TY - JOUR A1 - Laucht, Manfred A1 - Esser, Günter A1 - Schmidt, Martin H. T1 - Wovor schützen Schutzfaktoren? : Anmerkungen zu einem populären Konzept der modernen Gesundheitsforschung Y1 - 1997 ER - TY - JOUR A1 - Goethe, Katrin A1 - Esser, Günter A1 - Gendt, Anja A1 - Kliegl, Reinhold T1 - Working memory in children tracing age differences and special educational needs to parameters of a formal model JF - Developmental psychology N2 - Parameters of a formal working-memory model were estimated for verbal and spatial memory updating of children. The model proposes interference though feature overwriting and through confusion of whole elements as the primary cause of working-memory capacity limits. We tested 2 age groups each containing 1 group of normal intelligence and I deficit group. For young children the deficit was developmental dyslexia; for older children it was a general learning difficulty. The interference model predicts less interference through overwriting but more through confusion of whole elements for the dyslexic children than for their age-matched controls. Older children exhibited less interference through confusion of whole elements and a higher processing rate than young children, but general learning difficulty was associated with slower processing than in the age-matched control group. Furthermore, the difference between verbal and spatial updating mapped onto several meaningful dissociations of model parameters. KW - working-memory capacity KW - interference model KW - dyslexia KW - general learning difficulty Y1 - 2012 U6 - https://doi.org/10.1037/a0025660 SN - 0012-1649 VL - 48 IS - 2 SP - 459 EP - 476 PB - American Psychological Association CY - Washington ER - TY - JOUR A1 - Göthe, Katrin A1 - Esser, Günter A1 - Gendt, Anja A1 - Kliegl, Reinhold T1 - Working memory in children : tracing age differences and special educational needs to parameters of a formal model N2 - Parameters of a formal working-memory model were estimated for verbal and spatial memory updating of children. The model proposes interference though feature overwriting and through confusion of whole elements as the primary cause of working-memory capacity limits. We tested 2 age groups each containing 1 group of normal intelligence and 1 deficit group. For young children the deficit was developmental dyslexia; for older children it was a general learning difficulty. The interference model predicts less interference through overwriting but more through confusion of whole elements for the dyslexic children than for their age-matched controls. Older children exhibited less interference through confusion of whole elements and a higher processing rate than young children, but general learning difficulty was associated with slower processing than in the age-matched control group. Furthermore, the difference between verbal and spatial updating mapped onto several meaningful dissociations of model parameters. Y1 - 2012 ER - TY - JOUR A1 - Esser, Günter A1 - Blank, Sarah T1 - Wirksamkeit von Psychotherapie im Kindes- und Jugendalter N2 - Psychotherapeutic interventions require empirical as well as scientific assessment. Specifically, the proven efficacy of psychotherapy for children and adolescents is essential. Thus, studies examining treatment efficacy and meta- analyses are necessary to compare effect sizes of individual therapeutic interventions between treatment groups and waiting control groups. Assessment of 138 primary studies from 1993-2009 documented the efficacy of psychotherapy for children and adolescents. Furthermore, behavioural therapy outperformed non-behavioural interventions, as 90 % of behavioural interventions showed larger effect sizes compared to non-behavioural psychotherapy. Analysis of moderator variables demonstrated an improved treatment efficacy for individual therapy, inclusion of the