The main purpose of the current study is to improve interventions for boys with conduct disorder, in order to decrease criminal offenses in this group. Another goal was to gain more knowledge on...Show moreThe main purpose of the current study is to improve interventions for boys with conduct disorder, in order to decrease criminal offenses in this group. Another goal was to gain more knowledge on empathy in this group. There is thought to be a connection between welldeveloped empathy in youth and a decrease of criminal offenses. In this study, boys with conduct disorder (N = 25) and autism spectrum disorder (N = 23) are compared in their empathy, using 2-way ANOVA’s. Boys with conduct disorder score higher on cognitive empathy. There are no differences in affective empathy. Differences in empathy do not increase or decrease as boys grow older. Findings provide arguments to base interventions for boys with conduct disorder on empathy development, similar to what is already done for boys with autism spectrum disorders. However, a careful interpretation of the findings is needed due to limitations in current research.Show less
This thesis describes an experimental study with a between-subjects and within-subjects design on the possibility to train inferential skills by using expository video. Over the past years the...Show moreThis thesis describes an experimental study with a between-subjects and within-subjects design on the possibility to train inferential skills by using expository video. Over the past years the level of reading comprehension among Dutch students decreases. A low motivation may perhaps explain this downward trend. One way to increase the motivation of Dutch students could be by using digital resources. Inferential skills are crucial during reading to create a mental representation of the text. This is an important part of reading comprehension. This research focusses on the progression in inferential skills of students, when these skills are taught using expository video. The progression made is compared to the progression in inferential skills of students who were taught inferential skills using expository text, and students in the control condition. Furthermore, the relation between this progression and the level of reading fluency was studied. Participants were 105 Dutch student (age 8 to 11 years) in grade six from four different primary schools. They were randomly assigned to one of the conditions, namely video condition, text condition and control condition, where they received either eight trainings with expository video or text, or no training at all. The inferential skills of all participants were tested using a pretest and a posttest, before and after the training was given. Results show that the training, either with expository video or text, is not effective in teaching inferential skills to Dutch students in grade six. In addition was the level of reading fluency not related to the effectivity of the training with expository video or text.Show less
According to the Family Systems theory, family members are part of an interdependent network in which individuals and relationships affect other family members or other relationships. This study...Show moreAccording to the Family Systems theory, family members are part of an interdependent network in which individuals and relationships affect other family members or other relationships. This study examines the association between the quality of the parent-child relationship and the quality of the sibling relationship and investigates if perceptions of differential parenting mediate the association between within-family differences in parent-child relationship quality and sibling relationship quality. Sibling relationship quality, parent-child relationship quality and the magnitude of perceived differential parenting were assessed in a sample of 26 Dutch sibling pairs aged between 8 and 15 years old and their biological and/or legal parent, using the Parent-Child Interaction Questionnaire - Revised, the Sibling Relationship Questionnaire - Short version and the Sibling Inventory of Differential Experience. The results showed that older siblings and younger siblings reported the same relationship qualities and the same magnitude of differential parenting. In line with the Family Systems theory, the association between the quality of the parent-child relationship and the quality of the sibling relationship was significant for older siblings. Moreover, there was no mediating effect of differential parenting, but differences in parent-child relationship quality and sibling relationship quality were positively related. For younger siblings both associations were not significant. However, the associations between relationships of the older siblings were not significantly different from the associations for the younger siblings, in that both children reported a higher sibling relationship quality when the older sibling had a higher parent-child relationship quality than the younger sibling. This suggests that a spillover effect may exist from the relationship between parent and older sibling to other relationships in the family. Future research could investigate the underlying mechanisms of this association and could clarify the direction of the association between the parent-child relationship quality and the sibling relationship quality.Show less
