1,720,976 research outputs found
Recent Advances in Treating Psychiatric Disorders in Children and Adolescents: From Theory to Practice
Full text linkDefending behavior in school bullying: The role of empathic self-efficacy, social preference, and student-teacher relationship
Full text linkBeing able to defend victims of school bullying is central in any intervention; thus, it seems paramount to investigate which factors may contribute to defending behavior. The present report aims to investigate whether empathic self-efficacy is associated with helping behavior and whether interpersonal factors (i.e., social preference and student-teacher relationship) may interact with it. The sample comprised 249 middle-school students (47.80% boys) aged 11–14 years, who received peer nominations on defending behavior and social preference. Self-reports were used to assess empathic self-efficacy and the relationship with the teachers. Results highlight a positive association between empathic self-efficacy and defending behavior when social preference and a positive relationship with teachers were average or high but not when they were low. Results are discussed in light of the importance of considering individual and interpersonal factors to understand defending in bullying situations and to develop intervention programs
The Self-Compassion Scale Short Form for Children Aged 8–12: Validation of the Italian Version
Full text linkBackground: Although self-compassion has been consistently linked to positive outcomes in adults and adolescents, only a few studies have explored self-compassion in children and early adolescents due to a lack of measures specifically designed for younger populations. Methods: The current study explored the psychometric properties of the Italian translation of the Self-Compassion Scale for Children (SCS-C) in a sample of 230 children (mean age = 10.52, SD = 1.33). Results: The results revealed a two-factor solution for our data, with a positive self-compassion factor and a negative self-compassion factor, which were shown to be internally consistent. The SCS-C scores correlated with the children’s mindfulness, self-esteem, and narcissistic traits in the assumed directions. Conclusions: Overall, our study preliminarily supports the reliability and validity of the Italian version of the SCS-C
Sympathetic arousal in children with oppositional defiant disorder and its relation to emotional dysregulation
Full text linkBackground: Emotional dysregulation (ED) is a trans-nosographical condition characterized by mood instability, severe irritability, aggression, temper outburst, and hyper-arousal. Pathophysiology of emotional dysregulation and its potential biomarkers are an emerging field of interest. A Child Behaviour Checklist (CBCL) profile, defined as Dysregulation Profile (DP), has been correlated to ED in youth. We examined the association between the CBCL-DP and indices of sympathetic arousal in children with Oppositional Defiant Disorder (ODD) and healthy controls. Method: The current study sought to compare the arousal level measured via electrodermal activity in response to emotional stimuli in three non-overlapping groups of children: (1) ODD+CBCL-DP (n = 28), (2) ODD without CBCL-DP (n = 35), and (3) typically developing controls (n = 25). Results: Analyses revealed a distinct electrodermal activity profile in the three groups. Specifically, children with ODD+CBCL-DP presented higher levels of sympathetic arousal for anger and sadness stimuli compared to the other two groups. Limitations: The relatively small sample and the lack of assessing causality limit the generalizability of this study which results need to be replicated in larger, different samples. Conclusion: The CBCL-DP was associated to higher levels of arousal for negative emotions, consistently with previous reports in individuals with depression and anxiety. Further work may identify potential longitudinal relationships between this profile and clinical outcomes
Exploring the Efficacy of a Mindfulness Program for Boys With Attention-Deficit Hyperactivity Disorder and Oppositional Defiant Disorder
No full textObjective: This study was the first attempt to explore the efficacy of a mindfulness protocol for children with attention-deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD), and their parents. Method: Fifty male children with ADHD and ODD diagnosis, aged 8 to 12, were randomly assigned to the mindfulness intervention (n = 25) or the wait-list (n = 25) group. Outcome measures included children, parents’, and teachers’ reports and objective measures of attention. Results: Children from the intervention group had a greater reduction in hyperactive behaviors in the school context (effect size [ES] = 0.59) and a greater improvement in visual sustained attention (ES = 0.77) and in Avoidance and Fusion Questionnaire scores (ES = 0.43) than those in the wait-list control group. No significant effect of the intervention on aggressive behaviors was revealed. Conclusion: A mindfulness intervention for children and their parents showed partial beneficial effects in children with ADHD + ODD
Predictive utility of psychopathy dimensions in italian children with disruptive behavior disorder
No full textParenting practices moderate the link between attention to the eyes and callous unemotional traits in children with Disruptive Behavior Disorder: An eye-tracking study
No full textCallous-unemotional (CU) traits are associated with gaze pattern deficits in youths, though it has not yet been explored if environmental factors could influence this relationship. Since parenting can influence both CU traits and children's emotion processing, the current study sought to test whether parenting moderated the relation between gaze pattern deficits and CU traits in a sample of children with Disruptive Behavior Disorder. The sample included 92 boys (aged 7–12 years) with Conduct Disorder (N = 12) and Oppositional Defiant Disorder (N = 80). All children completed a task, during which they were presented with 24 images depicting happy, sad, fearful, disgusted, angry, and neutral facial expressions. Gaze pattern has been recorded throughout the task with an eye-tracker. Positive parenting moderated the association between CU traits and first fixation duration to the eyes of facial expressions depicting negative emotions. Negative parenting moderated the association between CU traits and fixation count and fixation duration to the eyes of negative emotions. Negative parenting along with reduced attention to emotional cues (i.e., eyes) may identify a group of youths with Disruptive Behavior Disorder diagnosis at risk for severe outcomes
Parents' dispositional mindfulness and child behavior: The mediating role of the child dispositional mindfulness
No full textParental factors, including parental dispositional mindfulness, play a crucial role in children's development and well-being. Studies have suggested that parents' mindfulness might be associated with positive outcomes in children by promoting their mindfulness, which in turn is associated with better emotional and behavioral functioning. However, little is known about whether parental dispositional mindfulness is associated with children's positive outcomes through children's mindfulness. Based on this, the current study explored, in a sample of 270 parent-child dyads, the relationship between parental dispositional mindfulness and children's internalizing and externalizing problems, and tested the mediating role of the child's levels of dispositional mindfulness in this relationship. Results showed that three parental mindfulness facets (Describing, Acting with Awareness, and Nonjudging) were indirectly associated with children's Internalizing and Externalizing Problems via children's mindfulness. These findings might be relevant for the implementation of mindful parenting interventions, suggesting which parental mindfulness facets could exert the most beneficial effect on offspring's well-being
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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