24 research outputs found

    Male and Female Pathways to Psychopathology: Findings from a Preventive Intervention Study

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    The objective of the present study was to extent the knowledge on the pathways to male and female psychopathology from childhood into early adolescence. In Chapter 1, the background of the Good Behavior Game (GBG) study was presented. The GBG study is a randomized controlled intervention study that started in 1998 when 666 children from 13 elementary schools in the metropolitan area of Rotterdam and Amsterdam were enrolled in the study at age 6. The GBG intervention is a universal classroom-based intervention aimed at the reduction of problem behavior and the promotion of prosocial behavior in elementary schoolchildren. In Chapter 1, we explained how the nesting of this randomized controlled preventive intervention allowed us to test the influence of hypothesized risk factors on the sexspecific pathways to externalizing and internalizing psychopathology spanning the period from middle childhood to early adolescence (from age 6 to 13 years). Using this method, we investigated: (1) the influence of prenatal exposure to maternal smoking on the pathway to Attention Deficit/Hyperactivity symptoms in middle and late childhood, (2) the role of middle childhood behavioral, emotional, and social problems in the development of relational aggression from late childhood to early adolescence, (3) the influence of physical and relational victimization experiences during middle childhood in the pathways to anxiety and depression in early adolescence, and in addition, we examined (4) typologies of parenting behaviors and their association with childhood psychopathology

    Understanding mechanisms of change in the development of antisocial behavior: The impact of a universal intervention

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    The association between the development of antisocial behavior, affiliation with deviant friends, and peer rejection was tested with a preventive intervention; 664 boys and girls were randomly assigned to a universal classroom-based intervention targeting disruptive behavior or a control condition. Peer nominations of antisocial behavior, friends' antisocial behavior, and peer rejection were assessed annually for 4 years. A high, a moderate, and a stable low antisocial behavior trajectory were identified. Large reductions in antisocial behavior were found among intervention children who followed the high trajectory. These reductions coincided with affiliations with nondeviant peers and with decreases in peer rejection. The affiliation between deviant and nondeviant peers was initiated by nondeviant children. The results support a causal role of deviant friends and peer rejection in the development of antisocial behavior. The implications for our understanding of the mechanisms leading to reductions in antisocial behavior are discussed

    Effectiveness of a blended school-based mindfulness program for the prevention of co-rumination and internalizing problems in Dutch secondary school girls:a cluster randomized controlled trial

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    BackgroundA growing body of literature indicates that adolescent girls who talk with close friends about interpersonal problems or worries in an excessive, speculative way, and with an intense focus on distress (i.e., co-rumination) are at heightened risk for developing internalizing symptoms and disorders as well as reduced friendship quality. However, to date, there are no prevention programs available that target high levels of co-rumination between adolescent girls. As such, we developed the blended school-based mindfulness prevention program Happy Friends, Positive Minds (HFPM) that targets co-rumination at the dyadic level, i.e., between two close female friends. The aim of this trial is to evaluate the effectiveness of HFPM to reduce co-rumination and internalizing problems and to enhance wellbeing and social-emotional behavior in Dutch adolescent girls.MethodsA cluster Randomized Controlled Trial (cRCT) will be conducted to evaluate HFPM effectiveness. We will recruit 160 female friendship dyads (n = 320 girls) aged 13 to 15 years who will be characterized by high levels of self-reported co-rumination. The cRCT has two arms: (1) an intervention condition in which 160 girls (80 friendship dyads) will receive the 14-week HFPM program in two consecutive cohorts (cohort 1 in academic year 2023/2024 and cohort 2 in academic year 2024/2025, and (2) a control condition in which 160 girls (80 dyads) will receive care-as-usual (CAU) in two consecutive cohorts (cohort 1 in academic year 2023/2024 and cohort 2 in academic year 2024/2025). Data will be collected at baseline (T0), during the program (T1;T2; T3), immediately after the program (T4), and at 1-year follow-up (T5). Participant-level self-reported risk for (early onset) depression and anxiety, self-reported and observed co-rumination, self- and friend-reported friendship quality, self-reported positive and negative affect, self-reported interpersonal responses to positive affect, and self-reported anhedonia symptoms will be the outcome variables.DiscussionThis study will provide insights into the short-term and long-term effects of the HFPM program on girls’ internalizing problems, wellbeing, and social-emotional behavior.Trial registrationInternational Standard Randomized Controlled Trials, identifier: ISRCTN54246670. Registered on 27 February 2023

    Succesvolle aanpakken mbo-studenten in kwetsbare posities:Een literatuurverkenning naar werkzame elementen

