy G, Gilgoff R, Rutherford GW. Clinic and park partnerships for childhood resilience: A prospective study of park prescriptions. Health Place 2019; 57:179-185. [PMID: 31060017 DOI: 10.1016/j.healthplace.2019.04.008] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/17/2018] [Revised: 03/04/2019] [Accepted: 04/22/2019] [Indexed: 11/28/2022]
Abstract
INTRODUCTION Pediatricians need community resources for childhood stress. We examined the association of weekly park visits and resilience amongst children receiving a park prescription at a clinic for low-income families. MATERIALS AND METHODS A prospective longitudinal clinical trial was conducted amongst children ages 7-17 at a safety-net primary care clinic with measures at zero, one and three months out. Parents reported their child's park visits per week, baseline ACE score, their own stress (PSS10) and coping; children reported resilience (Brief Resiliency Scale) and stress (PSQ8-11 scale). RESULTS Enrolled children (N = 54; mean (sd) age 10.3 (2.4) years), had a median (IQR) ACE score of 2 (1, 4). Child resilience improved with each one-day increase in weekly park visits (0.04 points, 95% CI 0.01, 0.08) at every level of ACEs. Child stress partially mediated this relationship. CONCLUSION Parks are a community resource for pediatric resilience; park prescriptions may be a way to deal with pediatric stress.
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Affiliation(s)
- Nooshin Razani
- UCSF Benioff Children's Hospital Oakland, 747 52nd Street, Oakland, CA, 94705, USA.
| | - Kian Niknam
- University of California at San Francisco, 550 16th Street, San Francisco CA, 94158, USA
| | - Nancy M Wells
- Cornell University, 2429 Martha Van Rensselaer Hall, Ithaca, NY, 14853, USA
| | - Doug Thompson
- UCSF Benioff Children's Hospital Oakland, 747 52nd Street, Oakland, CA, 94705, USA
| | - Nancy K Hills
- University of California at San Francisco, 550 16th Street, San Francisco CA, 94158, USA
| | - Gail Kennedy
- University of California at San Francisco, 550 16th Street, San Francisco CA, 94158, USA
| | - Rachel Gilgoff
- UCSF Benioff Children's Hospital Oakland, 747 52nd Street, Oakland, CA, 94705, USA
| | - George W Rutherford
- University of California at San Francisco, 550 16th Street, San Francisco CA, 94158, USA
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Zhang Y, Zhang X, Zhang L, Guo C. Executive Function and Resilience as Mediators of Adolescents' Perceived Stressful Life Events and School Adjustment. Front Psychol 2019; 10:446. [PMID: 30873099 PMCID: PMC6403185 DOI: 10.3389/fpsyg.2019.00446] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2018] [Accepted: 02/13/2019] [Indexed: 11/13/2022] Open
Abstract
This study investigated psychological mechanisms underlying the relationship between stressful life events and school adjustment in Chinese adolescents. The Adolescent Self-rating Life Events Checklist, the Adolescent Executive Function Scale, the Chinese version of the Resilience Scale, and the School-adjustment Scale were administered to 1101 Chinese adolescents (465 males, 636 females), aged 11–19 years, from three secondary schools. Results from serial mediation analysis revealed that perceived stressful life events could affect school adjustment through the mediation of executive function and resilience. The mediation effect contained three paths, the separate mediation effect of executive function, the separate mediation effect of resilience, and the serial mediation effect of executive function and resilience. These findings provide valuable insights into the effect of perceived stressful life events on school adjustment of Chinese adolescents, and suggest that, the researchers and educators could enhance school adjustment in vulnerable groups by improving their executive function and resilience.
