Conduct Disorder (CD) is a common psychiatric disorder of childhood and adolescence characterized by severe aggressive and antisocial behaviors that often result in impaired social, academic, or...Show moreConduct Disorder (CD) is a common psychiatric disorder of childhood and adolescence characterized by severe aggressive and antisocial behaviors that often result in impaired social, academic, or occupational functioning. The subtype CD with callous-unemotional (CU) traits has been suggested to be part of the developmentary trajectory of psychopathy, with both being linked to amygdalar volume deficits. Research into the neurodevelopmental perspective of CD/CU+ has been inconsistent due to methodological, demographic and cultural factors. Therefore, the current study examined amygdala morphology in two matched juvenile groups: CD offenders (N = 51) and healthy control subjects (HC; N = 36). In an additional set of analyses, the CD group was divided in two subgroups: CD with CU traits (CD/CU+; N = 26), CD without CU traits (CD/CU-; N = 25), and compared to HC participants. Additionally, the influence of CU traits on brain morphology was assessed in a dimensional manner across all participants (N = 87). Analyses revealed significant lower left amygdalar volumes in all CD youth compared to HC youth, while no significant differences emerged in the right amygdalar volumes. Furthermore, no significant differences in amygdalar volumes emerged between CD/CU- vs. CD/CU+ vs. HC youths. Moreover, the severity of CU traits did not relate to brain morphology in a dimensional manner across all participants. The current findings reflect the complexity and inconsistency of research into the relationship between brain morphology and CD diagnosis, and add to the research into the neurodevelopmental perspective of CD/CU+Show less
This thesis aims to address the increasing necessity for employers to provide policies to support their employees’ parenthood. How successfully parents’ cope with the competing demands of being a...Show moreThis thesis aims to address the increasing necessity for employers to provide policies to support their employees’ parenthood. How successfully parents’ cope with the competing demands of being a working parent can have an influence on their well-being. It was proposed that a relationship between the policies parents use, and their general well-being would be also influenced by several factors, such as the age of the child, the gender of the parent, and the characteristics of the child. 137 working parents accessed an online survey through social media where they would report on demographics and the policies they have used and their level of satisfaction. Additionally, they completed the GHQ-12 for general well-being and Mary Rothbart’s temperament questionnaires, IBQ, ECBQ or CBQ, depending on their youngest’ child age. Linear regression analyses were performed to analyze the potential relationship between policies and well-being, as well as a hierarchical multiple regression analyses for moderation effects. Lastly, results did not support the hypotheses; however, a relationship between policies and general well-being was concluded. Against the initial hypothesis, it was found that parents that make use of a lot of policies are predicted to report lower general well-being levels, presenting a quality-quantity dilemma. This is explained through the parents’ subjective experience of policies. Companies are urged to provide adjusted support to their working parents while taking their opinion and individual circumstances into consideration.Show less
Research into child maltreatment has been related to various significant repercussions such as a negative impact on quality of life. This study analyzes to what extent trauma symptoms mediate the...Show moreResearch into child maltreatment has been related to various significant repercussions such as a negative impact on quality of life. This study analyzes to what extent trauma symptoms mediate the relationship between child maltreatment and quality of life among Dutch children who have been reported to Veilig Thuis. In total, 194 children and adolescents between the ages of seven to eighteen years participated in this research through online self-report questionnaires measuring child maltreatment, trauma symptoms, and health-related quality of life (HRQoL). The statistical analysis resulted in a positive significant relationship between child maltreatment and HRQoL. Additionally, a significant direct and indirect relationship was found and therefore trauma symptoms had a partial mediating effect on the relationship between child maltreatment and HRQoL. As this analysis did not include other key factors that could potentially further explain this relationship, it is recommended for future research to explore other possible mediation and/or moderation analyses. Overall, the findings of this study emphasize the added value of a child’s perspective and the importance of future research to tackle the issue of child maltreatment. Especially as maltreated children appear to fall victim to a system of child protection with multiple structural shortcomings.Show less
The purpose of the current study was to examine whether being interested in a particular text topic affects reading comprehension processes and products of skilled and less-skilled comprehenders...Show moreThe purpose of the current study was to examine whether being interested in a particular text topic affects reading comprehension processes and products of skilled and less-skilled comprehenders differently. Fifty-two upper elementary school children read six expository texts, three of which the topic of the text was rated as interesting and three of which the topic was rated as uninteresting. Eye-tracking was used to monitor the processes while reading. Reading comprehension products were assessed by two types of questions (i.e., literal and inferential), each designed to reflect a different level of comprehension. Students were also asked about how much knowledge they already had about each of the topics. The results indicated that being interested in a topic does not change reading comprehension processes of both skilled and less-skilled comprehenders, suggesting that they do not benefit from interesting topics compared to noninteresting topics. In addition, topic interest affected the amount of literal questions answered correctly. However, no such results were shown for inferential questions. With skilled comprehenders scoring better on both types of questions, and no interest topic x reading comprehension skill interaction being observed, this indicates that less-skilled comprehenders also do not benefit enough from an interesting topic regarding reading comprehension products. The results are discussed in the light of standards of coherence, cognitive abilities, and background knowledge.Show less
