DOCSLIB.ORG

The Role of Temperament in the Etiology of Child Psychopathology

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Role of Temperament in the Etiology of Child Psychopathology Clinical Child and Family Psychology Review, Vol. 8, No. 4, December 2005 (C 2005) DOI: 10.1007/s10567-005-8809-y The Role of Temperament in the Etiology of Child Psychopathology Peter Muris1,3 and Thomas H. Ollendick2 A substantial proportion of children and adolescents come to suffer from psychological dis- orders. This article focuses on the temperament factors that are involved in the pathogenesis of child psychopathology. It is argued that besides the reactive temperament factor of emo- tionality/neuroticism, the regulative process of effortful control also plays an important role in the etiology and maintenance of internalizing and externalizing problems in youths. More specifically, vulnerability to child psychopathology is determined by a temperament that is characterized by high levels of emotionality/neuroticism and low levels of effortful control. Models are hypothesized in which reactive and regulative temperament factors either have interactive or additive effects on the development of psychological disorders in children, and conceptualized in terms of a developmental psychopathology perspective. Directions for fu- ture research and clinical implications of this temperamental view on psychopathology are discussed. KEY WORDS: temperament; emotionality/neuroticism; effortful control; psychopathology; children and adolescents. Three children are referred to a clinical child parents, he has become very quiet and increasingly psychologist. The parents of all three have divorced retreats in his room. He seems unhappy and sad most during the past year. Tim (9-years old) has become of the time, and even things that used to bring him extremely anxious since that event. He does not great joy do not seem to interest him anymore. At dare to stay home alone anymore. When his mother school, Tony shows a total lack of energy: his perfor- wants to go out for shopping, Tim panics and begs mance deteriorates and because of his aloof attitude, her not to go. Going to bed at night is also a problem. he becomes increasingly isolated from the other chil- His mother has great difficulties getting Tim upstairs dren. Obviously, Tony appears to suffer from a de- to go to bed and when he is finally in bed, she has pressive disorder. And finally Trevor (10-years old), to stay with him until he falls asleep. Almost every since his parents have divorced, has become very night, Tim awakens in terror because of a nightmare, touchy and gets easily annoyed. He often argues with and after being calmed down he has problems falling his parents, does not obey his teachers any more, and asleep again. It is clear that Tim exhibits many char- frequently fights with other students on the school- acteristics of an anxiety disorder. Tony (11-years old) yard. Lately, he was caught while stealing candy in displays different symptoms. Since the divorce of his the local supermarket. Clearly, Trevor shows early signs of a disruptive behavior disorder. 1Institute of Psychology, Erasmus University Rotterdam, The Tim, Tony, and Trevor: three children who have Netherlands. been confronted with the same negative life event 2Virginia Polytechnic and State University, United States of and since then display different abnormal behavior. America. Two important questions can be raised in the con- 3Address all correspondence to Peter Muris, Professor, Institute of Psychology, Erasmus University Rotterdam, Burgemeester text of this common clinical observation. The first Oudlaan 50, Suite J5-31, P.O. Box 1738, 3000 DR Rotterdam, The question is why do these children develop psycho- Netherlands; e-mail: [email protected]. logical problems after being exposed to a negative 271 1096-4037/05/1200-0271/0 C 2005 Springer Science+Business Media, Inc. 272 Muris and Ollendick life event, whereas others adapt themselves without sample of 1,420 children and young adolescents over any trouble to comparable difficult circumstances? a 4–8-year period. Every year, children and adoles- For example, in Western countries, up to 50% of cents were tested by means of a structured interview marriages are dissolved, and many times children in- to assess the most common types of psychopathol- volved in these divorces do not develop psychopatho- ogy. Results indicated that internalizing disorders logical problems. The second question has to do with (such as anxiety disorders and