Intraoperative Ketorolac and Outcomes after Ovarian Cancer Surgery

The authors want to thank Laurence Beausaert and Monique Kasa-Vubu, coordinating nurses of gynaecological oncology, Magali Alsteen and Véronique Delhaye for the recording of the data and all the nurses from the operating theatre and the hospitalisation unit (U95) of the cliniques universitaire St Luc. We also want to thank the intensive care unit team for the care of our patients.Peer reviewe

Vers un modèle ajusté du fonctionnement socio-émotionnel d’enfants typiques et présentant une déficience intellectuelle : traitement de l’information sociale, régulation socio-émotionnelle en interaction sociale et perception des enseignants de l’adaptation sociale

Our approach was based on the heuristic model of social skills in typical and atypical childhood, developed by Yeates et al. (2007); this model differentiates three levels of social competences: social information processing (SIP) (including notably the Theory of Mind (ToM) and the social problem-solving), social interactions with adult or pairs in different contexts, and social adjustment, perceived by others or by oneself. In addition, in order to test developmental delay hypothesis versus developmental difference hypothesis (Flanagan, Russo, Flores & Burack, 2008; Hodapp, Burack & Zigler, 1990; Zigler & Balla, 1982) about the development of socio-emotional functioning in children with intellectual disability, in comparison with to typically developing preschoolers matched on their developmental age, it needs to distinguish these three levels and particularly the types of links between their components. This present study examined between-groups similarities versus differences in relational structural patterns between their abilities of SIP (specifically in ToM-emotions, in socio-emotional problem-solving); their socio-emotional regulation during social interaction with an adult and with a pair in three contexts (neutral, competitive, cooperative); and the teachers’ perception of their social adjustment. We took also into account the possible impact of their chronological age and their developmental age on these processes and we envisaged inter-individual variability in these processes by means of the identification of subgroups of children having distinct patterns of links in their profiles. We examined 90 participants: 45 children with intellectual disability and 45 typically developing children, recruited from French-speaking Belgian special schools and ordinary schools respectively. Both groups were matched for their developmental age (ranged from 3 to 6 years) assessed by means of the Differential Scales of Intellectual Efficiency-Revised (Perron-Borelli, 1996). We organized individual assessment session (in using Theory of Mind-emotion tasks, Nader-Grosbois & Thirion-Marissiaux, 2011; Social Solving task, Barisnikov, Van der Linden & Hippolyte, 2004) and three dyadic sessions with adult and pairs (Dyadic Game of Socio-Emotional Problem-Solving, Baurain & Nader-Grosbois, 2007) in neutral, competitive and cooperative contexts. In order to evaluate the manner in which children regulate emotional expressions, responses and social behaviours in Dyadic Game, we used the Coding Grid of Socio-Emotional Regulation by sequences (Baurain & Nader-Grosbois, 2011). The teachers completed questionnaires: Social Adjustment for Children Scale (Hugues, Soares-Boucaud, Hochman & Frith, 1997); Assessment, Evaluation, and Intervention Program System (Bricker, 2002; French version, Dionne, Rivest & Tavares, 2006). Our results emphasized in the sequence of development, some similar skills between both groups (supporting the delay hypothesis of ToM, of social problem-solving, of emotional expressions, of emotional adaptation, of behaviour towards social rules in dyadic game, of social skills displayed in daily life), and deficits in some socio-emotional skills in children with intellectual disability (supporting the difference hypothesis of emotional evocation, of social behaviour in dyadic game and of socio-emotional adjustment). Nevertheless, our results confirmed more a difference of developmental structure or in links between these processes in these children. Their developmental age induced variable level of each of these processes and the intensity of links. Our study led to two adjusted models of socio-emotional development, respectively for children with intellectual disability and for typically developing children.(PSY 3) -- UCL, 201

Theory of mind, socio-emotional problem-solving, socio-emotional regulation in children with intellectual disability and typically developing children

This study has examined the link between social information processing (SIP) and socio-emotional regulation (SER) in 45 children with intellectual disability (ID) and 45 typically developing (TD) children, matched on their developmental age. A Coding Grid of SER, focusing on Emotional Expression, Social Behaviour and Behaviours towards Social Rules displayed by children in three dyadic contexts (neutral, competitive or cooperative) was applied. Correlational analyses highlighted specific “bi-directional” links between some abilities in SIP and in SER, presenting between-groups partial similarities and dissimilarities that allowed discussing the developmental delay versus difference hypotheses in ID children. Cluster cases analyses identified subgroups with variable patterns of links. In both groups, the SIP and some categories of SER varied depending on developmental age

Compétences sociales et émotionnelles : enfant typique et déficient intellectuel

L’âge préscolaire correspond à une période critique quant à l’évolution des compétences sociales et émotionnelles. Cet ouvrage vise à fournir des repères développementaux concernant les capacités de traitement de l’information sociale, de régulation socio-émotionnelle en interaction sociale et d’adaptation sociale chez des enfants et adolescents se situant à cette période développementale. Au vu des déficits dans ces compétences chez les enfants et adolescents présentant une déficience intellectuelle, il est essentiel de comprendre leurs retards ou spécificités socio-émotionnelles afin d’adapter leur évaluation et l'intervention à leur égard. L'approche de cet ouvrage est basée sur un modèle intégré du fonctionnement social d’enfants typiques et atypiques. Ce modèle permet d’examiner comment ces enfants comprennent les émotions, comment ils résolvent des situations sociales critiques, comment ils régulent l’expression de leurs émotions et de leurs comportements en interaction sociale et comment les adultes perçoivent la qualité de leurs relations sociales au quotidien ? Cet ouvrage s'adresse à des psychologues, des orthopédagogues et psychopédagogues

Socio-emotional regulation in children with intellectual disability and typically developing children in interactive contexts

This study examined similarities versus differences in socio-emotional regulation in 45 children with intellectual disabilities compared to 45 typically developing children, matched for developmental age (ranging from 3 to 6 years). The impact of children's characteristics (chronological age and developmental age), of three types of dyadic context (neutral with an adult, competitive or cooperative with a peer) and of three temporal sequences in dyadic interactive play on socio-emotional regulation was studied. The results showed that the children with intellectual disabilities did not express or regulate their emotions less than the typically developing children but they displayed less social behavior. In both groups, socio-emotional regulation varied depending on the context, on the sequence and on some children's characteristics. The mean scores of socio-emotional regulation in competitive and cooperative contexts (when the target-child played with a peer) were higher than the mean score in a neutral context (when the target-child played with an adult). In the group with intellectual disabilities, the children's emotional expressions in a competitive context and their behavior towards social rules in a neutral context varied depending on their chronological age. In both groups, several behavioral categories of socio-emotional regulation in the different contexts varied depending on the children's developmental age

Régulation émotionnelle en fonction du climat interactif chez des enfants tout-venant et avec une déficience intellectuelle

"Nous présentons une étude comparative entre enfants TV et enfants avec DI, portant sur leur régulation socio-émotionnelle en contextes dyadiques distincts, leurs compétences sociales et leurs performances en résolution de problèmes socio-émotionnels pour apprécier les similitudes et différences ainsi que pour éclairer les liens entre ces processus psychologiques.

Validation of a method of assessing socioemotional regulation in preschoolers

Introduction Based on the model of Yeates et al. (2007), and on behavioural categories included in several measures of emotional abilities or emotional regulation, a new methodological design was conceived to allow eliciting and observing the child's socioemotional regulation, in three interactive contexts (neutral, cooperative, competitive) and his/her abilities in socioemotional problem-solving. Method The validation of the new coding grid was derived from the coding of 90 videos about socioemotional behaviours displayed by 30 typically developing preschoolers. Results The agreement of the judges between themselves and the factorial analyses showed the proper internal validity of the grid. Conclusion Our results showed how this design is relevant for assessing the child's socioemotional regulation. The discussion emphasized its advantages and limits for researchers and practitioners