This study investigates the relationship between maternal posttraumatic stress disorder (PTSD) symptom clusters and young children’s internalizing and externalizing behavior in Dutch domestic...Show moreThis study investigates the relationship between maternal posttraumatic stress disorder (PTSD) symptom clusters and young children’s internalizing and externalizing behavior in Dutch domestic violence (DV) shelters. Children in these shelters are susceptible to behavioral problems due to the potential modeling of maternal PTSD symptoms and compromised caregiving as a result of maternal symptoms. Examining maternal PTSD symptoms on a cluster level is crucial as individual presentations of symptoms after intimate partner violence (IPV) exposure can vary significantly, and identifying the specific clusters that predict child behavior in this context can inform targeted treatment efforts. The study uses baseline data from experimental research on effective DV shelter interventions. Maternal self-reported PTSD symptoms (n = 29) and child behavior reported by mothers and social workers are analyzed. Findings reveal that higher maternal PTSD symptoms are associated with increased externalizing problems in children, as reported by mothers. Specifically, symptoms related to negative mood and cognitions, and changes in arousal and reactivity are linked to higher externalizing problems when analyzed in simple regressions. No associations were found between maternal PTSD symptoms and child behavior as measured by social workers or in multiple regression analyses. There were also no associations between maternal symptoms and child internalizing problems. These results underscore the importance of personalized trauma support for women in DV shelters, benefiting both mothers and their children.Show less
Anxiety and worry can cause great suffering and significantly impact one’s quality of life, especially for pre-adolescent children. Therefore, adequate treatment is necessary to minimize suffering...Show moreAnxiety and worry can cause great suffering and significantly impact one’s quality of life, especially for pre-adolescent children. Therefore, adequate treatment is necessary to minimize suffering and adverse outcomes. However, in order to adequately treat anxiety, the cultural background needs to be taken into consideration. Many differences concerning anxiety have been found among Western and non-Western cultures. However, previous research has primarily focused on children and/or adolescents in general, causing research about pre- adolescent children to be sparse. Since this particular period is signified by significant social and emotional growth, it has a great impact on the rest of the children’s lives. Therefore, receiving adequate treatment during this time can be incredibly beneficial. The present study explored the differences among Dutch and Indian children concerning the prevalence, manifestation and perceived causes of anxiety. In total, 140 pre-adolescent children between the ages of 10 to 12 years old were recruited by our researchers. Consequently, the participants were asked to complete a demographic questionnaire, the RCADS and the CFI. Contrary to our hypothesis, no significant differences were found regarding the prevalence of generalized anxiety disorder and social anxiety disorder among Dutch and Indian children. We did find that Dutch children were more likely than Indian children to mention psychological and somatic symptoms as a result of anxiety. Additionally, the perceived causes of anxiety were found to be different between Dutch and Indian children. Dutch children were more likely to attribute their anxiety to high personal achievement independent from interpersonal situations and moral values in line with individualism such as desiring uniqueness and sticking up for themselves. Whereas Indian children were more likely to attribute social factors such as disappointing others or bringing shame to their family, which are in line with collectivism, as causes of their anxiety. In conclusion, culture can significantly impact anxiety, particularly its perceived causes.Show less
The purpose of this study was to investigate the role of attentional control as possible mediator on the relation between working memory and mind wandering during reading. In total, forty...Show moreThe purpose of this study was to investigate the role of attentional control as possible mediator on the relation between working memory and mind wandering during reading. In total, forty undergraduate students from Leiden University participated in this study. The students read a text while frontal Theta/Beta-ratio (TBR) and self-reported mind wandering was measured. Afterwards they filled in questionnaires including questions regarding mind wandering during reading and performed a working memory test. Attentional control during reading was measured by frontal TBR during reading and working memory was determined by the Reading Span test. Mind wandering was calculated in two different ways: self-reported mind wandering during reading and seven questions of the DSSQ regarding task-irrelevant interference during reading filled in after reading. The research question was answered based upon the results of two mediation analyses using the PROCESS-algorithm. Both analyses showed no relation between working memory and mind wandering. Results showed that attentional control could not be identified as mediator. Moreover, gender was included as covariate and had a significant direct effect on self-reported mind wandering during reading. Limitations of the study include amongst others subjective bias and a selective sample. Implications for practice and suggestions for future research are discussed.Show less