family, treatment of internalised disorders, and in clinical samples. Stability of psychotherapeutic treatment effects over time was demonstrated. Y1 - 2011 ER - TY - JOUR A1 - Esser, Günter A1 - Bakhshayesh, Ali Reza A1 - Drüge, Sebastian A1 - Ihle, Wolfgang T1 - Wirksamkeit von Neuro- und EMG-Feedback bei Kindern mit ADHS : eine Follow-up-Studie Y1 - 2009 ER - TY - JOUR A1 - Esser, Günter A1 - Grüning, Th. A1 - Krug, W. A1 - May, P. A1 - Meiers, K. A1 - Trebert, M. T1 - Wie Kindern mit Lernschwierigkeiten wirksam helfen? Y1 - 2005 ER - TY - JOUR A1 - Laucht, Manfred A1 - Esser, Günter A1 - Schmidt, Martin H. T1 - Was wird aus Risikokindern? : Ergebnisse der Mannheimer Längsschnittstudie im Überblick Y1 - 1999 ER - TY - JOUR A1 - Esser, Günter T1 - Was wird aus Kindern mit Lese-Rechtschreibschwäche? Y1 - 1997 ER - TY - JOUR A1 - Ihle, Wolfgang A1 - Esser, Günter A1 - Schmidt, Martin H. A1 - Laucht, Manfred T1 - Wann machen Schicksalsschläge psychisch krank? : Zusammenhänge zwischen akuten Lebensereignissen und psychischen Störungen Y1 - 1998 ER - TY - JOUR A1 - Laucht, Manfred A1 - Esser, Günter A1 - Schmidt, Martin H. T1 - Vulnerability and resilience in the development of children at risk : the role of early mother-child- interaction Y1 - 2002 SN - 0101-6083 ER - TY - JOUR A1 - Esser, Günter A1 - Wyschkon, Anne T1 - Vorhersage von Umschriebenen Entwicklungsstörungen der schulischen Fertigkeiten mithilfe von Vorschultests: Prognostische Validität der BUEVA-II Y1 - 2010 SN - 978-3- 8017-2294-4 ER - TY - JOUR A1 - Esser, Günter A1 - Fischer, Sascha A1 - Wyschkon, Anne A1 - Laucht, Manfred A1 - Schmidt, Martin H. T1 - Vorboten hyperkinetischer Störungen : Früherkennung im Kleinkindalter N2 - Objectives: The prospective longitudinal Mannheim Study of Children at Risk followed the development of children from the age of 2 years up to the age of 8 years. Are there differences between the developmental risk load in toddlers (psychopathology, cognition, motor or neurological development. and educational differences) who suffer from a hyperactive disorder at age 8 and that of undisturbed children of the same age? Are there specific harbingers of hyperkinetic disorders for the group concerned? Methods: In terms of their developmental risk load at the age of 2 years, 26 primary school children with hyperkinetic disorders were compared to 241 healthy primary school children, as well as to 25 children of the same age with emotional disturbances and 30 children of the same age with socially disruptive behavior. Results: A significant combination of predictors of later hyperkinetic disorders at primary school age proved to be increased fidgetiness and irritability, as well as a reduced language comprehension, at the age of two. Conclusions: The predictive value of symptoms in early childhood for later hyperkinetic disorder in children of primaryschool age is higher than that of symptoms assessed in infancy, which although expected is without relevant specificity. Y1 - 2007 UR - http://psycontent.metapress.com/content/1422-4917 U6 - https://doi.org/10.1024/1422-4917.35.2.127 SN - 1422-4917 ER - TY - JOUR A1 - Esser, Günter A1 - Fischer, Sascha A1 - Wyschkon, Anne A1 - Laucht, Manfred A1 - Schmidt, Martin H. T1 - Vorboten hyperkinetischer Störungen : Früherkennung bereits im Säuglingsalter möglich? N2 - Objectives: Are there any differences (organic, psychosocial, psychopathological, cognitive or educational, respectively differences in the motor or neurological development) between infants who later on at the age of 8 years suffer from a hyperactive disorder and those who later on at the same age are undisturbed? Are there specific harbingers for hyperactive disorders in the group concerned? Methods: With regard to their developmental risk load at the age of 3 months, 26 primary school children with hyperactive disorders were