The Effects of Psychological Trauma on Children and Adolescents

In this review the authors examine the cognitive, affective, behavioral, and somatic-physiological effects documented in the literature as sequelae of overwhelming life events in children and adolescents. Findings from the literature are compared with the current formulations of Post-traumatic Stress Disorder (PTSD) in the Diagnostic and Statistical Manual of Mental Disorders, third edition, revised (DSM-III-R, American Psychiatric Association, 1987) as this diagnostic category applies to children. Responses likely to be observed in children and adolescents who have been exposed to traumatic events are discussed. Suggestions for future research and counseling practice are presented     

Gana’Jôh: Haudenosaunee Pedagogies of the Drum Letters From the Woodshop

This article presents reflections on a drum-making workshop organized for young Haudenosaunee men on Six Nations of the Grand River territory in a region now known as Ontario, Canada. Imbued with an inductive character, we reflect on the disconnections between Indigenous and Western ways of knowing and draw on transdisciplinary methodological approaches to praxis. The main body of the article is constructed through a series of letters where each author reflects on the tensions and contradictions between Indigenous ways of knowing and the modes of knowledge creation promoted through academic White settler ideals. Drawing on Indigenous epistemologies from Leanne Betasamosake Simpson we argue that material production in relation to the making of Haudenosaunee drums can become pedagogy and fuel Indigenous-specific resurgence and intelligence. After we introduce ourselves and sketch the context for our project, the narrative proceeds through two voices in conversation. Each co-author reflects on the insights that emerged from an effort to decolonize learning through the pedagogies of the drum.     

Individual differences in learning to perceive length by dynamic touch: Evidence for variation in perceptual learning capacities

Recent studies of perceptual learning have explored and commented on variation in learning trajectories. Although several factors have been suggested to account for this variation, thus far the idea that humans vary in their perceptual learning capacities has received scant attention. In the present experiment, we aimed at providing a detailed picture of the variation in this capacity by investigating the perceptual learning trajectories of a considerable number of participants. The learning process was studied using the paradigm of length perception by dynamic touch. The results showed that there are substantial individual differences in the way perceivers respond to feedback. Indeed, after feedback, the participants' perceptual performances diverged. We conclude that humans vary in their perceptual learning capacities. The implications of this finding for recent discussions on variation in perception are explored.     

Do Gender and Age Moderate the Relationship between Friendship Quality and Non-Suicidal Self-Injury in Community Children and Adolescents?

In the present study, we investigated the relationship between friendship quality (dimensions) and non-suicidal self-injury (NSSI) as well as the moderating role of gender and age in this relationship. The sample consisted of 463 children and adolescents (50.10% female, age range: 9–17 years). Friendship quality and NSSI were measured using the Friendship Qualities Scale (FQS; Bukowski, Hoza, & Boivin, 1994) and the Self Harm Inventory (SHI; Sansone, Wiederman, & Sansone, 1998), respectively. Overall, total friendship quality and NSSI were significantly and negatively related. Additionally, the relationship between total friendship quality and NSSI was moderated by gender and age. Specifically, girls with low friendship quality reported more NSSI; whereas for boys an opposite effect was found. As for age, friendship quality and NSSI were positively related in older participants. In younger participants, a relationship between friendship quality and NSSI seemed rather absent. This study highlights the important association between friendship quality and NSSI, as well as gender- and age-related differences in this association, which should be taken into account in the prevention and treatment of NSSI.     

Influences on communicative development at 24 months of age: child temperament, behaviour problems, and maternal factors

Within a longitudinal study using a large representative, community sample of infants recruited at mean age 8 months, we examined influences on infant communication development at 24 months, including child gender, shy temperament, behavioural and emotional problems, and several variables relating to maternal psychosocial health. On most developmental measures girls were in advance of boys and they also showed shyer temperament. Child gender, shy temperament and maternal psychosocial indices were associated with both vocabulary development as measured by the MacArthur-Bates Communicative Development Inventory (CDI), and communication and symbolic development assessed via the Communication and Symbolic Behaviour Scales-Developmental Profile (CSBS) at 24 months. No prediction was found using scores at 8 or 12 months, although moderate stability between measures between 12 and 24 months was evident. Predictors of 24 month outcomes were all concurrently measured variables, and included temperamental shyness, but very little variance in communication outcomes was explained. Children whose mothers were experiencing clinical levels of depression and life difficulties reported more child behavioural problems.     

Brain responses differ to faces of mothers and fathers

We encounter many faces each day but relatively few are personally familiar. Once faces are familiar, they evoke semantic and social information known about the person. Neuroimaging studies demonstrate differential brain activity to familiar and non-familiar faces; however, brain responses related to personally familiar faces have been more rarely studied. We examined brain activity with fMRI in adults in response to faces of their mothers and fathers compared to faces of celebrities and strangers. Overall, faces of mothers elicited more activity in core and extended brain regions associated with face processing, compared to fathers, celebrity or stranger faces. Fathers’ faces elicited activity in the caudate, a deep brain structure associated with feelings of love. These new findings of differential brain responses elicited by faces of mothers and fathers are consistent with psychological research on attachment, evident even during adulthood.     

Psychometric properties of the Highly Sensitive Child scale across developmental stage,gender, and country

Adolescents differ in their degree of Environmental Sensitivity, that is, the ability to perceive and process information about their environment. The present study aimed to investigate the psychometric properties of the Highly Sensitive Child scale (HSC), a self-report measure of Environmental Sensitivity, in two Belgian and UK samples with a total of 3056 adolescents. First, the factor structure, internal consistency, dimensionality, and construct validity of the HSC scale were examined. Second, measurement invariance of the HSC scale across developmental stage, gender, and country was tested. Results supported a bifactor model with a general sensitivity factor and three group factors: Ease of Excitation (EOE), Low Sensory Threshold (LST), and Aesthetic Sensitivity (AES). Cronbach’s alpha and McDonalds’s (hierarchical) omega indicated that the HSC scale is a reliable measure of Environmental Sensitivity, except for AES. Furthermore, AES was associated with different personality traits than EOE and LST. Second, the HSC scale was partially measurement invariant across developmental stage, gender, and country. The results provide important insights in the psychometrics of a first measurement of Environmental Sensitivity in early to late adolescents. Implications for further research are discussed.

     

The role of executive functions in social impairment in Autism Spectrum Disorder

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by socio-communicative impairments. Executive dysfunction may explain some key characteristics of ASD, both social and nonsocial hallmarks. Limited research exists exploring the relations between executive function and social impairment in ASD and few studies have used a comparison control group. Thus, the objective of the present study was to investigate the relations between executive functioning using the Behavioral Rating Inventory of Executive Functioning (BRIEF), social impairment as measured by the Social Responsiveness Scale (SRS), and overall autistic symptomology as measured by the Autism Diagnostic Observation Schedule (ADOS) in children and adolescents with and without ASD. Seventy children and adolescents diagnosed with ASD and 71 typically developing controls were included in this study. Findings showed that behavioral regulation executive processes (i.e., inhibition, shifting, and emotional control) predicted social function in all children. However, metacognitive executive processes (i.e., initiation, working memory, planning, organization, and monitoring) predicted social function only in children with ASD and not in typically developing children. Our findings suggest a distinct metacognitive executive function-social symptom link in ASD that is not present in the typical population. Understanding components of executive functioning that contribute to the autistic symptomology, particularly in the socio-communicative domain, is crucial for developing effective interventions that target key executive processes as well as underlying behavioral symptoms.