As a fundamental skill in one’s life, reading should be one of the main focuses of children's education, which translates to teachers holding a vital role in the development of reading skills. The...Show moreAs a fundamental skill in one’s life, reading should be one of the main focuses of children's education, which translates to teachers holding a vital role in the development of reading skills. The current study examines whether there is a relationship between teachers’ beliefs about reading and their actual reading practices, as well as the moderation effect of potential barriers that may hinder this relationship. Specifically, we explored the relationship between the perceived severity and responsibility of engaging in reading activities from a young age and the actual time spent reading digital books in the classroom. Teachers from schools in the Netherlands (N = 10) responded to a questionnaire that measured their perceived severity, responsibility, and barriers to reading in class, and also provided their log data with the frequency and duration that they were reading digital books in class. We performed separate regression analyses with each variable of perceived severity and responsibility, and the total reading time, as well as a hierarchical regression analysis with our moderator (perceived barriers). However, we were unable to prove any significant relationship or moderation effect among our variables. We concluded that the relationship between teachers’ beliefs and their actual teaching practices is complicated and that it can be influenced by many factors not included in our study, such as time constraints and potential lack of specific teaching qualifications. This, as well as our insufficient sample size, might have impacted our research and resulted in non-significant results. Nevertheless, the current study provides an important starting point for future research regarding this relationship, as well as information for digital book reading; a field with limited available research.Show less
Throughout our lives, we go through stressful situations on a daily basis. It effects multiple facets of our lives, including social interaction and empathy. This study explores the impact of acute...Show moreThroughout our lives, we go through stressful situations on a daily basis. It effects multiple facets of our lives, including social interaction and empathy. This study explores the impact of acute stress on affective empathy in female students (N = 115, M = 21.23 years, SD = 1.64 years). After being exposed to the (placebo) Trier Social Stress Test, participants completed an affective empathy task. They assigned compassion and positive affect scores to negative, neutral and positive pictures. Smiling and frowning responses were measured simultaneously. Surprisingly, no significant differences were revealed between the stress and control group for compassion and positive affect. However, results indicated more relaxation in smiling muscles and more tension in frowning muscles in response to positive stimuli in the stress condition. The results challenge the tend-and-befriend framework.Show less
Reading skills are fundamental for success in school and society. Research has shown that struggling readers need intensive interventions to improve their reading skills. The purpose of this study...Show moreReading skills are fundamental for success in school and society. Research has shown that struggling readers need intensive interventions to improve their reading skills. The purpose of this study was to examine the effects of two individualized online reading tutoring interventions – UIL (Universal Instruction for Literacy) and RA (Read-Along) – on the word reading, reading fluency, and reading comprehension skills of struggling readers in grades 4 and 5 (N=52). The UIL intervention involved direct, explicit reading instruction, whereas the RA intervention focused on increasing the amount of reading that students did. Both interventions were compared to a wait-list, business-as-usual (BAU) control group. Reading skills were measured via CBM word reading, CBM reading aloud, and CBM maze-selection tasks. Results revealed that students in the intervention conditions (UIL and RA) made significantly greater pre-posttest gains in word reading skills than did students in BAU control condition. Additionally, students in the UIL and RA made significantly greater pre-posttest gains in reading fluency and in restoring meaning to the text than did students in the BAU condition; however, these results were seen only for instructional texts, not for transfer texts. The results of the study suggest that providing extra, intensive 1:1 reading intervention to struggling readers in grades 4 and 5 may increase their reading skills; however, the extent to which such skill improvements transfer to material not practiced during instruction is in question.Show less
This study extends the current research landscape concerning the complex interrelation of culture, socio-economic status, and gender with children's internalizing problems by researching if and how...Show moreThis study extends the current research landscape concerning the complex interrelation of culture, socio-economic status, and gender with children's internalizing problems by researching if and how these factors contribute to internalizing problems in Dutch and Indian children. Indian and Dutch children aged 10-13 years old were interviewed using the Cultural Formulation Interview (CFI) and filled out a questionnaire of the Family Affluence Scale (FAS) and Revised Child Anxiety and Depression Scale (RCADS). Statistically significant differences were observed in internalizing problems between Dutch and Indian children based on cultural origin and socioeconomic status. Indian children exhibited higher levels of internalizing problems compared to Dutch children, while Dutch children generally came from families with higher socioeconomic status than Indian children. Over the whole sample girls were found to have a higher score for internalizing problems than boys, however the observed difference was not significant. Altogether cultural origin, socio-economic status, and gender explained a significant proportion of the variance in internalizing problems for the whole sample. Regarding children’s experience and perception participants revealed to deal with anxiety by talking about it to loved ones. Boys’ fears were centered around their own performance and well-being, while girls primarily expressed concerns related to the safety and well-being of their loved ones. Experiences specific to socio-economic status did not become apparent. Despite the acknowledged limitations, this study contributes to a broader comprehension of the intricate relationship among cultural origin, gender, socio-economic status, and internalizing problems.Show less