compared with 241 healthy children, 25 children with emotional disturbances, and 30 children with socially disruptive behaviour, all of the same age. Results: Identified as the most important predictors for the onset of hyperactive disorders were a reduced birth weight, the mother's origin from a shattered family, early contact impairments on the part of the child, and the mother's neglect of the infant. Conclusions: Altogether, however, the prediction of later hyperactivity in primary school children on the basis of salient features in the infant children remains unsatisfactory and unspecific. Y1 - 2007 UR - http://psycontent.metapress.com/content/1422-4917 U6 - https://doi.org/10.1024/1422-4917.35.3.179 SN - 1422-4917 ER - TY - JOUR A1 - Esser, Günter T1 - Vor- und Nachteile von Longitudinalstudien in der Klinischen Psychologie und Jugendpsychiatrie Y1 - 2000 ER - TY - JOUR A1 - Laucht, Manfred A1 - Esser, Günter A1 - Schmidt, Martin H. A1 - Stöhr, R.-M. A1 - Weindrich, D. A1 - Ihle, Wolfgang A1 - Marcus, A. T1 - Viereinhalb Jahre danach : Mannheimer Risikokinder im Vorschulalter Y1 - 1996 ER - TY - JOUR A1 - Esser, Günter A1 - Ballaschk, Katja T1 - Verhaltenstherapie und Kognitive Verhaltenstherapie Y1 - 2006 SN - 978- 3-406-54106-3 ER - TY - JOUR A1 - Esser, Günter A1 - Ballaschk, Katja T1 - Verhaltenstherapie mit Kindern und Jugendlichen : Forschungsstand und Perspektiven Y1 - 2005 ER - TY - JOUR A1 - Esser, Günter T1 - Verhaltenstherapie bei Kindern und Jugendlichen Y1 - 2004 SN - 978-3-932096-45-7 ER - TY - JOUR A1 - Esser, Günter T1 - Verhaltenstherapie bei Kindern und Jugendlichen Y1 - 2011 SN - 978-3-932096-97-6 ER - TY - JOUR A1 - Esser, Günter T1 - Verhaltenstherapie bei Kindern und Jugendlichen Y1 - 2010 SN - 978-3-932096-83-9 ER - TY - JOUR A1 - Esser, Günter T1 - Verhaltenstherapie Y1 - 2003 SN - 3-13-126082-3 ER - TY - JOUR A1 - Esser, Günter A1 - Lange, Sabine T1 - Verhaltensdiagnostik in der Verhaltenstherapie Y1 - 2006 SN - 978-3-932096-43-3 ER - TY - JOUR A1 - Esser, Günter T1 - Verhaltensdiagnostik Y1 - 2003 SN - 3-13-126082-3 ER - TY - JOUR A1 - Esser, Günter T1 - Verhaltensdiagnostik N2 - Verhaltensdiagnostik ist das klassische diagnostische Vorgehen der Verhaltenstherapie. Die Verhaltensdiagnostik versteht sich als funktional problemorientiert. Ausgangspunkt ist die Verhaltensformel von Kanfer und Saslow. In neueren Ansätzen wurde die klassische Verhaltensformel in ein dynamisches Selbstregulationsmodell überführt. Das Schema der Verhaltensanalyse wurde von Schulte weiterentwickelt. Neben die horizontale Verhaltensanalyse traten die vertikale Verhaltensanalyse und die Systemanalyse. Zu den Methoden der Verhaltensdiagnostik zählen die Exploration, die sich am Leitfaden der Verhaltensanalyse orientiert sowie Verfahren der Verhaltensbeobachtung, die in Registrierverfahren durch den Betroffenen, Bezugspersonen und den Diagnostiker unterteilt werden können. Verhaltensbeobachtungen unterteilen sich in freie versus systematische, teilnehmende versus nicht- teilnehmende Beobachtung sowie strukturierte versus nicht- strukturierte Situationen. Y1 - 2002 SN - 3-13-126081-5 ER - TY - JOUR A1 - Esser, Günter T1 - Verhaltensdiagnostik N2 - Unter Verhaltensdiagnostik versteht man ein Buendel diagnostischer Instrumente, die darauf abzielen, die aenderungsmoeglichkeiten von Problemverhalten zu eruieren. Verhaltensdiagnostik ist das klassische diagnostische Vorgehen der Verhaltenstherapie. Ausgehend von einer Analyse des Problemverhaltens und der Bedingungen seines Auftretens werden durch verschiedene Techniken Hinweise zu seiner Genese und seiner Aufrechterhaltung erwartet. Vertreter der Verhaltensdiagnostik sehen sie als Alternative und im Gegensatz zur klassischen Eigenschaftsdiagnostik (Reinecker-Hecht & Baumann, 1998), zu der die Ergebnisse aus psychologischen Testverfahren zur Erfassung von