Development and treatment of psychosocial problems (2017) M. Deković & A. L. van Baar - PDF

1 Development and treatment of psychosocial problems (2017) M. Deković & A. L. van Baar 2 1/ Manifestations, development and determinants of child psychosocial problems Early development Early developmental

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1 Development and treatment of psychosocial problems (2017) M. Deković & A. L. van Baar 2 1/ Manifestations, development and determinants of child psychosocial problems Early development Early developmental assessment instruments (e.g. Bayley III, ASQ) Moderate preterm birth needs attention also at school age Behavioral inhibition and anxiety in young children Personality, temperament, and adjustment Development of personality, parenting and problem behavior Children s differential susceptibility to parenting: Putting for better and for worse to the test Psychopathology Preschool children with ADHD and DBD: Longitudinal study of executive control disturbances The Child Behavior Checklist Dysregulation Profile in childhood and adolescence Development of infant self-regulation within the early caregiver relationship: A cascade model The reciprocal relationship between information processing biases and dysfunctional emotion The development of emotional dysregulation in preadolescents: Macro- and micro-level relations between parenting and emotional dysregulation as predictors of psychosocial problems Development of children adopted from Poland: The role of early life risk factors, fetal alcohol spectrum disorders and parenting Family relations, parenting Development of a multi-domain parenting questionnaire for parents of infants, toddlers and preschoolers Sibling, peer and parent-child relationships and child and adolescent development Family break-up, system break-down: Dynamic post-divorce processes and child adjustment over time Families adjusting to adversity: Individual and family-level variables affecting emotional distress following stressful life event Peer relations Bullying contextualized: A longitudinal study of its change and stability Coercion and prosociality: strategies for resource control in children and monkeys Media Family and media 3 Sexuality and gender Sexual development in context: The role of family and peers (project STARS) Biosocial influences on child and adolescent gender development 2/ Interventions aimed at reducing psychosocial and childrearing problems Externalizing (aggression, delinquency) Prevention of externalizing problem behavior in school age children: Effectiveness of Alles Kidzzz A computer training for positive attention and interpretations aimed to decrease aggressive behaviors in children Solid as a rock, flexible as water? Improving students psychosocial wellbeing in prevocational schools Internalizing (depression, grief) Effectiveness and cost-effectiveness of a Cognitive Behavioral Therapy (CBT) program in clinically depressed adolescents; individual CBT versus care as usual Development and evaluation of a cognitive behavioral therapeutic intervention for bereaved children and their parents Development and evaluation of a cognitive behavioral therapeutic intervention for bereaved children and their parents Core elements of Cognitive Behavioral Therapy (CBT) in preventing depression in adolescents: Does the type, sequence and dosage of elements matter? Acceptance and Commitment Therapy (ACT) for parents and youth Anxiety and depression consortium Early development 4 5 Early developmental assessment instruments Researchers: Anneloes van Baar, Marjolein Verhoeven, Period: December 2009 May 2015 Funding: PhD project (grant ZonMw) Website: In order to identify developmental problems and to evaluate intervention programs, standardized diagnostic instruments for infants and toddlers with appropriate Dutch norms are necessary in the Netherlands. Worldwide, including in the Netherlands, the Bayley Scales of Infant and Toddler Development are frequently used for these purposes (Bayley, 2006). In 2006 a new version was published, the Bayley III. The Bayley III now consists of five subscales regarding the development of cognition, language comprehension, language expression, fine motor skills and gross motor skills. A parental questionnaire was added regarding socio-emotional development and adaptive functioning. This version is an adaptation of the earlier editions, which resulted in a better and more differentiated assessment of the developmental level of infants and toddlers. This has increased the diagnostic potential of the scales. We performed a study to create a Dutch version, the Bayley-III-NL. In November 2014 the manuals and the Dutch norms for the new Bayley-III-NL have been published. Data have been collected of 2100 children between 1 and 43 months old. A reliability study and a validation study were also included. The sample was representative for the Dutch population with regard to level of parental education, ethnicity and region. In addition, parents are asked to complete parental questionnaires on