ODISSEI (Open Data Infrastructure for Social Science and Economic Innovations)
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NEO Five-Factor Inventory (NEO-FFI)
No full textThe NEO Personality Inventory (NEO) is a personality inventory that assesess different dimensions of personality. Most versions focus on the Big Five personality traits Neuroticism, Emotional Stability, Extraversion, Openness to Experience, Agreeableness, and Conscientiousness. Different versions are available that differ in number of items and sub scales
Inventory of Callous-Unemotional traits (ICU)
No full textThe Inventory of Callous-Unemotional traits (ICU) is a 24-item questionnaire that assesses callous and unemotional (CU) traits, a central feature of psychopathy, also known as abnormal affective empathy (Jones et al., 2010). CU traits are defined by a lack of empathy, guilt, remorse and emotion (Moran et al., 2009). The ICU has three subscales: callousness, uncaring and unemotional. There are five versions of the scale, relating to age (youth or preschool) and who completes the ICU (self, parent or teacher). The ICU is made up of statements with a 4-point Likert scale, ranging from 0 (Not at all true) to 3 (Definitely True), with higher scores indicating greater CU traits. Example items include statements such as: “I express my feelings openly”, “ I feel bad or guilt when I do something wrong” and “I do not care if I get in trouble”
Buccal swab
No full textBuccal swabs are collections of buccal cell scrapings obtained by rubbing buds along the inside of the mouth
Youth Self-Report (YSR)
No full textThe Youth Self Report (YSR) is part of the Achenbach System of Empirically Based Assessment (ASEBA) taxonomy and is a instrument to assess psychiatric symptoms in both clinical and research settings. The ASEBA self report version for youths 6 to 18 years of age potentially includes the syndrome scales Anxious/Depressed, Withdrawn/Depressed, Somatic Complaints, Social Problems, Thought Problems, Attention Problems, Rule Breaking Behavior, and Aggressive Behavior, the DSM-oriented scales Depressive Problems, Anxiety Problems, Somatic Problems, Attention Deficit/Hyperactivity Problems, Oppositional Defiant Problems, Conduct Problems, Sluggish Cognitive Tempo, Obsessive-Compulsive Problems, and Stress Problems, the broadband scales Internalizing, Externalizing, and Total Problems, and, optionally, the competence scales Activities, Social, School, and Total Competence
DNA methylation (array)
No full textAssessment of DNA methylation as obtained through DNA methylation arrays
PROP taster status
No full textPROP taster status was determined by using a method developed by Keller et al. (2002). Children were classified as "tasters" or "non-tasters" by giving them 5 ml of 0.56 mmol l-1 solution of PROP (6-n-propylthiouracil; pharmacy of Erasmus MC, Rotterdam, The Netherlands) after which they were asked the question: "Do you taste anything?
Language
No full textLanguage items assess the child's language speaking, including whether the child speaks languages other than Dutch, what languages the child speaks to others (mother, father, brothers, sisters, grandparents, other adults and other children), and language difficulties with Dutch and other languages
Cardiac measurements - Magnetic Resonance Imaging
No full textMagnetic Resonance Imaging (MRI) scans were made to assess cardiac structure, diastolic volume, systolic volume, functional cardiac measurements, ejection fraction, stroke volume and aortic diameter
Self-Efficacy for Parenting Tasks Index - Toddler Scale (SEPTI-TS)
No full textThe Self-Efficacy for Parenting Tasks Index - Toddler Scale (SEPTI-TS) is a validated assessment of self-reported parental efficacy of parents with toddlers. It includes the subscales Emotional availability (e.g., "When my child needs me, I am able to put aside whatever else I may be doing"), Nurturance (e.g., My toddler knows that I understand when their feelings are hurt"), Protection from harm (e.g., "I am very good at never leaving my child unattended"), Discipline (e.g., "Setting limits for my toddler is relatively easy for me"), Play (e.g., "I can always think of something to play with my child"), Teaching (e.g., "I believe my toddler learns a great deal from my efforts to show them things"), and Instrumental care (e.g., "I have been able to establish a daily routine with my toddler that feels comfortable to both of us")
Bullying Victimization
No full textBullying and Victimization assesses whether the child has been a victim of bullying or has bullied others. The questionnaire consists of 8 items asking whether the child has been bullied in general, verbally (laughed or yelled at), physically (spitting, kicking, pushing), and relationally (ignored, gossipped about or excluded), or has bullied others in the same ways in the past few months