depression) as well a phenomenon that within the domain of develop- as externalizing disorders (disruptive behavior disor- mental psychopathology is referred to as “multifinal- ders, such as oppositional-defiant disorder and con- ity” (Mash & Wolfe, 2002), and can be formulated duct disorder) were highly prevalent: every year, as follows: How is it possible that three children re- prevalence rates were around 5% for both types of spond so differently to the same stressful event and disorders. In keeping with previous research, girls come to display divergent types of problem behav- more frequently exhibited internalizing disorders, ior? Although it should be borne in mind that the eti- whereas boys more often suffered from externalizing ology of psychopathology is undoubtedly a complex, disorders (e.g., Verhulst, Van der Ende, Ferdinand, multifactorial process (Ollendick & Hersen, 1999), & Kasius, 1997). However, the most remarkable find- this article proposes that temperament plays an im- ing of the study was that 36.7% of the youths had portant role in the etiology, manifestation, and even fulfilled the diagnostic criteria for at least one psy- maintenance of the most common emotional and chological disorder before they reached the age of behavioral disorders in children. Briefly, it can be 16. Inasmuch as the researchers assessed clinical di- argued that Tim, Tony, and Trevor suffer from a agnoses, including the presence of significant im- psychological disorder, precisely because their tem- pairment in daily functioning, it is evident that the perament is characterized by high levels of emo- problems were substantial and clinically meaningful tional reactivity/neuroticism and low levels of self- ones. regulation. This article first briefly describes the most However, only a small proportion of the youths common types of psychopathology in children. Then, with psychological problems are actually referred the construct of temperament is introduced and the for treatment (Champion, Goodall, & Rutter, 1995). role of the reactive temperament factor “emotional- In addition, although in some children complaints ity/neuroticism” in the origins of child psychopathol- spontaneously diminish, in others the problems con- ogy is presented. Following this, the concept of ef- tinue and subsequently manifest themselves as a fortful control as a regulative temperament factor mental disorder in adulthood. Retrospective and is put forward, and research is reviewed which has prospective research has indeed shown that anx- demonstrated that the combination of high emotion- iety disorders in youths frequently are a precur- ality/neuroticism and low effortful control is particu- sor of anxiety disorders and depression in adults, larly relevant for understanding the etiology of child that depressive episodes during adolescence are a psychopathology. Next, it is argued that these tem- good predictor of later episodes, and that behavioral perament factors might also be involved in the for- problems during childhood are solid markers for mation of cognitive distortions, which are thought the development of antisocial personality disorder to play a crucial role in the maintenance of psy- (Bernstein, Borchardt, & Perwien, 1996; Birmaher chopathological problems. Finally, models for the et al., 1996; Loeber, Burke, Lahey, Winters, & Zera, hypothesized role of reactive and regulative temper- 2000; Ollendick & King, 1994). These findings, and ament factors in the development of psychological others, have increasingly led researchers to study the disorders in youths are described and directions for origins of psychological disorders in children. This future research on the link between temperament increase in research has yielded the insight that child- and child psychopathology are suggested. hood psychopathology is not caused by a single fac- tor operating in isolation, but rather originates from the dynamic interplay of multiple vulnerability and CHILD PSYCHOPATHOLOGY protective factors. For example, Vasey and Dadds (2001) have formulated a model for the etiology of Epidemiological studies have shown that a sub- childhood anxiety disorders, in which various biologi- stantial proportion of youths suffer from a psycho- cal (e.g., genetics, hormones, and neurotransmitters), logical disorder. For example, Costello, Mustillo, psychological (e.g., coping, self-esteem, and cogni- Erkanli, Keeler, and Angold (2003) followed a tive distortions), and social factors (e.g., parental The Role of Temperament in the Etiology of Child Psychopathology 273 rearing, stress, and negative learning experiences) effectiveness of extraneous environmental stimuli in are involved. Temperament also plays an important interfering with or in altering the direction of the on- role in their multifactorial model for the etiology going behavior, and (9) attention span and persis- of childhood anxiety disorders, and this seems also tence, which can be defined respectively as the length true for models that account for the pathogenesis of of time a particular activity is pursued by the child depression and disruptive behavior disorders (Frick and the continuation of an activity in the face of &