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Affiliation(s)
- Yuqing Zhang
- The Lab of Mental Health and Social Adaptation, Faulty of Psychology, Southwest University, Chongqing, China.,Research Center of Mental Health Education, Southwest University, Chongqing, China
| | - Xing Zhang
- Faulty of Psychology, Southwest University, Chongqing, China
| | - Liwei Zhang
- Physical Education Department, Luoyang Vocational & Technical College, Luoyang, China
| | - Cheng Guo
- The Lab of Mental Health and Social Adaptation, Faulty of Psychology, Southwest University, Chongqing, China.,Research Center of Mental Health Education, Southwest University, Chongqing, China
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44
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Mohammadinia L, Khorasani-Zavareh D, Ebadi A, Malekafzali H, Ardalan A, Fazel M. Characteristics and components of children's and adolescents' resilience in disasters in Iran: a qualitative study. Int J Qual Stud Health Well-being 2019; 13:1479584. [PMID: 29932844 PMCID: PMC6032014 DOI: 10.1080/17482631.2018.1479584] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/04/2023] Open
Abstract
Children and adolescents are vulnerable in times of disaster and they will suffer more severely if neglected. The concept of resilience differs between cultures, and identifying the components of resilience is essential for decision making and interventions in disasters such as risk management. This study aimed to identify the components of children's resilience in disasters in Iran. This qualitative study took a content-analysis approach. Data were collected through semi-structured interviews with 23 people and three group meetings. Conventional content analysis was used for data analysis. MAXQDA 10 software was used for classification. The resilience components derived from the data were categorized into two main categories, internal and external, and eight subcategories covering psychological, emotional, cognitive, mental, spiritual, physical, social, and behavioral factors. The results also showed that the nature of resilience is both intrinsic and extrinsic. Recognizing the dimensions of children's resilience in disasters can lead to a new perspective for authorities and planners in disaster and emergency situations. The results of this study could be used by planners and policymakers to develop interventions to enhance children's and adolescents' resilience at the time of disasters, which is also underlined and highlighted by international documents.
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Affiliation(s)
- Leila Mohammadinia
- a Department of Disaster Public Health, School of Public Health , Tehran University of Medical Sciences , Tehran , Iran.,b Health Human Resource Research Center, Department of Health in Disasters and Emergencies, School of Management &Information Sciences , Shiraz University of Medical Sciences , Shiraz , Iran
| | - Davoud Khorasani-Zavareh
- c Safety Promotion and Injury Prevention Research Center , Shahid Beheshti University of Medical Sciences , Tehran , Iran.,d Department of Health in Disaster and Emergency, School of Health, Safety and Environment , Shahid Beheshti University of Medical Sciences , Tehran , Iran.,e Department of Clinical Science and Education, Södersjukhuset , Karolinska Institutet , Stockholm , Sweden
| | - Abbas Ebadi
- f Behavioral Sciences Research Center, Life Style Institute, Faculty of Nursing , Baqiyatallah University of Medical Sciences , Tehran , Iran
| | - Hossein Malekafzali
- g Department of Heath Policy , Permanent Member of Iranian Academy of Medical Sciences , Tehran , Iran
| | - Ali Ardalan
- a Department of Disaster Public Health, School of Public Health , Tehran University of Medical Sciences , Tehran , Iran.,h Harvard Humanitarian Initiative , Harvard University , Cambridge , MA , USA
| | - Mojtaba Fazel
- i Pediatric Nephrology, Valiasr Hospital, Imam Complex , Tehran University of Medical Science , Tehran , Iran
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45
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Blewitt C, Fuller-Tyszkiewicz M, Nolan A, Bergmeier H, Vicary D, Huang T, McCabe P, McKay T, Skouteris H. Social and Emotional Learning Associated With Universal Curriculum-Based Interventions in Early Childhood Education and Care Centers: A Systematic Review and Meta-analysis. JAMA Netw Open 2018; 1:e185727. [PMID: 30646283 PMCID: PMC6324369 DOI: 10.1001/jamanetworkopen.2018.5727] [Citation(s) in RCA: 44] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/17/2018] [Accepted: 10/22/2018] [Indexed: 11/26/2022] Open
Abstract
Importance Social-emotional competence in early childhood influences long-term mental health and well-being. Interest in the potential to improve child health and educational outcomes through social and emotional learning (SEL) programs in early childhood education and care (ECEC) settings is increasing. Objective To conduct a systematic review and meta-analysis of studies examining the social, emotional, and early learning outcomes associated with universal curriculum-based SEL programs delivered to children aged 2 to 6 years in center-based ECEC settings. Data Sources Keyword searches of Education Resources Information Center (ERIC), MEDLINE Complete, PsycINFO, and Proquest Dissertations and Theses Global databases were conducted to identify all relevant studies published from January 1, 1995, through December 31, 2017. Study Selection Studies included in this review examined