[A pilot study into person-centred use of photo's in the communication with people with dementia]. / Pilot study naar het persoonsgericht gebruik van foto's in de communicatie met mensen met dementie.

Social contact is important for the wellbeing of people. Dementia can complicate social interaction. In two randomized controlled pilot studies, it was investigated whether viewing different types of images together affects the mood and social interaction of people with moderately severe to severe Alzheimer's dementia residing in nursing homes. At the first intervention participants in the experimental group (n = 10) were shown portraits with positive facial expressions, and the participants in the control group (n = 10) were shown portraits with a neutral facial expression. During the second intervention, the experimental group (n = 10) were shown personalized photos and the control group (n = 10) non-personalized photos. There were no statistically significant differences in mood and the degree of social interaction between the groups. However, calculation of the effect sizes showed that there was a tendency for more positive behavior in viewing neutral portraits and that personalized images had a more positive impact on social interaction, negative behavior, speech and mood.

Short- and long-term psychosocial of a single episode of alcoholic intoxication: a cohort study among Dutch adolescents.

UNLABELLED: The short- and long-term psychological consequences of a single episode of alcohol intoxication in adolescents are unknown. Twenty-four adolescents (12 M, 12 F), mean age 18.3 ± 1.1 years, who had been admitted to the pediatric ward with alcohol intoxication (mean age at admission 15.6 ± 1.1) and thirty-two parents were interviewed on the intoxication episode and the subsequent consequences. This interview took place 2-3 years after the alcohol intoxication. At the same time, all participants completed questionnaires, assessing general and demographic information, detailed information about current alcohol use, present-day health-related quality of life, and psychological well-being. We observed that short-term (<6 months) psychosocial consequences on family life, family rules, friendships, and school were retrospectively judged more neutral and even more positive than negative by adolescents and their parents. Eighty-six percent of all reported changes by adolescents and parents, directly after the intoxication, lasted 6 months or less. At follow-up present-day quality of life was comparable to the norm, social functioning was significantly better and their mental health proved to be within the normal range (no emotional and behavioral problems). Since the intoxication, none of the participants had dropped out of school and their present-day alcohol use was comparable to estimated averages for their age. CONCLUSION: Short- and long-term psychosocial consequences of a single episode of alcohol intoxication were positively judged by adolescents and their parents. WHAT IS KNOWN: • Alcohol abuse among adolescents is a growing concern both in society and pediatrics. What is new: • This manuscript describes short and long term psychological consequences of a single episode of alcohol intoxication in adolescents.

School-based intervention for childhood disruptive behavior in disadvantaged settings: a randomized controlled trial with and without active teacher support.

OBJECTIVE: In this randomized controlled trial, we investigated the effectiveness of a school-based targeted intervention program for disruptive behavior. A child-focused cognitive behavioral therapy (CBT) program was introduced at schools in disadvantaged settings and with active teacher support (ATS) versus educational teacher support (ETS) (CBT + ATS vs. CBT + ETS). METHOD: Screening (n = 1,929) and assessment (n = 224) led to the inclusion of 173 children ages 8-12 years from 17 elementary schools. Most of the children were boys (n = 136, 79%) of low or low-to-middle class socioeconomic status (87%); the sample was ethnically diverse (63% of non-Western origin). Children received CBT + ATS (n = 29) or CBT + ETS (n = 41) or were entered into a waitlist control condition (n = 103) to be treated afterward (CBT + ATS, n = 39, and CBT + ETS, n = 64). Effect sizes (ES), clinical significance (reliable change), and the results of multilevel modeling are reported. RESULTS: Ninety-seven percent of children completed treatment. Teachers and parents reported positive posttreatment effects (mean ES = .31) for CBT compared with the waitlist control condition on disruptive behavior. Multilevel modeling showed similar results. Clinical significance was modest. Changes had remained stable or had increased at 3-months follow-up (mean ES = .39). No consistent effect of teacher condition was found at posttreatment; however, at follow-up, children who received ETS fared significantly better. CONCLUSIONS: This study shows that a school-based CBT program is beneficial for difficult-to-reach children with disruptive behavior: The completion rate was remarkably high, ESs (mean ES = .31) matched those of previous studies with targeted intervention, and effects were maintained or had increased at follow-up.

Pre-adolescent gender differences in associations between temperament, coping, and mood.

Relationships between temperament, coping, depressive and aggressive mood in 8-12-year-old boys (n = 185) and girls (n = 219) were investigated, with a focus on gender differences. Children completed two self-report questionnaires: the Early Adolescent Temperament Questionnaire-Revised and Children's Coping Strategies Checklist-Revised1. Comparing boys and girls on three temperament dimensions, positive affectivity, negative affectivity and effortful control, girls scored higher than boys on the first two dimensions. Girls also scored higher than boys on avoidant coping and depressive mood. For both boys and girls, aggressive and depressive mood were predicted by negative affectivity. Coping did not add towards this prediction. Gender specific models of temperament, coping and depressive mood were tested. For girls, both effortful control and active problem solving, accounted for the variability in depressive mood. For boys, only effortful control accounted for variance in depressive mood. Results showed that gender specific vulnerability to depression in girls is apparent before adolescence and can be linked to temperament and coping.

Early maladaptive schemas in children: development and validation of the Schema Inventory for Children.

A Schema Inventory for Children (SIC) was developed, based on Young's schema model. Its psychometric properties were investigated in a non-clinical multi-ethnic sample of children, aged 8-13 years. The latent structure of the SIC was explored using a cross-validation design. Confirmatory factor analyses yielded satisfying fits for a modified model, that included 8 of the original 15 schema factors, as well as 3 new factors, each containing a theoretically meaningful combination of 2 or 3 original schema factors. Our data suggest that, to a certain extent, children present with the same schemas as identified in adolescents and adults, although some unique, children-specific schemas occurred. SIC item loadings were moderate to good, and all factors showed adequate discriminant validity. However, factor reliability estimates were mediocre, but in most cases still acceptable. Furthermore, results suggest adequate stability for all SIC scales. Finally, strong relations between most of the SIC scales and measures of psychopathology were found, although an opposite pattern of associations emerged for two scales (i.e., Enmeshment and Self-Sacrifice), suggesting that these schemas are not maladaptive -yet- at this young age.

Social incompetence in children with ADHD: possible moderators and mediators in social-skills training.

Children with attention-deficit/hyperactivity disorder (ADHD) often encounter problems in social interactions with peers and are confronted with peer rejection and social isolation. The most common approach to social problems in children is social skills training. This intervention concept represents a variable mixture of cognitive-behavioral intervention elements. In this article the outcome of social skills training (SST) for children with ADHD is reviewed. Four experimental SSTs are detected and analyzed for potential mediators and moderators of treatment efficacy. Candidate mediators (social cognitive skills, parenting style and medication-induced reduction of key symptoms) are discussed within an empirical and theoretical context. Candidate moderators (subtype, comorbidity, gender and age) are evaluated for their empirical support. It is argued that, although fragmented, there is ample evidence and knowledge to adapt the SST-paradigm towards the specific needs of children suffering from ADHD and to guide future research towards more effective, "well established" interventions.