Load more

Recommended publications
  • A Review of Effective ADHD Treatment Devin Hilla Grand Valley State University, [email protected]
    Grand Valley State University ScholarWorks@GVSU Honors Projects Undergraduate Research and Creative Practice 12-2015 Changing Behavior, Brain Differences, or Both? A Review of Effective ADHD Treatment Devin Hilla Grand Valley State University, [email protected] Follow this and additional works at: http://scholarworks.gvsu.edu/honorsprojects Part of the Medicine and Health Sciences Commons Recommended Citation Hilla, Devin, "Changing Behavior, Brain Differences, or Both? A Review of Effective ADHD Treatment" (2015). Honors Projects. 570. http://scholarworks.gvsu.edu/honorsprojects/570 This Open Access is brought to you for free and open access by the Undergraduate Research and Creative Practice at ScholarWorks@GVSU. It has been accepted for inclusion in Honors Projects by an authorized administrator of ScholarWorks@GVSU. For more information, please contact [email protected]. Running Head: EFFECTIVE ADHD TREATMENT 1 Changing Behavior, Brain Differences, or Both? A Review of Effective ADHD Treatment Devin Hilla Grand Valley State University Honors Senior Thesis EFFECTIVE ADHD TREATMENT 2 Abstract Much debate exists over the proper course of treatment for individuals with attention- deficit/hyperactivity disorder (ADHD). Stimulant medications, such as methylphenidate (e.g., Ritalin) and amphetamine (e.g., Adderall), have been shown to be effective in managing ADHD symptoms. More recently, non-stimulant medications, such as atomoxetine (e.g., Strattera), clonidine (e.g., Kapvay), and guanfacine (e.g., Intuniv), have provided a pharmacological alternative with potentially lesser side effects than stimulants. Behavioral therapies, like behavioral parent training, behavioral classroom management, and behavioral peer interventions, have shown long-term benefits for children with ADHD; however, the success of the short-term management of ADHD symptoms is not as substantial when compared with stimulant medications.
    [Show full text]
  • The Effect of Methylphenidate on Social Cognition and Oxytocin in Children with Attention Deficit Hyperactivity Disorder
    www.nature.com/npp ARTICLE The effect of methylphenidate on social cognition and oxytocin in children with attention deficit hyperactivity disorder This article has been corrected since Advance Online Publication and a correction is also printed in this issue Orit Levi-Shachar1,2, Hila Z. Gvirts 3, Yiftach Goldwin2, Yuval Bloch1,2, Simone Shamay-Tsoory4, Orna Zagoory-Sharon5, Ruth Feldman 5 and Hagai Maoz1,2 The current study aimed to explore the possible effect of stimulants on oxytocin (OT), a neuropeptide which regulates social behavior, as a mediator of the pro-social effect of methylphenidate (MPH) in children with attention deficit hyperactivity disorder (ADHD) compared to healthy controls (HCs). Utilizing a double-blind placebo-controlled design, we compared the performance of 50 children with ADHD and 40 HCs in “theory of mind” (ToM) tasks and examined the effect of a single dose of MPH/placebo on ToM and salivary OT levels in children with ADHD at baseline and following an interpersonal interaction. Children with ADHD displayed significantly poorer ToM performance; however, following MPH administration, their performance normalized and differences between children with ADHD and HC were no longer found. Salivary OT levels at baseline did not differ between children with ADHD and HCs. However, after a parent–child interaction, OT levels were significantly higher in the HC group compared to children with ADHD. Administration of MPH attenuated this difference such that after parent–child interaction differences in OT levels between children with ADHD and HC were no longer found. In the ADHD group, OT levels decreased from administration of placebo to the parent–child interaction.