universal curriculum-based SEL intervention delivered to children aged 2 to 6 years in a center-based ECEC setting. All assessed individual-level social and/or emotional skill after the SEL intervention and used an experimental or quasi-experimental design (ie, studies that did not or were not able to randomly allocate participants to intervention and control groups) with a control group. Data Extraction and Synthesis A total of 13 035 records were screened, of which 362 were identified for full-text review. A systematic literature review was conducted on 79 studies. Multilevel random-effects meta-analyses were conducted on 63 eligible studies from October 2 through 18, 2018. Main Outcomes and Measures Social competence, emotional competence, behavioral self-regulation, behavior and emotional challenges, and early learning outcomes. Results This review identified 79 unique experimental or quasi-experimental studies evaluating the effect of SEL interventions on preschooler outcomes, including a total of 18 292 unique participants. Sixty-three studies were included in this meta-analysis. Compared with control participants, children in intervention conditions showed significant improvement in social competence (Cohen d [SE], 0.30; [0.06]; 95% CI, 0.18-0.42; P < .001), emotional competence (Cohen d [SE], 0.54 [0.16]; 95% CI, 0.22-0.86; P < .001), behavioral self-regulation (Cohen d [SE], 0.28 [0.09]; 95% CI, 0.11-0.46; P < .001), and early learning skills (Cohen d [SE], 0.18 [0.08]; 95% CI, 0.02-0.33; P = .03) and reduced behavioral and emotional challenges (Cohen d [SE], 0.19 [0.04]; 95% CI, 0.11-0.28; P < .001). Several variables appeared to moderate program outcomes, including intervention leader, type of assessment, informant, child age, and study quality. Conclusions and Relevance According to results of this study, social and emotional learning programs appeared to deliver at a relatively low intensity may be an effective way to increase social competence, emotional competence, behavioral self-regulation, and early learning outcomes and reduce behavioral and emotional difficulties in children aged 2 to 6 years. Social and emotional learning programs appear to be particularly successful at increasing emotional knowledge, understanding, and regulation.
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Affiliation(s)
- Claire Blewitt
- Monash Centre for Health Research and Implementation, School of Public Health and Preventive Medicine, Monash University, Clayton, Australia
| | | | - Andrea Nolan
- Faculty of Arts and Education, Deakin University, Geelong, Australia
| | - Heidi Bergmeier
- Monash Centre for Health Research and Implementation, School of Public Health and Preventive Medicine, Monash University, Clayton, Australia
| | - David Vicary
- Victoria Family & Community Services, Baptcare, Victoria, Australia
| | - Terry Huang
- Center for Systems and Community Design, School of Public Health, City University of New York, New York, New York
| | - Paul McCabe
- School Psychologist Graduate Program, School Psychology Forum, Department of School Psychology, Counseling and Leadership, City University of New York, New York, New York
| | - Tracey McKay
- Early Years Service, bestchance Child Family Care, Melbourne, Australia
| | - Helen Skouteris
- Monash Centre for Health Research and Implementation, School of Public Health and Preventive Medicine, Monash University, Clayton, Australia
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Prevalence and correlates of common mental disorders among dental students in Brazil. PLoS One 2018; 13:e0204558. [PMID: 30261025 PMCID: PMC6160106 DOI: 10.1371/journal.pone.0204558] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2017] [Accepted: 09/11/2018] [Indexed: 11/19/2022] Open
Abstract
This study aimed to estimate prevalence of common mental disorders (CMD) and associated factors among dental students. In this cross-sectional study, 230 students answered a questionnaire and instruments to assess CMD (Self Reporting Questionnaire-20), hazardous alcohol consumption (Alcohol Use Disorder Identification Test), social support (Social Support Scale), perceptions of academic life (Dundee Ready Education Environment Measure), coping (Ways of Coping Inventory) and resilience (Resilience Scale). Bivariate analysis was conducted using the Chi-Square and Mann-Whitney tests. Logistic regression included all explanatory variableswith p<0.20 in the bivariate analysis, besides sex and academic year. The explanatory variables were analyzed in five successive blocks (backward-stepwise), until all variables presented statistical significance in the final model (p<0.05). The prevalence of CMD was 45.2% (95%CI: 38.7–51.6), with no significant differences between sexes. Students with no extracurricular activities, who had negatively self- assessed their health status and their academic performance, were about four times more likely to present CMD, followed by receiving psychological or psychiatric treatment during university (AOR: 2.65; 95%CI: 1.1–6.1) and those with high scores for confrontive coping (AOR: 1.20; 95%CI: 1.0–1.4). Resilience was a protective factor for CMD among dental students (AOR: 0.93; 95%CI: 0.9–1.0). Aspects related to academic performance, health status and confrontive coping strategies were risk factors to students’ mental health. Individuals with high levels of resilience showed lower prevalence of CMD. Further prospective studies could contribute to understanding the role of resilience among this population.