With the growing possibilities that technology offers to education, this study set out to explore the potential of online, intensive, individualized reading interventions. The study compared the...Show moreWith the growing possibilities that technology offers to education, this study set out to explore the potential of online, intensive, individualized reading interventions. The study compared the effects of the UIL (Universele Instructie in Lezen) and Read-along intervention methods on the reading performance and attitude of pupils with reading difficulties. The 35 grade 5 and 6 pupils took part in eight 30-minute tutoring sessions via Microsoft Teams. Prior to and following these sessions, the pupils were asked to complete a pretest and posttest comprising a series of reading tasks and a questionnaire with items on self-perception of reading skills and reading motivation. Our analysis showed that the pupils made substantial gains in reading performance from pretest to posttest and that their reading attitude improved. The observed gains were similar for the UIL and Read-along groups. We conclude that intensive one-on-one tutoring is potentially beneficial to improve the reading performance and attitude of struggling readers. Future studies with a control group, larger samples, and more divergent intervention methods can strengthen the present conclusions and help develop new or improved reading interventions to achieve even larger gains in reading performance and attitude.Show less
Coffin-Siris syndrome (CSS) is a rare genetic disorder presenting physical abnormalities and cognitive developmental challenges. Research into cognitive and developmental aspects of CSS could shed...Show moreCoffin-Siris syndrome (CSS) is a rare genetic disorder presenting physical abnormalities and cognitive developmental challenges. Research into cognitive and developmental aspects of CSS could shed light on the development of emotional and behavioural problems which could contribute to early detection and preventive measures. This study investigates core executive functions (Behaviour Rating Inventory of Executive Functions) and emotional and behavioural problems (Child Behavioural Checklist) in 15 CSS children aged 3-18 years. Core executive functions are compared between 12 children with CSS children and 26 TD children matched on mental age. Additionally, this study delves into the relationship between core executive functions and emotional and behavioural problems. Children with CSS exhibited attention deficit/hyperactivity, anxiety and oppositional defiant problems. The majority of children with CSS also exhibited problems in cognitive flexibility and working memory. However, inhibition problems were in line with TD children. Children with CSS displayed equal levels of inhibition and working memory problems compared to their peers with a similar developmental level but showed increased levels of cognitive flexibility problems. Findings suggest that there is no correlation between total executive functioning and emotional and behavioural problems in children with CSS. However, a relationship was found between inhibition and overall emotional and behavioural problems, and specifically attention deficit/hyperactivity. Additional investigations are necessary to conduct comprehensive assessments of executive functions in children with CSS, particularly considering their intellectual development. Additionally, recommendations for future research are provided to further explore the connection between executive functions and emotional and behavioural problems in children with CSS. These findings provide first insight into executive functions in children with CSS and their relationship with emotional and behavioural problems. These findings may aid the development of tailored interventions aimed at improving adaptive functioning, reduce emotional and behavioural problems, and enhance quality of life.Show less
Children are known to rely on others’ facial expressions to guide their behavior and to use their own affective state to elicit desired reactions. Recent facial mimicry literature argues that...Show moreChildren are known to rely on others’ facial expressions to guide their behavior and to use their own affective state to elicit desired reactions. Recent facial mimicry literature argues that automatic imitation of others’ emotional expressions can be altered based on social motivations. The present study aimed to explore the impact of learning about children’s internalizing and externalizing behaviors on young adults’ facial mimicry to children’s sad dynamic displays. Potential moderations of implicit gender bias and time spent with children were also investigated. Our final sample included 25 young adults (80% females) between the ages of 18 and 30. Participants’ frowning responses to primary-school aged children’s video displays of sad facial expressions were measured via facial electromyography (fEMG). Using a within-subject design, facial mimicry was assessed before and after learning about children’s behaviors. Participants additionally estimated a total weekly hours they spend with children and completed an adapted Implicit Association Task (IAT) measuring their implicit gender bias towards children’s behaviors. Results did not reveal any significant change in young adults’ facial responses after learning about children’s behaviors, suggesting that internalizing behaviors did not elicit increased mimicry compared to externalizing behaviors and baseline. An interaction of participants’ implicit gender bias was found with behavior and time (p = .04). Adults with greater positive bias tended to mimic internalizing children more than externalizing children. Lastly, no moderation of time spent with children was found, which might be a result of a lack of variability in the sample. The present study tentatively points towards a moderation of implicit gender bias on adults’ affiliative motivations. Prevention and intervention programs may be needed to increase caregivers and teachers’ sensitivity and responsivity to high risk children’s emotional expressions.Show less