Intelligenzleistungen und Persoenlichkeitsmerkmalen ebenso zaehlen wie die Diagnostischen Klassifikationssysteme (z.B. ICD-10 oder DSM- IV)à. Y1 - 2008 SN - 978-3-13-126083-3 ER - TY - JOUR A1 - Esser, Günter T1 - Verhaltensanalyse Y1 - 2002 SN - 3-13-126081-5 ER - TY - JOUR A1 - Holz, Nathalie E. A1 - Boecker-Schlier, Regina A1 - Buchmann, Arlette F. A1 - Blomeyer, Dorothea A1 - Jennen-Steinmetz, Christine A1 - Baumeister, Sarah A1 - Plichta, Michael M. A1 - Cattrell, Anna A1 - Schumann, Gunter A1 - Esser, Günter A1 - Schmidt, Martin A1 - Buitelaar, Jan A1 - Meyer-Lindenberg, Andreas A1 - Banaschewski, Tobias A1 - Brandeis, Daniel A1 - Laucht, Manfred T1 - Ventral striatum and amygdala activity as convergence sites for early adversity and conduct disorder JF - Frontiers in human neuroscience N2 - Childhood family adversity (CFA) increases the risk for conduct disorder (CD) and has been associated with alterations in regions of affective processing like ventral striatum (VS) and amygdala. However, no study so far has demonstrated neural converging effects of CFA and CD in the same sample. At age 25 years, functional MRI data during two affective tasks, i.e. a reward (N = 171) and a face-matching paradigm (N = 181) and anatomical scans (N = 181) were acquired in right-handed currently healthy participants of an epidemiological study followed since birth. CFA during childhood was determined using a standardized parent interview. Disruptive behaviors and CD diagnoses during childhood and adolescence were obtained by diagnostic interview (2–19 years), temperamental reward dependence was assessed by questionnaire (15 and 19 years). CFA predicted increased CD and amygdala volume. Both exposure to CFA and CD were associated with a decreased VS response during reward anticipation and blunted amygdala activity during face-matching. CD mediated the effect of CFA on brain activity. Temperamental reward dependence was negatively correlated with CFA and CD and positively with VS activity. These findings underline the detrimental effects of CFA on the offspring's affective processing and support the importance of early postnatal intervention programs aiming to reduce childhood adversity factors. KW - childhood adversity KW - conduct disorder KW - amygdala KW - ventral striatum KW - fMRI Y1 - 2016 U6 - https://doi.org/10.1093/scan/nsw120 SN - 1749-5016 SN - 1749-5024 VL - 12 IS - 2 SP - 261 EP - 272 PB - Oxford Univ. Press CY - Oxford ER - TY - JOUR A1 - Ihle, Wolfgang A1 - Esser, Günter A1 - Laucht, Manfred T1 - Ungeduldige Winzlinge und ihre Entwicklung : was schützt Frühgeborene vor Entwicklungsstörungen Y1 - 1997 ER - TY - JOUR A1 - Esser, Günter A1 - Lange, Sabine T1 - Unbeschriebene Entwicklungsstörung des Lesens und Rechtschreibens Y1 - 2006 SN - 978- 3-406-54106-3 ER - TY - JOUR A1 - Esser, Günter T1 - Umschriebene Entwicklungsstörungen Y1 - 2003 SN - 3-13-126082-3 ER - TY - JOUR A1 - Esser, Günter T1 - Umschriebene Entwicklungsstörungen N2 - Umschriebene Entwicklungsstörungen fassen eine Gruppe isolierter Leistungsstörungen zusammen, die aufgrund von spezifischen Störungen der Informationsverarbeitung und -verarbeitungsorganisation zustande kommen. Diese Störungen sind weder durch die allgemeine Intelligenz, noch die Förderung der Kinder oder bestehende psychische Störungen zu erklären. Die Leistung im umschriebenen Störungsbereich soll mindestens 1 Standardabweichungen unter dem Mittelwert der Altersgruppe und der individuellen Intelligenzleistung liegen. Die ICD-10 unterschiedet Umschriebene Entwicklungsstörungen des Sprechens und der Sprache, schulischer Fertigkeiten sowie der motorischen Funktionen. Die Prävalenzraten für die einzelnen Untergruppen bewegen sich zwischen 1 und 7%. Mit besonders ungünstigen Verläufen ist bei Kindern mit einer Lese-Rechtschreibstörung oder einer Sprachstörung zu rechnen. Beide Gruppen