Interrelationships and Continuities in Symptoms of Oppositional Defiant and Conduct Disorders from Age 4 to 10 in the Community

Childhood oppositional defiant disorder (ODD) has commonly been thought to increase the risk of conduct disorder (CD) in late childhood and adolescence. However, symptoms of CD may also emerge during preschool and middle childhood. The few studies that have examined whether ODD increases the risk of such early onset CD have produced equivocal results, potentially due to methodological issues. In this study, a community sample of Norwegian 4-year-olds (n = 1042, 49.9 % males) was examined bi-annually over four waves of data collection. Symptoms of ODD, CD, attention-deficit/hyperactivity disorder (ADHD), anxiety and depressive disorders were measured through interviews with parents and children using the Preschool Age Psychiatric Assessment and the Child and Adolescent Psychiatric Assessment. The results showed that at all ages, more symptoms of ODD predicted more symptoms of CD at the next age of examination even after adjusting for previous CD and comorbid conditions. The effect of previous ODD on CD two years later did not differ according to gender, SES, or parental cohabitating status at any point in time. There was modest homotypical continuity in symptoms of CD and moderate homotypical continuity in symptoms of ODD. Symptoms of ODD increased from age 4 to 8 and declined to age 10. In conclusion, symptoms of ODD increase the risk of early onset symptoms of CD. The continuity in symptoms of ODD, and to some extent CD, combined with an increased risk of early symptoms of CD forecasted by symptoms of ODD, underscore the importance of detection, prevention and treatment of behavioral disorders already in early childhood.     

Play Room as a psychological assessment method in cases of alleged child sexual abuse

This article presents an example of how psychoanalytic theory can be implemented in practice. The aim is to introduce and discuss the semi-projective material ‘Play Room’ which was originally developed to support prevention of sexual abuse among vulnerable children in Denmark. However, a recent study has shown that, when measured with a scale called Ability to Answer, children exposed to sexual abuse talked about the illustrations in Play Room in a significantly different way than did a clinical sample and a normal control group. The finding indicates the potential for expanding the scope of Play Room from prevention into clinical assessment, in cases of alleged child sexual abuse. Taking its starting point in the theory of Jean Laplanche, this article will discuss how psychoanalytic concepts such as seduction, translation, asymmetry, absence, and listening to listening can be used to describe the practice around Play Room. It is argued that, through the use of Play Room, the psychologist can encircle the lack of symbolization and inhibited creation of psychic representations that children exposed to sexual abuse typically convey. The discussion of Play Room’s assessment potential will be further fed by data from interviews with clinical child psychologists.     

Associations Between Self-Esteem,General Self-Efficacy,and Approaches to Studying in Occupational Therapy Students: A Cross-Sectional Study

The aim of this study was to explore associations between self-esteem, general self-efficacy, and the deep, strategic, and surface approaches to studying. Norwegian occupational therapy students (n?=?125) completed questionnaires measuring study approaches, self-esteem, and general self-efficacy. Regression analyses were used to explore the direct relationships between self-esteem, general self-efficacy and the approaches to studying, after controlling for age, gender, prior higher education, and time spent on independent studying. General self-efficacy displayed positive associations with deep and strategic approaches to studying and a negative relationship with a surface approach to studying. Self-esteem was not significantly associated with approaches to studying.     

Probabilities Associated with Precise and Vague Forecasts

Forecasts of future outcomes, such as the consequences of climate change, are given with different degrees of precision. Logically, more precise forecasts (e.g., a temperature increase of 3–4°) have a smaller probability of capturing the actual outcome than less precise forecasts (e.g., a temperature increase of 2–6°). Nevertheless, people often trust precise forecasts more than vague forecasts, perhaps because precision is associated with knowledge and expertise. In five experiments, we ask whether people expect highly confident forecasts to be associated with wider or narrower outcome ranges than less confident forecasts (Experiments 1, 2, and 5), and, conversely, whether they expect precise forecasts to be issued with higher or lower confidence than vague forecasts (Experiments 3 and 4). The results revealed two distinct ways of thinking about confidence intervals, labeled distributional (wide intervals seen as more probable than narrow intervals) and associative (wide intervals seen as more uncertain than narrow intervals). Distributional responses occurred somewhat more often in within‐subjects designs, where wide and narrow prediction intervals and high and low probability estimates can be directly compared, whereas separate evaluations (in between‐subjects design) suggested associative responses to be slightly more frequent. These findings are relevant for experts communicating forecasts through confidence intervals. Copyright © 2017 John Wiley & Sons, Ltd.     

Parental Attachment and Body Satisfaction in Adolescents

Insecure attachment can contribute to various psychological problems including body dissatisfaction. It is not clarified which attachment quality, anxiety or avoidance predict lower body satisfaction, and the relationship of maternal and paternal patterns has not been distinguished yet. Our aim was to test these aspects in adolescents. Participants of the large cross-sectional survey were Hungarian children and adolescents (N?=?5214, 51.6?% boys, mean age 14.8 years, SD?=?2.6 years). Measures included self-reported body weight and height data, body satisfaction scale, the Experience in Close Relationships Scale—Relationship Structures, and the Child Depression Inventory. Boys had significantly higher body satisfaction, and worse maternal attachment than girls, who showed worse paternal attachment and higher depression. Higher paternal anxiety and avoidance, and maternal avoidance predicted lower body satisfaction in both genders adjusted for age and BMI (R ²?=?6.1–12.5?%). Depression fully mediated the relationship between dysfunctional maternal attachment and lower body satisfaction in both genders, between dysfunctional paternal attachment and lower body satisfaction in girls, while only partially mediated between dysfunctional paternal attachment and lower body satisfaction in boys. Dysfunctional parental attachment was associated with adolescents’ lower body dissatisfaction, mediated by the level of depression. The importance of paternal attachment was highlighted in boys’ body concerns. Results suggest that handling negative moods, parental anxiety and avoidance may be useful in the case conceptualizations and treatments related to adolescents’ body dissatisfaction that requires further assessment.     