Purpose Making sure that children eat adequate amounts of fruits and vegetables presents a notable challenge in child rearing. The purpose of this systematic review was to provide an overview of...Show morePurpose Making sure that children eat adequate amounts of fruits and vegetables presents a notable challenge in child rearing. The purpose of this systematic review was to provide an overview of existing parent-focused interventions and evaluate their effectiveness in treating or preventing food neophobia. The review also examined the impact of these interventions on parental outcomes, such as feeding style and self-esteem, which are crucial in addressing feeding difficulties in children. Methods Databases-PubMed, Web of Science and PsycINFO-were searched. Selection criteria RCT studies on parental-interventions for children 1 to 6 years of age Results Seven RCT were included in our review. Half of the interventions incorporated behavioural techniques and the other half repeated exposure as their intervention method. Repeated exposure alone was found as not effective in preventing or treating food neophobia. Food familiarization before repeated exposure was found effective in preventing children from becoming neophobic and increase children’s intake of both fruits and vegetables. The studies that reported on parental outcomes, found improved parental confidence and an enhanced ability to manage problematic eating behaviours of children. Frequency of family meals was found to be positively associated with children’s intake of vegetables. Conclusions Our systematic review concludes that food neophobia is a multidimensional concept influenced by various factors. While addressing mealtime difficulties and implementing effective strategies are valuable, these is a need for easily implementable and enjoyable activities at home to encourage positive experiences for food. Introducing no-taste activities like picture books can foster comfort and curiosity in trying new foods. Future research could benefit from these recommendations, along with a comprehensive guide providing practical tips and recipes to aid parents in creating a positive feeding environment.Show less
Successful acquisition of a society’s majority language is important for the future academic success in that country for multilingual children. This study examined the Dutch linguistic skills of...Show moreSuccessful acquisition of a society’s majority language is important for the future academic success in that country for multilingual children. This study examined the Dutch linguistic skills of multilingual kindergarten children aged 5-6 years (N=73). The study was conducted in one urban elementary school. Oral comprehension, narrative production, and attempt to tell a story were tested. The relationship between comprehension and production in Dutch was examined, and whether a child's language background and attempt to convey a story influenced this relationship. Country of birth and amount of exposure to majority language Dutch were considered as the language background. Two hierarchical multiple regressions and a test of correlation were run. Results indicated that comprehension and production were significantly, positively associated. Neither country of birth nor attempt influenced this relationship. Based on comparison between correlations, the amount of Dutch majority language exposure did not strengthen the relationship between comprehension and production. Attempt was found to be a significant, positive predicter of production. These results indicate that language background should be more comprehensively researched in the future and that comprehension and attempt should be considered by educators and researchers to help support multilingual children’s successful acquisition of a second language.Show less
Background: The imitation of someone‘s facial expression is considered an unconscious and automatic response. Preliminary studies suggest that it can be modulated depending on background...Show moreBackground: The imitation of someone‘s facial expression is considered an unconscious and automatic response. Preliminary studies suggest that it can be modulated depending on background information. This study aimed to investigate whether adults‘ facial responses towards facial expressions of children with anger could be affected based on children‘s gender and information about their behaviour (internalizing or externalizing). Method: The sample of the current research comprises N=25 Dutch adults (21 females and 4 males; mean age = 22.72). Bipolar electrodes were placed on the face of the participants to record their facial electromyography (EMG) reactions. Firstly, baseline adults' facial reactions towards facial expressions of children with anger were collected. Next, participants received information about the children‘s externalizing or internalizing behaviour. Lastly, participants observed the same children‘s facial expressions of anger to test the impact of children‘s gender and information about their behaviour (internalizing or externalizing) on facial mimicry. Results: The children‘s gender and information about their behaviour (internalizing or externalizing) did not influence participants‘ emotional responses towards the children‘s faces with anger. Conclusions: The statistical analysis showed that adults‘ facial reactions towards children‘s facial expressions did not alter based on children‘s gender and information about their behaviour. However, it would be interesting to replicate the study with a sample from a less liberal society and check if the results would be the same.Show less
