School-based targeted prevention for children with mild intellectual disabilities or borderline intellectual functioning and behaviour problems: A pilot implementation study.

BACKGROUND: We examined the implementation and potential effectiveness of a school-based targeted prevention programme addressing behaviour problems, adapted for children with mild intellectual disabilities or borderline intellectual functioning. METHOD: Thirteen children participated. The intervention was implemented in schools. We examined intervention dosage, reach, responsiveness, satisfaction, and comprehension, using questionnaires completed by children and trainers. We assessed child- and teacher-reported behaviour problems before and after the intervention. RESULTS: Trainers selected both children who did and did not meet the intervention eligibility criteria, suggesting problems in intervention reach. Intervention dosage, responsiveness, satisfaction, and comprehension were satisfactory. There were group-level behaviour problem decreases (i.e., Cohen's d). Individual-level behaviour problem changes (i.e., Reliable Change Indices) showed large heterogeneity and little reliable change. CONCLUSIONS: The results provide initial evidence that the intervention has potential for successful implementation in schools, but the current evidence for intervention effectiveness is inconclusive.

Components Related to Long-Term Effects in the Intra- and Interpersonal Domains: A Meta-Analysis of Universal School-Based Interventions.

The aims of the present meta-analysis were to (1) examine long-term effects of universal secondary school-based interventions on a broad range of competencies and problems and (2) analyze which intervention components were related to stronger or weaker intervention effects at follow-up. Fifty-four studies of controlled evaluations (283 effect sizes) reporting on 52 unique interventions were included. Long-term intervention effects were significant but small; effect sizes ranged from .08 to .23 in the intrapersonal domain (i.e., subjective psychological functioning) and from .10 to .19 in the interpersonal domain (i.e., social functioning). Intervention components were generally related to effects on specific outcomes. Some components (e.g., group discussions) were even related to both stronger and weaker effects depending on the assessed outcome. Moreover, components associated with long-term effects differed from those associated with short-term effects. Our findings underscore the importance of carefully selecting components to foster long-term development on specific outcomes.PROSPERO registration number: CRD42019137981.

Solid as a rock, flexible as water? Effectiveness of a school-based intervention addressing students' intrapersonal and interpersonal domains.

Students following a preparatory vocational education track seem most in need of an intervention stimulating their competencies and preventing the development of problems in the intrapersonal and interpersonal domain. The aim of the present study was to examine, first, whether Rock & Water, a social emotional learning intervention that uses active forms of learning, is effective in improving students' competencies and preventing problems in the intra- and interpersonal domain, and second, whether intervention effects were influenced by the extent to which multiple systems are involved in the intervention. We conducted a randomized controlled trial with a sample of 7th grade students (N = 1299, Mage = 12.38, 54% boys). Students reported on outcomes of the intra- and interpersonal domains using digital questionnaires. The data were analyzed with Latent Growth Curve models. Results showed that the intervention was most effective when only a core team of teachers was involved in the intervention. The intervention improved several proximal outcomes (i.e., self-control and emotional self-regulation) and distal outcomes in students' intrapersonal and interpersonal domains. The intervention effects were strongest, albeit moderate, in the first year of the intervention. These results show that interventions with an active form of learning and implemented by a core team might be promising interventions for prevocational students, although effort should be put in increasing its effectiveness.

How and why children change in aggression and delinquency from childhood to adolescence: moderation of overreactive parenting by child personality.

BACKGROUND: This study examines how and why children change in aggression and delinquency from age 6 to 15 years. Besides assessing the shape of the developmental trajectories of aggression and delinquency, we investigated whether child personality characteristics, parenting, and interactions between these two predict the development of aggression/delinquency. METHODS: Employing a cohort-sequential design, data from the Flemish Study on Parenting, Personality, and Development were used. The sample consisted of 586 children aged 6-9 years at the first assessment, and their parents. Mothers, fathers, and teachers rated child personality at Time 1 using the Hierarchical Personality Inventory for Children, and mothers and fathers rated externalizing behaviors at the first, second, and third assessment using the Child Behavior Checklist. Parents rated their own overreactive parenting at Time 1 with the Parenting Scale. RESULTS: Aggression and delinquency showed differential, though interrelated development. Less extraverted, benevolent and conscientious children, and more imaginative children were more susceptible to overreactivity. The model replicated across fathers' overreactivity. CONCLUSIONS: Parents of children who are less extraverted, benevolent and conscientious, or more imaginative, are in particular need of being supported in developing and maintaining effective disciplinary techniques.

The effectiveness of Rock and Water in improving students' socio-emotional adjustment and social safety: study protocol for a randomized controlled trial.

BACKGROUND: Students following a low education track have an increased risk for developing problem behaviors. Rock and Water is a widespread, but still poorly evaluated, intervention that aims to improve students' socio-emotional adjustment and social safety. The aims of this study are to evaluate (1) the effectiveness of Rock and Water on socio-emotional adjustment (i.e., psychosocial wellbeing, sexual autonomy, and resilience) and social safety (i.e., perceived social security in the classroom, aggression, and bullying) and to examine (2) moderators and (3) mediators of its effects. METHODS: Schools are randomly assigned into four conditions: 'Light' (a core team of teachers is trained), 'Standard' (a core team of teachers and the whole school team is trained), 'Plus' (a core team of teachers, the whole school team is trained, and parents are involved), or 'Control condition' (Care As Usual). We aim to include 180 7th Grade students in each condition (N = 720) across all waves. A multi-informant (i.e., students, parents, and teachers) approach is used to assess the outcomes (socio-emotional adjustment and social safety), moderators (student, trainer, and parent characteristics) and mediators (self-control, self-reflection, self-esteem, and emotion regulation). Video-observations will be analyzed in a subsample to study the possible mediating effect of changes in deviant and prosocial communication among students on the effect on social safety. DISCUSSION: This project will provide information on the effectiveness of (different levels of school and parental involvement in) Rock and Water, which can be used by schools to decide upon the most efficient way to improve the care for the students. We will be able to shed more light on what works for whom and the working mechanisms of Rock and Water. TRIAL REGISTRATION: Dutch Trial Registration number 6554 , registered on the 3rd of July 2017. The design of this study was approved by the Ethical Committee of the Faculty of Social and Behavioral Sciences of Utrecht University (FETC17-015). This study is financially supported by a grant from The Netherlands Organization for Health Research and Development, grant number 531001106.

A cognitive versus behavioral approach to emotion regulation training for externalizing behavior problems in adolescence: Study protocol of a randomized controlled trial.

BACKGROUND: Interventions for adolescents with externalizing behavior problems are generally found to be only moderately effective, and treatment responsiveness is variable. Therefore, this study aims to increase intervention effectiveness by examining effective approaches to train emotion regulation, which is considered to be a crucial mechanism involved in the development of externalizing behavior problems. Specifically, we aim to disentangle a cognitive and behavioral approach to emotion regulation training. METHODS: A randomized controlled parallel-group study with two arms will be used. Participants are adolescents between 12 and 16 years old, with elevated levels of externalizing behavior problems. Participants will be randomly assigned to either the control condition or the intervention condition. Participants in the intervention condition receive both a cognitive and behavioral emotion regulation module, but in different sequences. Primary outcome measures are emotion regulation skills, emotion regulation strategies, and externalizing behavior problems. Questionnaires will be completed at pre-test, in-between modules, and post-test. Moreover, intensive longitudinal data is collected, as adolescents will complete weekly and daily measures. DISCUSSION: Gaining insight into which approaches to emotion regulation training are more effective, and for whom, is important because it may lead to the adaptation of effective intervention programs for adolescents with externalizing behavior problems. Eventually, this could lead to individually tailored evidence-based interventions. TRIAL REGISTRATION: The trial is registered at the Central Committee on Research Involving Human Subjects ( NL61104.041.17 , September 20th, 2017) and the Dutch Trial Register ( NTR7334 , July 10th, 2018).

Do Extremely Violent Juveniles Respond Differently to Treatment?

This study increases knowledge on effectiveness of treatment for extremely violent (EV) youth by investigating their response to multisystemic therapy (MST). Using data of a randomized controlled trial on effectiveness of MST, we investigated differences in treatment response between EV youth and not extremely violent (NEV) youth. Pre- to post-treatment comparison indicated MST was equally effective for EV and NEV youth, whereas treatment as usual was not effective for either group. Growth curves of within-treatment changes indicated EV youth responded differently to MST than NEV youth. The within-treatment change was for EV youth non-linear: Initially, they show a deterioration; however, after one month, EV juveniles respond positively to MST, indicating longer lasting, intensive programs may be effective in treating extreme violence.

The contribution of significant others to adolescents' self-esteem.

This research examined the developmental trends in the contribution of evaluations by significant others (mother, father, teacher, and friend) to the self-esteem of adolescents. The sample consisted of 399 adolescents divided into three age groups (mean age: 13.4, 15.5, and 17.5 years). Semantic-differential scales were used. An analysis of variance revealed that adolescents differed in their self-esteem with regard to sex and age: girls evaluated themselves more positively than did boys and younger adolescents more positively than the older ones. The hypothesis that the contribution of significant others becomes less important with increased age was not completely confirmed. The relative contribution of significant others' evaluations differed depending on age and sex of adolescent.

Some predictors of Yugoslavian adolescents' problems.

The purpose of this study was to examine the relative contribution of personal (locus of control, extraversion-intraversion, neuroticism, psychoticism), interpersonal (control, nurture, and intimacy in relationships with parents and teacher), and demographic variables (family setting, family structure, school, educational level of mother and father) to the prediction of adolescents' problems in the following domains: "school," "after school," "myself," "me and others," and "general." The subjects were 391 adolescents of both sexes (mean age = 17.5 years). Regression analysis demonstrated that the personal and interpersonal variables were better predictors of adolescents' problems than were demographic variables. The best predictors were neuroticism (personal variable) and nurture of father (interpersonal variable).

Pubertal status, interaction with significant others, and self-esteem of adolescent girls.

The aim of this study was to examine the relationship between pubertal status, the quality of interactions with significant others, and the self-esteem of adolescent girls. The model which was tested, hypothesized that pubertal status affects self-esteem through girls' interactions with their parents and friends. Pubertal status was operationalized as the number of months between occurrence of the first menstrual periods and time of the investigation. The measure of self-esteem was the shortened form of the Coopersmith Self-Esteem Inventory. Analyses revealed that girls who begun menstruating six months before the investigation obtained higher scores on the measure of self-esteem than did girls who had been menstruating 13 months or more. The best predictor of self-esteem, however, was the quality of interaction with their mothers. The results support the theoretical view that stresses the importance of interaction with significant others for the development of self-esteem.

Social support and self-esteem in unemployed university graduates.

The first aim of this study was to examine the relationship between the length of time of unemployment and the self-esteem and general life satisfaction of university graduates. The second aim was to examine the function of social support during the period of unemployment. The sample consisted of 98 unemployed university graduates (67 females and 31 males). The measure of self-esteem consisted of the adapted Rosenberg scale. The instruments for assessment of general life satisfaction and social support were developed by the authors of this study. Results showed that length of unemployment, contrary to previous findings, was not related to self-esteem and general life satisfaction. Social support of the parents and the partner was associated with higher self-esteem of unemployed university graduates.

[Neonatal alloimmune thrombocytopenic purpura caused by anti-HPA-1a alloantibodies. Case report]. / Neonatalna aloimuna trombocitopenijska purpura (NATP) uzrokovana anti-HPA-1a aloprotutijelima. Prikaz bolesnika.

We report the case of serologically proven HPA-1a NATP. The child was born after uneventful 4th pregnancy. Immediately after birth generalized petechiae and signs of gastrointestinal bleeding were present. Isolated thrombocytopenia with the platelet number of 29 x 10(9)/L was observed. Serological investigation (PSIFT and MAIPA) showed high titre anti-HPA-1a antibody and low titre anti-HLA antibody in mother's sera. Mother's platelets were HPA-1a negative and she was HLA DR 52 positive. Father's platelets were HPA-1a positive. Cross-match between mother's sera and father's platelets was positive. 24 hours after the introduction of corticosteroid therapy platelet number increased to 73 x 10(9)/L and 48 hours later to 155 x 10(9)/L. The child was treated by corticosteroids because the NATP was severe and antigen negative platelets (mother or donor) or IVGG were not available. According to data from the literature the efficiency of corticosteroid therapy in NATP is questionable, but in this case it provided sufficient increase of platelet number with the stop of newborn bleeding.

Short-term general recidivism risk of juvenile sex offenders: validation of the Washington State Juvenile Court Prescreen Assessment.

It is important to examine whether general risk-assessment instruments developed for nonsex offenders can also be applied to sex offenders, because juvenile sex offenders are much more likely to reoffend with a nonsexual offense than a sexual offense. This study examined to what extent the Washington State Juvenile Court Prescreen Assessment (WSJCPA) can be used to assess the risk for general recidivism among different types of juvenile sex offenders. The predictive validity of the WSJCPA was examined separately for the following subgroups: boys convicted for a misdemeanor sexual offense against a peer (n = 381), boys convicted for a felony sexual offense against a peer (n = 282), boys convicted for a sexual offense against a younger child (n = 521), and girls convicted for a sexual offense (n = 71) and two comparison groups of male (n = 15,155) and female (n = 5,811) juvenile nonsex offenders. The area under the receiver operating characteristic curve scores for general recidivism ranged between .64 and .73. The WSJCPA proved to be at least equally predictive of general offending among juvenile sex and nonsex offenders groups.

Changes in the relative importance of dynamic risk factors for recidivism during adolescence.

This study examined which dynamic risk factors for recidivism play an important role during adolescence. The sample consisted of 13,613 American juveniles who had committed a criminal offense. The results showed that the importance of almost all dynamic risk factors, both in the social environment domain (school, family, relationships) and in the individual domain (attitude, skills, aggressiveness), decreased as juveniles grew older. Therefore, the potential effect of an intervention aimed at these factors will also decrease as juveniles grow older. The relative importance of the risk factors also changed: In early adolescence, risk factors in the family domain showed the strongest association with recidivism, whereas in late adolescence risk factors in the attitude, relationships, and school domain were more strongly related to recidivism. These results suggest that the focus of an intervention needs to be attuned to the age of the juvenile to achieve the maximum potential effect on recidivism.

The longitudinal relations between parenting and toddlers' attention problems and aggressive behaviors.

The aim of the present study was to examine the normative developmental trajectories of toddlers' externalizing behaviors and several maternal and paternal parenting dimensions. Latent growth models were used to determine intraindividual changes and interindividual differences in these changes. One hundred and eight boys were followed from 17 months of age to 35 months of age. A significant linear decrease in attention problems and a significant linear increase in aggressive behaviors were found. Additionally, multivariate models were tested that related the developmental trajectories of externalizing behaviors to the trajectories of the parenting dimensions. The results showed meaningful contemporary relations and relations between over-time trajectories of parenting dimensions and children's externalizing behaviors.

Externalizing behaviors and minor unintentional injuries in toddlers: common risk factors?

OBJECTIVE: To investigate predictors for externalizing behaviors and minor unintentional injuries in toddlers and to examine whether common risk factors can be identified. METHODS: Linear regression models were used to investigate the contributions of predictors belonging to the domains of child characteristics and parental characteristics. Participants were 117 boys (M = 16.9 months) and their parents. RESULTS: Two common risk factors for externalizing behaviors and minor injuries were identified: maternal low conscientiousness and paternal low self-control. In addition, children's inhibitory control and dispositional frustration as well as maternal externalizing symptoms contributed independently to children's externalizing behaviors. CONCLUSIONS: Results supply some evidence for the interrelatedness of negative outcomes and on the existence of common risk factors. Interventions could aim to address these common risk factors in order to pursue a number of goals at the same time, instead of focusing on only one type of negative outcome.

Relations between parenting and externalizing and internalizing problem behaviour in early adolescence: child behaviour as moderator and predictor.

In this longitudinal study we investigated relations between parenting and externalizing and internalizing problem behaviour during early adolescence. First, we examined parenting effects on problem behaviour, including child behaviour as a moderator. Second, we examined child behaviour as predictor of parenting, also including moderator effects. A total of 650 13- to 14-year-olds filled out the Youth Self-Report and questionnaires about parenting at two times within a one-year interval. Relations between parenting and problem behaviour appeared to be stronger for externalizing than for internalizing problem behaviour. Both parenting effects and child effects were found. Parenting significantly predicted an increase in externalizing problem behaviour one year later. Adolescent's previous level of problem behaviour predicted changes in parenting (involvement and decisional autonomy granting). In addition, parental and child characteristics interacted in predicting outcome.

Peer relations in adolescents: effects of parenting and adolescents' self-concept.

In this study we examined the link between the parent-adolescent relationship and the adolescent's relationship with peers. The proposed model assumes that the quality of the parent-child relationship affects the adolescent's self-concept, which in turn affects the adolescent's integration into the world of peers. The sample consisted of 508 families with adolescents (12- to 18-years-old). The data were obtained at the subjects' homes, where a battery of questionnaires was administered individually to mothers, fathers and adolescents. Several constructs relating to the quality of parent-child relationship were assessed: parental acceptance, attachment, involvement, responsiveness, love withdrawal and monitoring of the child. The measures of the adolescent's self-concept included Harter's Perceived Competence Scale for Adolescents and Rosenberg's Self-Esteem Scale. The indicators of the quality of peer relations were: degree of peer activity, having a best friend, perceived acceptance by peers and attachment to peers. Assessment of the hypothesized model showed that the adolescent's self-concept serves a mediating role in the relationship between maternal child-rearing style and involvement with peers. The mediating role of self-concept was greatest for maternal acceptance. Paternal child-rearing style, however, appeared to have an independent effect on the adolescent's involvement with peers that is not accounted for by the adolescent's self-concept. The prediction of the quality of adolescents' peer relations yielded similar results for both mothers and fathers. The results suggest that a positive self-concept and warm supportive parenting each contribute unique variance to satisfactory peer relations.

Autonomy, attachment and psychosocial adjustment during adolescence: a double-edged sword?

Both autonomy and attachment are positively related to psychosocial adjustment during adolescence. The aim of the present study was to examine the assumption that a high level of autonomy within a context of attachment provides the best constellation for psychosocial adjustment. Subjects were 400 adolescents. Attitudinal, emotional and functional autonomy were connected with attachment to father, mother and peers to predict indices of psychosocial adjustment: social competence, academic competence, self-esteem, problem behaviour and depressive mood. Only main effects of autonomy and attachment were found. There was no evidence for an extra positive effect of being both autonomous and strongly attached.