Background: Studies on Selective Mutism (SM) often focused on young children rather than on adolescents. Emotion regulation difficulties likely play a role in the fear of speaking among children...Show moreBackground: Studies on Selective Mutism (SM) often focused on young children rather than on adolescents. Emotion regulation difficulties likely play a role in the fear of speaking among children with SM. Emotion regulation has been investigated in children and adolescents with anxiety disorders, but knowledge about emotion regulation among adolescents with SM is scarce. To fill this gap, the current mixed-methods study examined which emotion regulation strategies adolescents with SM use in anxiety-provoking situations. First, differences between adolescents with and without SM in the use of adaptive, maladaptive and external emotion regulation strategies were examined. Subsequently, it was investigated whether the use of emotion regulation strategies was related to and predicted SM symptoms in adolescents with SM. In addition, this study investigated in an exploratory qualitative way, which emotion regulation strategies adolescents themselves and parents of adolescents with SM reported in online focus groups. Methods: 33 adolescents with SM (SM-group) and 44 healthy adolescents (control group) were compared using the FEEL-KJ questionnaire on their use of different emotion regulation strategies. 79 parents filled in the Selective Mutism Questionnaire (SMQ) to confirm the SM diagnosis and to measure the severity of SM symptoms. Results: Adolescents with SM significantly used adaptive strategies less often and maladaptive strategies more often, compared to healthy adolescents. The adolescents with or without SM did not significantly differ from each other on external regulation strategies. In contrast, adaptive, maladaptive and external emotion regulation strategies did not relate to or predict the extent of SM symptoms in adolescents with SM. Quotes from the chat- and focus groups suggested that adolescents with SM use adaptive, maladaptive and external emotion regulation strategies, whereby withdrawal after freezing can be seen as an effective useful strategy for adolescents with SM. Conclusions: The results indicate emotion dysregulation among adolescents with SM. Limitations and strengths and suggestions of implications for treatment of adolescents with SM were discussed.Show less
The aim of the present study was to collect knowledge about the role of executive functioning on social development in children (3-7 years) with Sex Chromosome Trisomy (SCT). This knowledge has...Show moreThe aim of the present study was to collect knowledge about the role of executive functioning on social development in children (3-7 years) with Sex Chromosome Trisomy (SCT). This knowledge has contributed the understanding of the social development in children with SCT and has ensured the use of appropriate treatment. SCT children have an extra X- or Y-chromosome. As a result of SCT, these children show deficiencies in several areas of development, primarily focused on social-emotional development. With data from 132 children at an age between 3 and 7 years, this study has given insights about the relationship between executive functioning and social withdrawal. The insights in this study were measured, based on statistical analyses with the outcomes of the ‘Behavior Rating Inventory of Executive Function’ and ‘The Autism Screening Instrument for Educational Planning- Third Edition’. Children with SCT have shown significant differences in level of executive functioning between children with and without SCT. Especially shifting and planning and organisation have been predictive of the level of social withdrawal. A weak ability of shifting, planning and organisation has led to more social withdrawal in children with SCT. Age has not influenced the relationship between these executive functions and social withdrawal. This knowledge has suggested treatment for young children with SCT should address shifting, planning, and organization to limit social withdrawal. Limitations of this study have been discussed. Additionally, implications for further research have been mentioned and have been focused on development of treatment and deepening the insights.Show less
This study investigates students’ (self-reported) (responsible) use of Generative Artificial Intelligence (GenAI) chatbots in education. We expected the demographic characteristics age, gender,...Show moreThis study investigates students’ (self-reported) (responsible) use of Generative Artificial Intelligence (GenAI) chatbots in education. We expected the demographic characteristics age, gender, preferred language, education type and field of study to be related to the frequency of GenAI chatbot and the extent to which students report to use GenAI chatbots in a way that is beneficial to their quality of learning and ethically responsible. The research sample comprised 281 students in Dutch education of 16 years and older that completed an online questionnaire regarding GenAI chatbots usage in education. 70% of participants had used GenAI chatbots, with the average use between “once a month” and “several times a month”. The data furthermore implies that students largely use GenAI chatbots in a way that is beneficial to their learning and ethically responsible. Multiple regression analyses suggest that (1) education type correlates with the frequency of GenAI use, with university students using GenAI chatbots more frequently than other students, (2) students consider their use of GenAI chatbots to be more beneficial as their age increases, (3) English-speaking students consider their use of GenAI chatbots to be more beneficial than Dutch students do, and (4) none of the demographic variables correlate with the extent to which students use GenAI chatbots in an ethically responsible manner. Although our results do not show significant indications of the negative impact experts theorize the use of GenAI chatbots in education may have on students’ behaviour, we suggest to vigilantly monitor students’ (responsible) use of GenAI chatbots.Show less