    [Show full text]
  • Transmission and Prevention of Mood Disorders Among Children of Affectively Ill Parents: a Review
    REVIEW Transmission and Prevention of Mood Disorders Among Children of Affectively Ill Parents: A Review William R. Beardslee, M.D., Tracy R.G. Gladstone, Ph.D., Erin E. O’Connor, B.A. Objective: To provide a conceptual review of the literature on children of depressed parents over the past 12 years. Method: This selective review focused on published studies that delineate the diagnosis of depression in parents, have large samples, describe children 6 to 17 years old, and are methodologically rigorous. The review emphasized conceptual advances and major progress since 1998. Recent efforts in prevention research were discussed, gaps in the existing literature were noted, and directions for targeted research on children of depressed parents were highlighted. Results: Over the past 12 years there has been considerable progress in delineating the gene-by-environment interplay in determining the range of outcomes in children. In addition, progress has been made in identifying risk mechanisms and moderators that underlie the transmission of disorder and in developing effective prevention programs. Conclusions: This review highlights directions for further research, including different areas affected by parental depression in parents and children, and in understanding the underlying mechanisms involved in the intergenerational transmission of depression, so that preventive and treatment efforts can be tailored effectively. J. Am. Acad. Child Adolesc. Psychiatry, 2011; 50(11):1098–1109. Key Words: depression, prevention, children, adolescents
    [Show full text]
  • Adult Children Who Have a Parent with Ocd
    Running head: ADULT CHILDREN WHO HAVE A PARENT WITH OCD Walking on Eggshells: Having a Parent Who Has Obsessive Compulsive Disorder Amy L. Ross 23186968 A thesis submitted in partial fulfillment of the requirements for the degree of Master of Psychology (Counselling) Monash University, Clayton October 2013 Word Count: 9003 ADULT CHILDREN WHO HAVE A PARENT WITH OCD ii Table of Contents Index of Tables iv List of Appendices v Declaration of Originality vi Acknowledgements vii Abstract viii Introduction 9 Prevalence and Negative Impact of Parental Mental Illness 9 Nature and Prevalence of OCD 12 Stigmatisation 13 Family Accommodation 14 Research Focusing on The Experiences of Children Living with a Parent 15 with OCD Research Aim 18 Method 18 Participants 19 Recruitment Procedure 21 Interview Procedure 22 Data Analysis 22 Results 23 Impact on Children 24 Highly controlled home environment- ‘a lot of arguments’ 24 Effect on schooling 25 Social isolation 26 Parentification of children 27 ‘Followed all of the rules’ 27 Positive impact- ‘it makes you more open-minded’ 28 Participant’s Perception of Parental Rearing 28 ‘It would override what she wanted to do’ 29 Relationship with their parent- ‘it was really difficult’ 29 Empathy for their parent- ‘it’s not your parent’s fault’ 30 Distancing oneself and negotiating boundaries 30 Secrecy 31 ADULT CHILDREN WHO HAVE A PARENT WITH OCD iii Treatment Services 32 Discussion 33 Limitations of the Present Study 39 Future Research Directions, Implications and Conclusions 40 References 42 Appendices 54 ADULT CHILDREN WHO HAVE A PARENT WITH OCD iv Index of Tables Table 1.
    [Show full text]
  • Child and Adolescent Therapy: Cognitive-Behavioral Procedures (Pp
    CHILD AND ADOLESCENT THERAPY This page intentionally left blank CHILD and ADOLESCENT Therapy Cognitive-Behavioral Procedures THIRD EDITION Edited by PHILIP C. KENDALL THE GUILFORD PRESS New York London © 2006 Philip C. Kendall and The Guilford Press Published by The Guilford Press A Division of Guilford Publications, Inc. 72 Spring Street, New York, NY 10012 www.guilford.com All rights reserved No part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the Publisher. Printed in the United States of America This book is printed on acid-free paper. Last digit is print number:987654321 Library of Congress Cataloging-in-Publication Data Child and adolescent therapy : cognitive-behavioral procedures / edited by Philip C. Kendall.—3rd ed. p. cm. Includes bibliographical references and index. ISBN 1-59385-113-8 (hardcover) 1. Cognitive therapy for children. 2. Cognitive therapy for teenagers. 3. Child psychotherapy. 4. Adolescent psychotherapy. 5. Clinical child psychology. I. Kendall, Philip C. RJ505.C63C45 2006 618.92′89142—dc22 2005012858 To all the mental health professionals who not only have displayed the intellectual curiosity to read about empirically supported approaches to treatment, but also take the initiative to give them a try. About the Editor Philip C. Kendall, PhD, ABPP, is the Laura H. Carnell Professor of Psychology and Director of the Child and Adolescent Anxiety Disorders Clinic at Temple University. An internationally recognized expert on clinical child and adolescent psychology and clinical psychological research, Dr.