weisen extrem schlechte Schulleistungen, eine hohe Rate zusätzlicher psychischer Störungen sowie eine geringe Besserungsrate der Auffälligkeit auf. Einen günstigeren Verlauf weisen Artikulationsstörungen und motorische Störungen auf. Letztere sind durch eher introversive psychische Probleme gekennzeichnet, während Sprach- und Lese-Rechtschreibstörungen eine hohe Komorbidität mit expansiven Auffälligkeiten aufweisen. Relativ schlecht erforscht sind bislang Umschriebene Rechenstörungen, bei denen als einzige das Geschlechstverhältnis ausgeglichen ist. Die Therapie Umschriebener Entwicklungsstörungen muß sich streng an den ausführlich diagnostizierten Störungen der Informationsverarbeitung orientieren. Im Rahmen der neuropsychologischen Übungsbehandlung ist die Motivationslage der Kinder zu berücksichtigen, daneben sollte eine Beratung der Eltern und Lehrer erfolgen. Zusätzliche psychische Störungen können sich entweder im Zuge der Leistungsverbesserung zurückbilden oder bedürfen einer spezifischen zusätzlichen Therapie. Der ungünstige langfristige Spontanverlauf macht Früherkennung und rechtzeitigen Therapiebeginn erforderlich . Y1 - 2002 SN - 3-13-126081-5 ER - TY - JOUR A1 - Esser, Günter T1 - Umschriebene Entwicklungsstörungen Y1 - 2009 SN - 9788-3-642-01476-5 ER - TY - JOUR A1 - Esser, Günter A1 - Wyschkon, Anne T1 - Umschriebene Entwicklungsstörungen Y1 - 2008 SN - 978-3- 13-126083-3 ER - TY - JOUR A1 - Esser, Günter A1 - Wyschkon, Anne T1 - Umschriebene Entwicklungsstörungen Y1 - 2000 ER - TY - JOUR A1 - Esser, Günter A1 - Laucht, Manfred A1 - Schmidt, Martin H. T1 - The Significance of Biological and Psychosocial Risks for Behaviour Problems of Children at Preschool age Y1 - 1996 ER - TY - JOUR A1 - Klein, Angela Ines A1 - Kruegel, Andre A1 - Risse, Sarah A1 - Esser, Günter A1 - Engbert, Ralf A1 - Pereira, Vera Wannmacher T1 - The processing of pronominal anaphora by children that have attention deficit hyperactivity disorder or dyslexia: a study through the analysis of eye movements JF - Letras de hoje N2 - The aim of this work was to verify the processing of pronominal anaphora by children that have attention deficit hyperactivity disorder or dyslexia. The sample studied consisted of 75 children that speak German, which read two texts of 80 words containing pronominal anaphora. The eye movements of all participants were recorded and, to make sure they were reading with attention, two activities that tested reading comprehension were proposed. Through the analysis of eye movements, specifically the fixations, the data indicate that children with disorders have difficulty to process the pronominal anaphora, especially dyslexic children. KW - ADHD KW - Dyslexia KW - Reading comprehension KW - Eye movements KW - Pronominal anaphora Y1 - 2015 SN - 0101-3335 SN - 1984-7726 VL - 50 IS - 1 SP - 40 EP - 48 PB - PUCRS CY - Porto Alegre ER - TY - JOUR A1 - Holz, Nathalie E. A1 - Boecker-Schlier, Regina A1 - Hohm, Erika A1 - Zohsel, Katrin A1 - Buchmann, Arlette F. A1 - Blomeyer, Dorothea A1 - Jennen-Steinmetz, Christine A1 - Baumeister, Sarah A1 - Hohmann, Sarah A1 - Wolf, Isabella A1 - Plichta, Michael M. A1 - Esser, Günter A1 - Schmidt, Martin A1 - Meyer-Lindenberg, Andreas A1 - Banaschewski, Tobias A1 - Brandeis, Daniel A1 - Laucht, Manfred T1 - The Long-Term Impact of Early Life Poverty on Orbitofrontal Cortex Volume in Adulthood: Results from a Prospective Study Over 25 Years JF - Neuropsychopharmacology : official publication of the American College of Neuropsychopharmacology N2 - Converging evidence has highlighted the association between poverty and conduct disorder (CD) without specifying neurobiological pathways. Neuroimaging research has emphasized structural and functional alterations in the orbitofrontal cortex (OFC) as one key mechanism underlying this disorder. The present study aimed to clarify