The reading level of Dutch primary school pupils is declining (Inspectie van het onderwijs, 2022; Swart et al., 2022). Students with reading difficulties are in need of extra reading interventions...Show moreThe reading level of Dutch primary school pupils is declining (Inspectie van het onderwijs, 2022; Swart et al., 2022). Students with reading difficulties are in need of extra reading interventions in order to improve their reading, but finding the time and resources needed to provide these interventions is challenging for schools. The current study investigated the effect of online reading interventions on students’ word reading and reading aloud skills. The study examined improvements in reading skills for two online reading interventions provided to 52 students in the fourth and fifth grade. The two interventions were the Universal Intervention for Reading (UIL), a multicomponent instructional reading intervention, and the Read Along (MLM). Both were compared to a business-as-usual control group. The study consisted of a pretest, four intervention weeks and a posttest. A Repeated Measures ANOVA was used to investigate whether the reading performances differed between the intervention groups. There was a significant difference between the intervention groups for reading aloud from instructional texts. Students in the UIL-group improved significantly more than students in the control group. No significant group differences were found for reading aloud from transfer texts. For word reading, both the UIL-group and Read Along group improved significantly more than te control group. All results should be interpreted with caution due to the small group sizes and associated unequal variance within the groups.Show less
Previous studies suggest that positive teacher-student relationships improve school results, increase teacher and student wellbeing, and decrease disruptive student behaviour. However, many...Show morePrevious studies suggest that positive teacher-student relationships improve school results, increase teacher and student wellbeing, and decrease disruptive student behaviour. However, many teachers struggle to establish a positive teacher-student relationship, because they feel incompetent concerning disruptive student behaviour. One approach to manage feelings of incompetence is social perspective taking: the process of discerning the thoughts, feelings, and motivations of others. The role of teachers’ self-efficacy concerning the relationship between social perspective taking and the teacher-student relationship is still unknown. Therefore, this mixed methods correlational study used a questionnaire to examine whether teachers’ self-efficacy mediates social perspective taking and the teacher-student relationship. The sample consisted of 130 Dutch primary school teachers. Results showed a significant relationship for articulation between social perspective taking and the teacher-student relationship (β = 0.22; t(112) = 2.19; p < 0.001). The result for positioning was not significant (β = - 0.12; t(112) = 1.21; p = 0.23). Moreover, results showed a strong significant relationship between teachers’ self-efficacy and the student-teacher relationship (β = 0.42; t(112) = 5.01; p < 0.001). Finally, teachers’ self-efficacy did not mediate this association. These findings suggest no indirect relation between social perspective taking and the teacher-student relationship through teachers’ self-efficacy. However, these findings emphasize the importance of supportive relationships between teachers and their students.Show less
The prevalence of psychotrauma among victims of childhood maltreatment is clearly elevated, yet the majority does not develop clinical PTSD symptoms. Current explanatory models imply and use the...Show moreThe prevalence of psychotrauma among victims of childhood maltreatment is clearly elevated, yet the majority does not develop clinical PTSD symptoms. Current explanatory models imply and use the subjective perception of the victim’s experience. Despite the role of the personality trait neuroticism in the predisposition to perceive experiences negatively, little is known about its place in the relationship between childhood maltreatment and psychotrauma. This study aims to examine the relationship between child abuse and PTSD symptoms’ severity and the potential moderating effect of neuroticism. This correlational study (N = 229) compares groups of children (8-18 years) with and without trauma symptoms in the extent to which they have experienced child abuse, using a between-subjects analysis of covariance (ANCOVA). Additionally, multiple regression analyses were conducted to further explore the relationship between child abuse and the severity of trauma symptoms, and to determine if this relationship is moderated by neuroticism. The results showed that children with (sub)clinical trauma symptoms experienced significantly more violence than children without trauma symptoms (p = .03; partial eta squared = .02). Child abuse was a significant positive predictor of the trauma score (β = .18; t = 2.67; p < .01). This was not moderated by neuroticism (p = .81), but regardless of child abuse, neuroticism had the greatest relative influence on the severity of PTSD symptoms (β = .49; t = 7.46; p <.01), partial r(198) = .47, p <.01. The final models explained 2.5% (child abuse) and 24% (child abuse and neuroticism) of the variance in trauma symptoms. The findings highlight the importance of further research into personality as a potential related factor in the relationship between child abuse and trauma, and provide indications for identifying neuroticism as a risk factor.Show less
Recent data indicates that 49% of Dutch youth aged 12 to 25 reported frequent stress in the past month. Growing evidence suggests that childhood stress has concerning long-term effects on mental...Show moreRecent data indicates that 49% of Dutch youth aged 12 to 25 reported frequent stress in the past month. Growing evidence suggests that childhood stress has concerning long-term effects on mental and physical health due to its negative effects on brain development and the stress network. Additionally, the increasing diversity in Dutch society underscores the importance of understanding stress and its effects, especially in vulnerable groups like children with a migration background. Previous research, mostly among adults and adolescents, shows inconsistent findings on the role of ethnicity in stress among children. This study examines the relationship between the ethnic (migration) backgrounds of students in grades 7 and 8 in Dutch primary schools and their current stress levels, perceptions of stressors, and coping strategies. The study included 92 students from primary schools in the Randstad area. Employing a cross-sectional research design, measurement instruments comprised self-report questionnaires, including the Adolescent Stress Questionnaire-Short (ASQ-S) for stress