    [Show full text]
  • Child Psychopathology Course
    CHILD PSYCHOPATHOLOGY Spring 2020 Tuesdays 1:45 pm – 4:30pm GSAPP, A317 Unit: 18 Subject: 820 Course: 563 Section: 01 18:820:563:01 Instructor: Jeff Segal, Psy.D. Email: [email protected] Office: A217 Phone: (973) 879-6917 COURSE DESCRIPTION This course will provide an overview of the most common expressions of child and adolescent psychopathology. The learning objectives include conceptual, research, and clinical issues related to the mental health of children and adolescents. The diverse factors that influence the etiology and expression of disorders will be considered. In particular, the contributions of factors such as genetics, family influences, social systems, learned patterns of behavior, and psychodynamics will be explored. Students will become familiar with the DSM-5 and how to conceptualize cases. You will also be taught how to communicate as a professional through your writing so that you will be able to convey complexity of the cases in a clear and understandable manner. At times, interventions may be mentioned in presentations and course readings. However, the issue of treatment will not be a significant focus. This course is designed to advance the student’s understanding of the current state of knowledge with regard to etiological factors and the diagnostic issues related to the expression of various disorders. This course will introduce you to the steps of case conceptualization and provide multiple opportunities for mastering this skill, such as in-class conceptualizations and written assignments. Relatedly, you will learn DSM 5 & ICD 10 diagnostic criteria, which will build upon knowledge acquired in the adult psychopathology class. You will acquire knowledge of basic mechanisms and processes that provide a foundation for some advanced specialty courses.
    [Show full text]
  • Essentials of Child and Adolescent Psychopathology Trim Size: 5.5In X 8.5In Wilmshurst Ffirs.Tex V3 - 11/18/2014 9:29Am Page Ii
    Trim Size: 5.5in x 8.5in Wilmshurst ffirs.tex V3 - 11/18/2014 9:29am Page i Essentials of Child and Adolescent Psychopathology Trim Size: 5.5in x 8.5in Wilmshurst ffirs.tex V3 - 11/18/2014 9:29am Page ii Essentials of Behavioral Science Series Founding Editors, Alan S. Kaufman and Nadeen L. Kaufman Essentials of Abnormal Psychology Essentials of Statistics for the Social and Behavioral by Andrew R. Getzfeld Sciences Essentials of Child and Adolescent Psychopathology, by Barry H. Cohen and R. Brooke Lea Second Edition Essentials of Research Design and Methodology by Linda Wilmshurst by Geoffrey R. Marczyk, David DeMatteo, and Essentials of Psychological Testing, Second Edition David S. Festinger by Susana Urbina Trim Size: 5.5in x 8.5in Wilmshurst ffirs.tex V3 - 11/18/2014 9:29am Page iii Essentials of Child and Adolescent Psychopathology Second Edition Linda Wilmshurst Trim Size: 5.5in x 8.5in Wilmshurst ffirs.tex V3 - 11/18/2014 9:29am Page iv Cover image: Thinkstock Cover design: Wiley This book is printed on acid-free paper. Copyright © 2015 by John Wiley & Sons, Inc. All rights reserved. Published by John Wiley & Sons, Inc., Hoboken, New Jersey. Published simultaneously in Canada. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 646-8600, or on the web at www.copyright.com.