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Bierman KL, Mathis ET, Domitrovich CE. Serving the Needs of Young Children with Social, Emotional, and Behavioral Needs: A Commentary. SCHOOL MENTAL HEALTH 2018; 10:254-263. [PMID: 30333893 PMCID: PMC6186455 DOI: 10.1007/s12310-018-9265-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
- Karen L Bierman
- The Pennsylvania State University, Department of Psychology, 251 Moore Building, University Park, PA 16801, 814-865-3879
| | - Erin T Mathis
- Georgetown University, Early Childhood Innovation Network, 3300 Whitehaven St., Suite 3300, Box 571485, Washington DC 20057-1485, 202-687-8818
| | - Celene E Domitrovich
- Georgetown University, Early Childhood Innovation Network, 3300 Whitehaven St., Suite 3300, Box 571485, Washington DC 20057-1485, 202-687-8818
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48
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Singh MK, Leslie SM, Bhattacharjee K, Gross M, Weisman EF, Soudi LM, Phillips OR, Onopa A. Vulnerabilities in sequencing and task switching in healthy youth offspring of parents with mood disorders. J Clin Exp Neuropsychol 2018; 40:606-618. [PMID: 29168420 PMCID: PMC6167013 DOI: 10.1080/13803395.2017.1401597] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
INTRODUCTION Visuospatial processing and task switching are impaired in individuals with mood disorders. It is unknown whether early deficits are present before mood symptom on set or are related to risk for a specific type of mood disorder. To investigate, we compared visual attention and task switching during sequencing among never-disordered youth with parental family histories of bipolar (BD) and major depressive disorders (MDD) and healthy controls (HC) with no personal or family history of psychopathology. METHOD 8-17-year-old youth of parents with BD (n = 31, "BD-risk"), youth of parents with MDD (n = 49, "MDD-risk"), and demographically similar HC (n = 31, "HC") were examined using the Delis-Kaplan Executive Functioning System Trail Making Test. Seed-based resting-state functional connectivity (RSFC) was collected from a subset of 88 participants (25 BD-risk, 37 MDD-risk, 26 HC) to investigate group differences in RSFC related to visuospatial processing. RESULTS BD-risk and MDD-risk offspring had impaired sequencing and task switching, demonstrated by reduced scores on visual scanning, F(2, 108) = 4.12, p = .02, number sequencing, F(2, 88) = 4.75, p = .01, letter sequencing, F(2, 108) = 4.24, p = .02, and number-letter sequencing, F(2, 108) = 4.66, p = .01, compared to scores in HC. RSFC between the posterior cingulate (PCC) and clusters in the subcallosal cortex, amygdala, and hippocampus significantly differed among HC, BD-risk, and MDD-risk groups. PCC-subcallosal/limbic RSFC was positively coupled in the MDD-risk and BD-risk groups and negatively coupled in HCs. CONCLUSIONS Youth at familial risk for mood disorders demonstrate visuospatial deficits early in the processing stream. Improved methods for identifying at-risk children with the earliest possible neurocognitive impairments may inform remediation strategies that could prevent mood disorders.