assessment, the Bicultural Stress Scale for cultural stressors, and the Brief-COPE for coping strategies. Analysis showed significant differences in stress levels, with non-Western students reporting higher overall stress levels and social-cultural stressors than Western peers. However, non-Western students did not employ more problem-focused, emotion-focused, and avoidance coping strategies than their Western peers. Overall, non-Western students experienced significantly higher stress levels, reported more socio-cultural stressors, but did not employ more coping strategies compared to their Western counterparts. Various factors, including acculturation processes, parental support, socio-economic status, and cultural conflicts, may contribute to these disparities. Understanding these findings, can provide insights for effective psychosocial support and culturally sensitive interventions for non-Western students. By recognizing their specific stress experiences, caregivers and schools can develop and implement targeted interventions that promote their well-being.Show less
Competency-based intervention is an approach in youth services focusing on enhancing skills aligned with age-appropriate developmental tasks. It is employed across various contexts and for diverse...Show moreCompetency-based intervention is an approach in youth services focusing on enhancing skills aligned with age-appropriate developmental tasks. It is employed across various contexts and for diverse target populations. However, the extent of evidence supporting this method in literature is unclear. This thesis synthesizes multiple sources to provide a comprehensive overview of to which extend this topic has been researched: What is known about this methodology, its strengths and weaknesses, and the specific target groups under investigation? Through a narrative review, ten evidence-based and seven non-evidence-based sources have been integrated to present a holistic perspective on the field of competency-based intervention. Several sources have indicated that the application of this model is effective in improving behavior and psychosocial conditions, including youth residing in residential facilities, high-risk families, adolescents with severe psychiatric/behavioral issues, and elementary school children with antisocial behavior. Although indications have been found that this method brings many advantages in practice, it was concluded that there is not enough evidence for competence-based work in the literature due to limitations in the studies. There is a need for further research to assess the effectiveness of this widely used approach.Show less
Youths with conduct disorder and callous-unemotional traits are known to show reactive as well as proactive aggressive behavior. Both forms of aggression are correlated with internalising problems ...Show moreYouths with conduct disorder and callous-unemotional traits are known to show reactive as well as proactive aggressive behavior. Both forms of aggression are correlated with internalising problems (such as anxiety and depression symptoms), although there has been found more scientific evidence for reactive aggression. However, internalising problems are less visible to the outside eye in comparison to externalising problems such as aggression, and therefore more overlooked in this sample. Consequently, the current study examined the relation between both forms of aggression and internalising problems in a sample of 28 male adolescents with conduct disorder and callous-unemotional traits (ages 15 to 19). These youths self-reported on their aggression and internalising problems through the YSR and RPQ and the callous-unemotional traits were established through the ICU. Inconsistent with previous research, all forms of aggression were not significantly correlated with internalising problems. This suggests that both constructs should be treated separately in interventions. This research offers a different view to the current knowledge of aggression and internalising problems in youth with conduct disorder and callous-unemotional traits. Further research with a larger sample and perhaps different research design is necessary to provide more insight and to draw better conclusions.Show less
Seks Chromosoom Trisomie (SCT) is een chromosomale afwijking waarbij kinderen worden geboren met een extra X- of Y-chromosoom. Kinderen met SCT lopen een hoger risico op problemen in sociaal...Show moreSeks Chromosoom Trisomie (SCT) is een chromosomale afwijking waarbij kinderen worden geboren met een extra X- of Y-chromosoom. Kinderen met SCT lopen een hoger risico op problemen in sociaal functioneren en op het ontwikkelen van een Autisme Spectrum Stoornis (ASS). Onderzoek naar sociaal functioneren en de relatie met ASS bij kinderen met SCT is beperkt. Empathie wordt beschouwd als belangrijk voor sociaal functioneren en lijkt verminderd te zijn bij kinderen met SCT. Deze studie heeft als doel te onderzoeken of de relatie tussen empathie, sociale gedragsvaardigheden en autisme-eigenschappen verschilt voor kinderen met SCT en controles. Deelnemers aan dit onderzoek waren 37 kinderen met SCT en 38 controles. Kinderen werden beoordeeld tijdens een test van 120 minuten. Ouders werd gevraagd om vragenlijsten in te vullen terwijl het kind werd getest. Om sociale gedragsvaardigheden te meten (Gedeelde Aandacht, Sociale Interactie en Gedragsverzoeken) werd de ESCS gebruikt. Om empathie te meten werd de EmQue-vragenlijst gebruikt, en om autisme-eigenschappen te meten werd de SRS-2 gebruikt. Kinderen met SCT vertoonden significant meer autisme-eigenschappen dan controles. Kinderen met SCT toonden ook significant minder empathie dan controles. Kinderen met SCT verschilden niet van controles in Gedeelde Aandacht of Sociale Interactie. Ze verschilden wel van controles in Gedragsverzoeken. Empathie en sociale gedragsvaardigheden verklaarden niet het verschil in autisme-eigenschappen tussen kinderen met SCT en controles. De interactie tussen de leeftijd van de kinderen en de onderzoeksgroep bleek net niet significant in het verklaren van het verschil in autisme-eigenschappen tussen SCT en controles.Show less