parenting, personality, child development including social-emotional development and family background characteristics. As part of this project also the Ages and Stages Questionnaires (ASQ3) and Ages and Stages Questionnaires; Social Emotional (ASQ;SE) were used. These are screening questionnaires for parents have 21 and 9 age appropriate versions for children between 2 months and 60 months of age. The ASQ3 informs on gross and fine motor development, problem solving, communication and personal social behavior. The ASQ;se informs on social emotional development, concerning self-regulation, compliance, communication, adaptive behaviors, autonomy, affect, and interaction with people. These instruments still need to be optimized for the Dutch population. Keywords: Infants, Toddlers, Developmental assessment, Bayley III, ASQ3, ASQ;se Publications Steenis, L.J.P., Verhoeven, M. Hessen., D., & Van Baar A.L. (2014) First steps in developing the Dutch version of the Bayley III: Is the original Bayley III and its item sequence also adequate for Dutch children? European Journal of Developmental Psychology, 11, Steenis, L. J. P., Verhoeven, M., Hessen, D. J., & van Baar, A. L. (2015). Parental and professional assessment of early child development: the ASQ-3 and the Bayley-III-NL. Early Human Development, 91, Steenis, L. J. P., Verhoeven, M., Hessen, D. J., & van Baar, A. L. (2015). Performance of Dutch Children on the Bayley III: A Comparison Study of US and Dutch Norms. PLoS ONE, 10(8), e Van Baar, A.L., Steenis, L.J.P., Verhoeven, M., & Hessen, D.J. (2014). Bayley-III-NL, Technische Handleiding. Amsterdam: Pearson Assessment and Information B.V. 6 Moderately preterm children need attention! Researchers: Lilly Bogičević, Marjanneke De Jong, Marjolein Verhoeven, Anneloes van Baar Period: September 2010 November 2020 Funding: PhD Project (grant UU) Website: Every year children (6.3% of all births) are born with a gestational age of weeks (moderately preterm) in the Netherlands. Little is known about the consequences of moderately preterm birth, although there are indications that these children are at risk for developmental problems. A Dutch study (van Baar et al., 2009) showed that moderately preterm children at school age (7-9 years) have more attention and concentration problems than term born children. In the current project a group of moderately premature children and a group of full term peers are followed from infancy through school age. Main aims of the current project are: (1) to compare behaviour and neurodevelopment of a group of moderately preterm children with a group of full term peers; (2) to examine how moderately preterm children develop over time on various domains, i.e. general cognition, attention capacities, processing speed and behaviour; (3) to investigate how to identify early on which children are at an increased risk for developmental problems by the time they reach school age. A collaboration with eight hospitals in the neighborhood of Utrecht has been organized for the acquisition of participants. Participating hospitals are: Meander Medisch Centrum (Amersfoort), St. Antonius Ziekenhuis (Nieuwegein), Amstelland Ziekenhuis (Amstelveen), Flevoziekenhuis (Almere), Diakonessenhuis (Utrecht), Ziekenhuis Gelderse Vallei (Ede), Tergooiziekenhuizen (Blaricum) en Zuwe Hofpoort Ziekenhuis (Woerden) and Universitair Medisch Centrum Utrecht. Around 200 term and moderately preterm participants have been included; a subgroup of extreme preterm children is studied as well with the same protocol. The project has included five waves of data collection at 12, 18, 24, 36 and 72 months of age (corrected for prematurity). At each wave, parents answered several questionnaires on the development of their children and their parenting behavior. In the second wave, attention and concentration capacities of the children were assessed using eye tracker technology. In addition, mothers and their children were observed while playing together. During the third wave, the children s cognitive, language and motor development was assessed using the third version of the Bayley Scales of Infant and Toddlers Development. A the children have now reached school age, currently data is being collected for the fifth wave. Again attention capacities and mother-child interaction are studied, next to the children s intelligence levels and behavior problems, as well as parenting habits in their families. Keywords: Prematurity, Childhood, Attention, Longitudinal Publications De Jong, M., Verhoeven, M., Lasham, C.A., Meijssen, C.B., & Van Baar, A.L. (2015). Behaviour and development in 24-month-old moderately preterm toddlers. Archives of Disease in Childhood, 100, De Jong, M., Verhoeven, M., & Van Baar, A.L. (2015). Attention capacities of preterm and term born toddlers: A Multi-method approach. Early Human Development, 91, De Jong, M., Verhoeven, M., Hooge, I.T.C. & Van Baar, A. L. (2014). Factor structure of attention capacities measured with eye-tracking tasks in 18-month-old toddlers. Journal of Attention Disorders. XXX DOI: / Jong, de, M., Verhoeven, M. & van Baar, A.L. (2012). Cognitive functioning, school outcomes and behavior problems in moderately preterm children and adults: A review. Seminars in Fetal and Neonatal Medicine, 17, 8 Prematurity stereotypes in parents of a premature baby and professionals working with premature babies Researchers: Joyce Endendijk, Anneloes van Baar Period: Funding: Research project based on bachelor and master thesis research Several studies show that non-optimal parenting for a part explains negative development of prematurely born children. We do not know however, why some parents use non-optimal parenting strategies with their prematurely born children and others do not. In this study we will examine prematurity stereotypes (i.e., biased views about the development of premature babies) as a mechanism explaining individual differences in responses to/parenting of premature babies. To this end we will have to further validate our newly developed prematurity stereotypes Implicit Association Test (IAT). For this thesis project participants (e.g., mothers, fathers, professionals working with premature babies) have yet to be recruited to take part in an online survey (containing the prematurity stereotypes IAT and some questionnaires). Possible research topics are: - The relations between perceived child vulnerability, prematurity stereotypes, parenting practices and child development - Are prematurity stereotypes malleable by the information that is presented about the development premature babies (negative, neutral, positive) - Differences in prematurity stereotypes between parents with or without a prematurely born child, professionals working with premature babies, and adults without a child 9 Behavioral inhibition and anxiety in young children Researchers: Leonie Vreeke, Anneloes van Baar Period: Funding: Research project based on bachelor and master thesis research Anxiety disorders belong to the most prevalent types of psychopathology among children and adolescents: about 5% of all youths meet the diagnostic criteria of an anxiety disorder and cumulative figures indicate that almost 20% suffer from a clinically significant anxiety problem before the age of 16 (Costello, Mustillo, Erkanli, Keeler, & Angold, 2003; Verhulst, van der Ende, Ferdinand, & Kasius, 1997). However, the internalizing nature of anxiety means that this problem often remains hidden, thereby hindering referral to clinical treatment settings (Angold, Costello, Farmer, Burns, & Erkanli, 1999). Nevertheless, there may be clear markers of anxiety problems that are already visible during the early stages of development. One important candidate in this regard is behavioral inhibition, which refers to the temperament characteristic of being unusually shy and withdrawn when confronted with new and unknown stimuli and situations (Kagan, 1994). While it is clear that behavioral inhibition is associated with a heightened risk for developing anxiety pathology, it is also true that not all temperamentally vulnerable children develop anxiety problems. For example, in a study by Biederman et al. (1993), a clear majority of the inhibited children did not develop this type of psychopathology. This fits nicely with recent etiological models of childhood anxiety which stress the importance of an interplay between child temperament and environmental risk factors (e.g., Lahat, Hong, & Fox, 2011; Muris, 2007; Rapee, 2001; Rubin, Coplan, & Bowker, 2009). One of the environmental risk factors thought to be involved in the pathogenesis of childhood anxiety is parenting behavior such as overprotective, overcontrolling parenting. Parents with this parenting style try to shield their child from potential danger and distress by intrusively providing unnecessary help to the child and restricting its exposure to a broad range of situations. The net effect is that the child s fear and anxiety are enhanced because parents increase the awareness of danger, reduce the level of perceived control, and promote avoidance behavior in their offspring (Rapee, 1997). In this project we further examine the relation between parenting behaviors and anxiety development. Keywords: Behavioral Inhibition, Anxiety, Parenting behaviors Publications Vreeke, L.J., & Muris, P., Mayer, B., Huijding, J. & Rapee, R. M. (2013). Skittish, shielded, and scared: Relations among behavioral inhibition, overprotective parenting, and anxiety in Dutch preschool-aged children with a multi-ethnic background. Journal of Anxiety Disorders, 27, Vreeke, L.J., & Muris, P. (2012). Relations between behavioral inhibition, Big Five personality factors, and anxiety disorder symptoms in non-clinical and clinically anxious children. Child Psychiatry and Human Development, 43, , DOI: /s Vreeke, L.J., Muris, P., Mayer, B., Huijding, J., Bos, A., Van der Veen, M., Raat, H., & Verheij, F. (2012). The assessment of an inhibited, anxiety-prone temperament in a Dutch multi-ethnic population of preschool children. European Child and Adolescent Psychiatry, 21, DOI /s Personality, temperament, and adjustment 10 11 