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Affiliation(s)
- Manpreet K Singh
- a Department of Psychiatry and Behavioral Sciences , Stanford University School of Medicine , Stanford , CA , USA
| | - Sara M Leslie
- a Department of Psychiatry and Behavioral Sciences , Stanford University School of Medicine , Stanford , CA , USA
| | - Kalpa Bhattacharjee
- a Department of Psychiatry and Behavioral Sciences , Stanford University School of Medicine , Stanford , CA , USA
| | - Melina Gross
- a Department of Psychiatry and Behavioral Sciences , Stanford University School of Medicine , Stanford , CA , USA
| | - Elizabeth F Weisman
- a Department of Psychiatry and Behavioral Sciences , Stanford University School of Medicine , Stanford , CA , USA
| | - Laila M Soudi
- a Department of Psychiatry and Behavioral Sciences , Stanford University School of Medicine , Stanford , CA , USA
| | - Owen R Phillips
- a Department of Psychiatry and Behavioral Sciences , Stanford University School of Medicine , Stanford , CA , USA
| | - Alexander Onopa
- a Department of Psychiatry and Behavioral Sciences , Stanford University School of Medicine , Stanford , CA , USA
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Vidal S, Connell CM. Treatment Effects of Parent-Child Focused Evidence-Based Programs on Problem Severity and Functioning among Children and Adolescents with Disruptive Behavior. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2018; 48:S326-S336. [PMID: 29883195 DOI: 10.1080/15374416.2018.1469092] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
Abstract
This study examined the treatment effects of manualized parent-child focused evidence-based programs (EBPs), characterized by an emphasis on parental involvement and engagement, on functioning and problem severity among a statewide sample of children and adolescents referred to outpatient psychiatric clinic for serious and persistent disruptive behavior. Propensity score matching was employed to account for baseline differences between children and adolescents (Mage = 8.4 years; 26% girls; 42% White, 10% Black, 42% Hispanic, 5% other) who received parent-child focused EBPs (treatment group; n = 220) and treatment-as-usual (comparison group; n = 2,543). Children and adolescents who received parent-child focused EBPs showed significantly greater reduction in problem severity compared to the comparison group, indicative of a drop below the clinical threshold for problem behavior. However, the pattern of improvement in problem severity was not paralleled by differential improvement in ratings of child functioning across treatment and comparison conditions. Finally, there were significant differences between the treatment and comparison groups pertaining to certain child and case characteristics that have potential implications for reaching high-risk populations of children and families. These findings support the potential of taking parent-child focused EBPs into scale to promote positive behavioral changes among children and adolescents. Parent-child focused EBPs may serve as an effective remedy that is less restrictive and more conducive to the healthy development of children and adolescents.
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Oberle E. Social-emotional competence and early adolescents' peer acceptance in school: Examining the role of afternoon cortisol. PLoS One 2018; 13:e0192639. [PMID: 29462163 PMCID: PMC5819800 DOI: 10.1371/journal.pone.0192639] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2017] [Accepted: 01/26/2018] [Indexed: 12/30/2022] Open
Abstract
The present study investigated the role of afternoon cortisol in social-emotional competence and peer acceptance in early adolescence. To date, research on basal cortisol activity and social development in childhood and adolescence has predominately focused on understanding maladjustment and dysfunction in development. The degree to which basal cortisol is also involved in positive adjustment and social functioning remains largely unexplored. A total of 154 early adolescents (46% female; Mean age = 11.26; SD = .65) from diverse ethnic backgrounds provided self-reports of perspective taking, peer reports of acceptance by classmates, peer reports of prosocial behaviors, and saliva samples to assess basal cortisol. As expected and in alignment with previous research, afternoon cortisol, perspective taking, prosocial behaviors, and peer acceptance were all positively correlated. Path analyses followed by bootstrapping analyses revealed that the direct path from higher afternoon cortisol to higher levels of prosocial behavior was fully mediated by perspective taking skills. The direct path from higher afternoon cortisol to peer acceptance was fully mediated by perspective taking skills and prosocial behavior. The findings are discussed within the broader context of previous research on cortisol and social adjustment in childhood and early adolescence. The practical relevance of the findings is considered.
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Affiliation(s)
- Eva Oberle
- School of Population and Public Health (The Human Early Learning Partnership), The University of British Columbia, Vancouver, BC, Canada
- * E-mail:
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