the long-term influence of early poverty on OFC volume and its association with CD symptoms in healthy participants of an epidemiological cohort study followed since birth. At age 25 years, voxel-based morphometry was applied to study brain volume differences. Poverty (0 = non-exposed (N = 134), I = exposed (N = 33)) and smoking during pregnancy were determined using a standardized parent interview, and information on maternal responsiveness was derived from videotaped mother infant interactions at the age of 3 months. CD symptoms were assessed by diagnostic interview from 8 to 19 years of age. Information on life stress was acquired at each assessment and childhood maltreatment was measured using retrospective self-report at the age of 23 years. Analyses were adjusted for sex, parental psychopathology and delinquency, obstetric adversity, parental education, and current poverty. Individuals exposed to early life poverty exhibited a lower OFC volume. Moreover, we replicated previous findings of increased CD symptoms as a consequence of childhood poverty. This effect proved statistically mediated by OFC volume and exposure to life stress and smoking during pregnancy, but not by childhood maltreatment and maternal responsiveness. These findings underline the importance of studying the impact of early life adversity on brain alterations and highlight the need for programs to decrease income-related disparities. Y1 - 2015 U6 - https://doi.org/10.1038/npp.2014.277 SN - 0893-133X SN - 1740-634X VL - 40 IS - 4 SP - 996 EP - 1004 PB - Nature Publ. Group CY - London ER - TY - JOUR A1 - Schmid, Brigitte A1 - Blomeyer, Dorothea A1 - Becker, Katja A1 - Treutlein, Jens A1 - Zimmermann, Ulrich S. A1 - Buchmann, Arlette F. A1 - Schmidt, Martin H. A1 - Esser, Günter A1 - Banaschewski, Tobias A1 - Rietschel, Marcella A1 - Laucht, Manfred T1 - The interaction between the dopamine transporter gene and age at onset in relation to tobacco and alcohol use among 19-year-olds N2 - Recent evidence suggests that heterogeneity in the age at onset could explain the inconsistent findings of association studies relating the dopamine transporter (DAT1) gene with alcohol and nicotine consumption. The aim of this study was to examine interactions between two DAT1 polymorphisms and different initiation ages with regard to alcohol and tobacco consumption levels and dependence. Two hundred and ninety-one young adults (135 males, 156 females) participating in the Mannheim Study of Children at Risk were genotyped for the 40-bp variable number of tandem repeats (VNTR) and rs27072 polymorphisms of DAT1. Age at initiation was assessed at age 15 and 19 years. Information about current alcohol and tobacco consumption was obtained at age 19 years using self-report measures and structured interviews. Results suggest that age at onset of intensive consumption moderated the association of the DAT1 gene with early adult substance use and dependence, revealing a DAT1 effect only among individuals homozygous for the 10r allele of the 40-bp VNTR who had started daily smoking or being intoxicated early in life. Equally, carriers of the T allele of the rs27072 polymorphism reporting an early age at first intoxication showed higher current alcohol consumption at age 19 years. In contrast, no interaction between rs27072 and the age at first cigarette with regard to later smoking was observed. These findings provide evidence that the DAT1 gene interacts with an early heavy or regular drug exposure of the maturing adolescent brain to predict substance (ab)use in young adulthood. Further studies are required to confirm these findings. Y1 - 2009 UR - http://www3.interscience.wiley.com/cgi-bin/issn?DESCRIPTOR=PRINTISSN&VALUE=1355-6215 U6 - https://doi.org/10.1111/j.1369-1600.2009.00171.x SN - 1355-6215 ER - TY - JOUR A1 - Laucht, Manfred A1 - Schmidt, M. H. A1 - