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"La Greca, Annette M. (Annette Marie)"
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The parents' guide to psychological first aid : helping children and adolescents cope with predictable life crises
Presents articles by recognized experts who provide parents with the information needed in order to help children navigate the many trying problems that typically afflict young people.
Book
DSM-5 and ICD-11 as competing models of PTSD in preadolescent children exposed to a natural disaster: assessing validity and co-occurring symptomatology
Background: Major revisions have been made to the DSM and ICD models of post-traumatic stress disorder (PTSD). However, it is not known whether these models fit children's post-trauma responses, even though children are a vulnerable population following disasters.
Objective: Using data from Hurricane Ike, we examined how well trauma-exposed children's symptoms fit the DSM-IV, DSM-5 and ICD-11 models, and whether the models varied by gender. We also evaluated whether elevated symptoms of depression and anxiety characterized children meeting PTSD criteria based on DSM-5 and ICD-11.
Method: Eight-months post-disaster, children (N = 327, 7-11 years) affected by Hurricane Ike completed measures of PTSD, anxiety and depression. Algorithms approximated a PTSD diagnosis based on DSM-5 and ICD-11 models.
Results: Using confirmatory factor analysis, ICD-11 had the best-fitting model, followed by DSM-IV and DSM-5. The ICD-11 model also demonstrated strong measurement invariance across gender. Analyses revealed poor overlap between DSM-5 and ICD-11, although children meeting either set of criteria reported severe PTSD symptoms. Further, children who met PTSD criteria for DSM-5, but not for ICD-11, reported significantly higher levels of depression and general anxiety than children not meeting DSM-5 criteria.
Conclusions: Findings support the parsimonious ICD-11 model of PTSD for trauma-exposed children, although adequate fit also was obtained for DSM-5. Use of only one model of PTSD, be it DSM-5 or ICD-11, will likely miss children with significant post-traumatic stress. DSM-5 may identify children with high levels of comorbid symptomatology, which may require additional clinical intervention.
Journal Article
Handbook of psychological services for children and adolescents
This handbook provides a comprehensive discussion of the key elements which should be part of any successful program tailored to the needs of children with diagnosable mental, behavioral, or emotional disorders. The overall goal of the title is to provide an overview of the psychological services available to children and adolescents in school and community settings. The book is divided into five parts: “Framing the Issues,” “Delivering Psychological Services in Diverse Settings,” “Preventive Interventions,” “Treatments with Specific Populations,” and “System-Level Consultation.” Settings,” “Preventive Interventions,”
eBook
Developmental and Gender Differences in Preadolescents' Judgments of the Veracity of Gossip
Hypothetical vignettes were used to examine 384 preadolescents' understanding of gossip in varying circumstances. Children correctly labeled talk about nonpresent others as gossip and considered it inappropriate. Skepticism was higher for gossip than for firsthand information and was greatest in the presence of cues suggesting that speakers were unreliable or harbored ulterior motives. Surprisingly, skepticism of gossip decreased with age. Attributions for speakers' behavior were sensitive to subtle contextual cues, and in the absence of clear motives, children, particularly girls, were likely to assume that gossipers spread false information out of jealousy. Overall, preadolescents appear to have a relatively mature understanding of the limitations of gossip, treat gossip with skepticism, and judge harshly gossipers who spread false gossip.
Journal Article
Peer acceptance: The correspondence between children's sociometric scores and teachers' ratings of peer interactions
In view of the current interest in children's peer relationships and social skills, and the need for valid assessment procedures for children's peer problems, the intent of the present study was to examine the correspondence between peer ratings of acceptance and teacher ratings of a child's social behavior and likability. The 92 children were males and females from the third, fourth, and fifth grades. Classroom teachers rated each of the children on withdrawal, aggressive, and likable behavior using the Pupil Evaluation Inventory. Peer ratings of the child's acceptance in play and work situations were obtained from same-sex classmates. The teacher rating of likability was the best predictor of peer acceptance scores for males; withdrawn behavior was the best predictor of peer acceptance scores for females. Ratings of withdrawn and aggressive behavior contributed to the prediction of peer acceptance scores for males; for females, only withdrawn behavior contributed to the prediction of peer acceptance. In terms of the clinical utility of teacher ratings for assessing children with peer problems, the use of the withdrawn and/or aggressive ratings scales appeared to offer promise as a means of identifying such children. Implications for the area of children's social skills and directions for future research were discussed.
Journal Article