    [Show full text]
  • Major Depressive Disorder in Children and Adolescents: Etiologies, Course, Gender Differences, and Treatments
    VISTAS Online VISTAS Online is an innovative publication produced for the American Counseling Association by Dr. Garry R. Walz and Dr. Jeanne C. Bleuer of Counseling Outfitters, LLC. Its purpose is to provide a means of capturing the ideas, information and experiences generated by the annual ACA Conference and selected ACA Division Conferences. Papers on a program or practice that has been validated through research or experience may also be submitted. This digital collection of peer-reviewed articles is authored by counselors, for counselors. VISTAS Online contains the full text of over 500 proprietary counseling articles published from 2004 to present. VISTAS articles and ACA Digests are located in the ACA Online Library. To access the ACA Online Library, go to http://www.counseling.org/ and scroll down to the LIBRARY tab on the left of the homepage. n Under the Start Your Search Now box, you may search by author, title and key words. n The ACA Online Library is a member’s only benefit. You can join today via the web: counseling.org and via the phone: 800-347-6647 x222. Vistas™ is commissioned by and is property of the American Counseling Association, 5999 Stevenson Avenue, Alexandria, VA 22304. No part of Vistas™ may be reproduced without express permission of the American Counseling Association. All rights reserved. Join ACA at: http://www.counseling.org/ Suggested APA style reference information can be found at http://www.counseling.org/library/ Article 2 Major Depressive Disorder in Children and Adolescents: Etiologies, Course, Gender Differences, and Treatments Paper based on a program presented at the 48th South Carolina Counseling Association Conference, February 24, 2012, Myrtle Beach, SC.
    [Show full text]
  • Fact Sheet: Attention Deficit Hyperactivity Disorder (ADHD) Topics
    Fact Sheet: Attention Deficit Hyperactivity Disorder (ADHD) Topics MAJOR CHARACTERISTICS OTHER CHARACTERISTICS ADULT OUTCOME SUBTYPES PREVALENCE ETIOLOGIES TREATMENT MORE INFORMATION - SUGGESTED READINGS MORE INFORMATION - SUGGESTED READINGS FOR TEACHERS Attention-deficit hyperactivity disorder (ADHD) is the current term for a specific developmental disorder seen in both children and adults that is comprised of deficits in behavioral inhibition, sustained attention and resistance to distraction, and the regulation of one’s activity level to the demands of a situation (hyperactivity or restlessness). This disorder has had numerous different labels over the past century, including hyperactive child syndrome, hyperkinetic reaction of childhood, minimal brain dysfunction, and attention deficit disorder (with or without hyperactivity). MAJOR CHARACTERISTICS The predominant features of this disorder include: 1. Impaired response inhibition, impulse control, or the capacity to delay gratification. This is often noted in the individual’s inability to stop and think before acting; to wait one’s turn while playing games, conversing with others, or having to wait in line; to interrupt their responding quickly when it becomes evident that their actions are no longer effective; to resist distractions while concentrating or working; to work for larger, longer-term rewards rather than opting for smaller, more immediate ones; and inhibiting the dominant or immediate reaction to an event, as the situation may demand. 2. Excessive task-irrelevant activity or activity that is poorly regulated to the demands of a situation. Individuals with ADHD in many cases are noted to be excessively fidgety, restless, and “on the go.” They display excessive movement not required to complete a task, such as wriggling their feet and legs, tapping things, rocking while seated, or shifting their posture or position while performing relatively boring tasks.
    [Show full text]
  • Applying Bioethics to Pediatric Psychopharmacology
    AMERICAN ACADEMY OF CHILD AND ADOLESCENT PSYCHIATRY Applying Bioethics to Pediatric Psychopharmacology A Guide for Clinicians with Case Studies and Handouts Mary G. Burke M.D. Sutter Pacific Medical Foundation Associate Clinical Professor, UCSF Department of Child and Adolescent Psychiatry Sponsored by AACAP Ethics Committee 1.1.2012 Burke M. Applying Bioethics to Pediatric Psychopharmacology Introduction Perhaps no area of child psychiatry is as fraught with ethical complexity as psychopharmacology. On the one hand, there is an increased demand for child psychiatric assessment and treatment. On the other, the evidence base for medication treatments in community populations is often uncertain. While there are multiple social, cultural and institutional issues that influence our medical behavior, the ultimate responsibility rests with the prescribing psychiatrist. The first goal of this paper is to give clinicians a theoretically sound approach to complex medical decisions, with discussion using typical cases. The Four-Topics Method alluded to in the main text, organizes the Basic Principles (respect for dignity, non-maleficence, beneficence, justice) into four decision-points: 1) Medical indications, including history, diagnosis, prognosis; 2) Patient preference; 3) Quality of life; and 4) Contextual features. (Jonsen et al, 2006). To this framework is added ethicist Thomas Murray’s concept of mutualism. This principle, which delineates parental responsibility in medical decision-making, states the following: Parents have a unique moral duty to create enduring, caring relationships with their children. Caring for children’s unique needs also promotes parental flourishing. We cannot choose our children, any more than they can choose us. Ethics furthermore instructs doctors to promote institutions that facilitate mutualism.