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    Deze literatuurverkenning is uitgevoerd als onderdeel van het onderzoek naar succesvolle aanpakken in het mbo (NJi, ECBO, 2020). Aan dit onderzoek nemen vijf roc’s deel die samen twee typen interventies uitvoeren. Beide interventies zijn gericht op een integrale aanpak ter bevordering van een succesvolle leer- en arbeidsloopbaan van jongeren in kwetsbare posities op mbo-niveau 1 en 2. Hun (eerste) ervaringen zijn positief. Maar wat veroorzaakt het succes van hun aanpak? Daarover gaat deze literatuurverkenning. Deze verkenning is een van de publicaties binnen het onderzoek. Een eindrapportage wordt verwacht eind 2022. In deze rapportage wordt met een brede blik beschreven welke factoren worden gevonden in onderzoek. Hierna zullen de bevindingen uit de literatuur getoetst en gekoppeld worden aan de in de praktijk gevonden ‘werkzame elementen’ zoals die genoemd worden door studenten en professionals van de betrokken roc’s. Uiteindelijk doel is hun integrale aanpakken te versterken en breder in te zetten. Het onderzoek is gefinancierd door het Nationaal Regieorgaan Onderwijsonderzoek (NRO). Aan het onderzoek is een academische begeleidingscommissie verbonden (zie colofon). We danken deze commissie voor haar bijdrage aan het onderzoek

    The impact of teacher's self-efficacy and classroom externalising problem behaviors on emotional exhaustion:Between- and within-person associations

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    Teaching can be a challenging profession, which puts teachers at high risk for developing burnout symptoms, such as emotional exhaustion. In this study we aim to investigate the interplay between classroom externalising problem behaviours (as a job demand), teachers’ self-efficacy (as a job resource) and emotional exhaustion over a school year. Conducting three measurements during a school year among 103 Dutch primary education teachers, we examine the sensitivity for, and the individual development of, emotional exhaustion. Findings show that emotional exhaustion, classroom externalising problem behaviours, and teachers’ self-efficacy are stable constructs in teachers. Traditional (between-person) cross-lagged panel models indicate that teachers with low levels of self-efficacy are more likely to develop emotional exhaustion during the school year, compared to their colleagues. We found no evidence that teachers confronted with classroom externalising problem behaviours were more likely to develop emotional exhaustion. Random intercept (within-person) cross-lagged panel models indicate that teachers with high levels of classroom externalising problem behaviours do not show increased emotional exhaustion at a later time point. For self-efficacy and emotional exhaustion, we could not estimate the within-person model due to limited variance in the variables. Implications of these findings and suggestions for further research were discussed

    Effect of Key2Teach on Dutch teachers' relationships with students with externalizing problem behavior:A randomized controlled trial

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    The teacher-student relationship plays an important role in the academic and behavioral development of primary school children with externalizing problem behavior. However, such problem behavior often threatens the quality of the teacher-student relationship. Teacher-focused coaching intervention Key2Teach aims to improve elements of the relationship between teachers and students with externalizing problem behavior and consists of two phases and four building blocks. This intervention provides primary school teachers with insight into their mental representation of the relationship and opportunities to practice functional interaction skills. In a randomized controlled trial (RCT), effects of Key2Teach on different aspects of the relationship between teachers and students with externalizing problem behavior were examined. In two cohorts, 103 dyads consisting of a teacher and a student with externalizing problem behavior in grades 3-6 were assessed three times during a school year. Fifty-three dyads received the intervention (intervention group), whereas 50 dyads received no intervention (control group). Data were collected on teacher-reported teacher-student closeness and conflict, and on teacher interaction skills in various domains. Results show a significant increase in closeness and a decrease in conflict as a result of Key2Teach, with substantial effect sizes. No effects on teacher interaction skills were found. This study indicates that Key2Teach may help teachers to improve elements of the relationship they have with students with externalizing problem behavior. Implications for practice and future research are discussed

    The Role of Friends’ Disruptive Behavior in the Development of Children’s Tobacco Experimentation: Results from a Preventive Intervention Study

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    Having friends who engage in disruptive behavior in childhood may be a risk factor for childhood tobacco experimentation. This study tested the role of friends’ disruptive behavior as a mediator of the effects of a classroom based intervention on children’s tobacco experimentation. 433 Children (52% males) were randomly assigned to the Good Behavior Game (GBG) intervention, a universal preventive intervention targeting disruptive behavior, and facilitating positive prosocial peer interactions. Friends’ disruptive behavior was assessed from age 7–10 years. Participants’ experimentation with tobacco was assessed annually from age 10–13. Reduced rates in tobacco experimentation and friends’ disruptive behavior were found among GBG children, as compared to controls. Support for friends’ disruptive behavior as a mediator in the link between intervention status and tobacco experimentation was found. These results remained after controlling for friends’ and parental smoking status, and child ADHD symptoms. The results support the role of friends’ disruptive behavior in preadolescents’ tobacco experimentation
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