The Incredible Years Teacher Classroom Management Programme in Kindergartens: Effects of a Universal Preventive Effort

The purpose of this study was to identify preventive effects of the Incredible Years (IY) teacher classroom management (TCM) programme, which is employed in Norwegian kindergartens for 3-year-old to 6-year-old children. IY TCM is a universal preventive intervention intended to reduce the frequency of inappropriate types of behaviour and support children’s social- and emotional competence in kindergartens and schools. IY TCM was implemented in 46 kindergartens and compared to 46 matched kindergartens that did not receive the intervention. A total of 1049 children took part in the trial, 511 from the IY TCM group and 538 from the comparison group. Children’s behaviours were measured using well-validated instruments at the beginning and end of a school-year cycle, approximately 9 months later. Findings showed promising reductions in aggression, internalising and attention problems, and increases in social competence in the IY TCM kindergartens. In a sub-sample comprising children who scored equal to or above the 90th percentile on aggressive behaviour before the intervention, promising developments were found in social competence among the children in IY TCM kindergartens. The IY TCM lead to promising preventive effects in young children’s aggressive behaviours, internalisation, attention problems, and social competence in kindergartens in Norway. However, even if the changes were statistically significant, effect sizes were small. For children with severe behaviour problems, few positive results were found.     

Personality,tobacco consumption,physical inactivity,obesity markers,and metabolic components as risk factors for cardiovascular disease in the general population

The aim of this study was to investigate the relationship between personality traits, tobacco consumption, physical inactivity, obesity markers and metabolic components as cardiovascular risk factors (CVRFs). A total of 2543 participants from the general population (CoLaus|PsyCoLaus) had provided complete information on physical health and unhealthy behaviors and completed the Revised NEO Five-Factor Inventory. Our results show a strong cross-correlation between obesity markers and metabolic components suggesting that their combination could represent an important CVRF. Moreover, socio-demographic characteristics, tobacco consumption, and physical inactivity were associated with both obesity markers and metabolic components latent traits. The conscientiousness personality trait was significantly associated with obesity markers, but played a modest role. Indeed, higher conscientiousness was associated with lower level of obesity indicators. However, no link between personality and metabolic components were found. In sum, our data suggest that health related behaviours have more effect on the development of cardiovascular diseases than personality traits.     

Happiness in Behaviour Genetics: An Update on Heritability and Changeability

In this paper we summarize recent behaviour genetic findings on happiness measured as life satisfaction (LS) and subjective wellbeing (SWB) and discuss important implications pertaining to stability and change, including the potential of individual and societal interventions. Broadly speaking, two main research strategies explore genetic and environmental influences on happiness, including quantitative and molecular genetics. Whereas molecular genetics seeks to trace the causal pathways from specific DNA variants, quantitative genetics estimates the magnitude of overall genetic and environmental influences without specifying actual DNA sequences and usually without specifying specific environmental circumstances. Molecular genetic studies have entered the happiness arena, but have shown mixed results. Most replicated findings are therefore based on quantitative genetics and derived from twin and family studies decomposing variation and co-variation into genetic, shared, and non-shared environmental sources. Recent meta-analyses of such studies report genetic influences (i.e., heritability) to account for 32–40 % of the variation in overall happiness (i.e., SWB, LS), and indicate that heritability varies across populations, subgroups, contexts and/or constructs. When exploring stable SWB levels, heritability is reported in the 70–80 % range, whereas momentary positive affect is often entirely situational. Happiness is thus heritable, stable, variable and changeable. What do these findings imply? Can happiness be raised as a platform in individuals and societies? We suggest that individual and societal interventions that target causal pathways and address both amplifying and compensatory processes (i.e., focus on developing strengths and mitigating risks)—thus providing for positive gene-environment matchmaking, are likely to be effective and longer lasting.     

Narrative and embodiment – a scalar approach

Recent work on the relation between narrative and selfhood has emphasized embodiment as an indispensable foundation for selfhood. This has occasioned an interesting debate on the relation between embodiment and narrative. In this paper, I attempt to mediate the range of conflicting intuitions within the debate by proposing a scalar approach to narrative and an accompanying concept of a split-self (Waldenfels 2000). Drawing on theoretical developments from contemporary narratology, I argue that we need to move away from a binary understanding of narrative as something an entity (the self) strictly is or is not; rather, we need to see narrative as an attribute admitting of degrees. I suggest that the relation between narrative and embodiment should be seen along these lines, proposing three levels of the narrativity of embodied experiencing: 1) the unnarratable, 2) the narratable and 3) the narrative. Finally, I discuss the implications this framework has for the general question of the narrative constitution of selfhood.