    [Show full text]
  • Multimethod Investigation of the Neurobiological Basis of ADHD Symptomatology in Children Aged 9-10: Baseline Data from the ABCD Study Max M
    Owens et al. Translational Psychiatry (2021) 11:64 https://doi.org/10.1038/s41398-020-01192-8 Translational Psychiatry ARTICLE Open Access Multimethod investigation of the neurobiological basis of ADHD symptomatology in children aged 9-10: baseline data from the ABCD study Max M. Owens 1, Nicholas Allgaier1, Sage Hahn1,DeKangYuan1, Matthew Albaugh1,ShanaAdise1, Bader Chaarani1, Joseph Ortigara1, Anthony Juliano 1, Alexandra Potter1 and Hugh Garavan1 Abstract Attention deficit/hyperactivity disorder is associated with numerous neurocognitive deficits, including poor working memory and difficulty inhibiting undesirable behaviors that cause academic and behavioral problems in children. Prior work has attempted to determine how these differences are instantiated in the structure and function of the brain, but much of that work has been done in small samples, focused on older adolescents or adults, and used statistical approaches that were not robust to model overfitting. The current study used cross-validated elastic net regression to predict a continuous measure of ADHD symptomatology using brain morphometry and activation during tasks of working memory, inhibitory control, and reward processing, with separate models for each MRI measure. The best model using activation during the working memory task to predict ADHD symptomatology had an out-of-sample R2 = 2% and was robust to residualizing the effects of age, sex, race, parental income and education, handedness, pubertal status, and internalizing symptoms from ADHD symptomatology. This model used reduced activation in task positive regions and reduced deactivation in task negative regions to predict ADHD symptomatology. The best model 2 = 1234567890():,; 1234567890():,; 1234567890():,; 1234567890():,; with morphometry alone predicted ADHD symptomatology with an R 1% but this effect dissipated when including covariates.
    [Show full text]
  • Family-Based Treatment for Young Children with OCD: a Case Study Of
    Family-Based Treatment for Young Children with OCD: A Case Study of a 5-Year-Old Child and His Mother An Empirically Supported Treatment Case Study Submitted to the Faculty of the Psychology Department of Washburn University in partial fulfillment of the requirements for MASTERS OF ARTS Psychology Department By Mikayla M. McHenry Topeka, Kansas December 2, 2019 Acknowledgments I have to start by thanking my entire Empirically Supported Case Study (EST) committee. Dr. Turk, Dr. Provorse, and Dr. Duncan, your support and advice has improved this document and my skills as a clinician throughout my time at Washburn University. I would like to offer special thanks to the Chair of my EST Committee, Dr. Turk. You have helped increase my confidence and competance as a writer, reviewed many drafts, and validated my clinical abilities. You have provided me direction, assistance, and council that prepared me for the completion of this case study as well as a future in clinical work following graduation from this program. I would like to thank my family, friends, and coworkers for all of their compassion, support, and reassurance on this journey, with special thanks to my husband and children. Without their constant support, it would not have been possible for me to reach the educational goals that I have aspired to attain since I was a little girl. I am forever grateful for this opportunity that WUPYMA gave to me, and I am proud to be a Washburn Ichabod. 4 Abstract The following is a de-identified case study that presents the treatment process and outcome for a young child and his mother, with fictional names of Ian and Tiana Good.
    [Show full text]