Development of personality, parenting and problem behavior Researchers: Funding: Maja Deković, Peter Prinzie (PI, Erasmus University), Amaranta De Haan (Erasmus University) partly UU One fundamental challenge for psychological science is to explain why different individuals progress along different life trajectories. In contrast to earlier theories about socialization and child development, which emphasized only parents effects on child development, current theories and models on child development emphasize that children and their environment form a system with continuously ongoing, bidirectional processes of interaction (e.g., Sameroff, 2010). Transactional models, which integrate parent and child effects, may be especially successful in describing and explaining an (un)successful development in children and adolescents. In line with this perspective, the Flemish Study on Parenting Personality and Development (FSPPD, Prinzie et al., 2003), a longitudinal study with 7 waves, addresses a fundamentally important question: how do parents and children jointly shape the development of personality and problem behavior from early childhood to emerging adulthood? In addition, the FSPPD attempts to explain parent and child effects via the search for theoretically relevant mediators, rather than simply documenting effects. The FSPPD started in 1999 with four different age cohorts (4, 5, 6, and 7 years of age at the initial assessment). Data are available for seven measurement times (1999, 2000, 2001, 2004, 2007, 2009, and 2012). The inclusion of different informants and the use of comprehensive Big Five instruments to measure child and parent personality (see measures) make the data of this longitudinal study unique. At Time 1, 592 families participated (50% boys), at Time participants were involved. Measures Personality. Child as well as parent personality characteristics are measured with comprehensive Big Five instruments. Child personality is measured with the Hierarchical Personality Inventory for Children (HiPIC) by both parents, the teacher and the child. The HiPIC assesses five dimensions: Extraversion, Benevolence, Conscientiousness, Emotional Stability and Imagination, which are further subdivided into 18 facets. Parent personality is measured by the Five-Factor Personality Inventory (FFPI). Problem Behavior. In all waves, children s externalizing and internalizing behavior is rated by parents using the Dutch translation of the Child Behavior Checklist (CBCL), and by teachers using the Teacher Report Form (TRF). From 2007 on, children s reports, Youth Self Report (YSR), are available. Parenting, parental competence, and closeness. Both negative (Overreactivity, Overprotection) and positive parenting (Warmth, Autonomy support) as well as parental competence and closeness are measured by mothers, fathers and adolescents. Keywords: child personality, parent personality, parenting, externalizing and internalizing problems, Publications Becht, A. I., Prinzie, P., Deković, M., Van den Akker, A. L., & Shiner, R. L. (in press). Child personality facets and overreactive parenting as predictors of aggression and rule-breaking trajectories from childhood to adolescence. Development and Psychopathology. Egberts, M. R., Prinzie, P., Deković, M., De Haan, A. D., & Van den Akker, A. L. (2015). The prospective relationship between child personality and perceived parenting: Mediation by parental sense of competence. Personality and Individual Differences, 77, De Haan, A.., Prinzie, P., & Deković, M. (2009). Mothers' and fathers' personality and parenting: The mediating role of sense of competence. Developmental Psychology, 45, De Haan, A. D., Prinzie, P., & Deković, M. (2012). Change and reciprocity in adolescent aggressive and rule-breaking behaviors and parental support and dysfunctional discipline. Development and Psychopathology, 24, De Haan, A. D., Deković, M., Van den Akker, A., Stoltz, S., & Prinzie, P. (2013). Developmental personality types from childhood to adolescence: Associations with parenting and adjustment. Child Development, 84, Prinzie, P., Van Harten, L., Shiner, R. Deković, M., & Van den Akker, A. (2014) Developmental trajectories of anxious and depressive problems during the transition from childhood to adolescence: Personality x parenting interactions. Development and Psychopathology, 26, Van den Akker, A.L., Deković, M., Asscher, J.J., Shiner, R.L., & Prinzie, P. (2013). Personality types in childhood: Relations to latent trajectory classes of problem behavior and overreactive parenting across the transition into adolescence. Journal of Personality and Social Psychology, 104, Van den Akker, A.L., Deković, M., & Prinzie, P. (2010). Transitioning to adolescence: How changes in child personality and overreactive parenting predict adolescent adjustment problems. Development and Psychopathology, 22, 13 Children s differential susceptibility to parenting: Putting for better and for worse to the test Researchers: Meike Slagt, Judith Dubas, Marcel van Ak
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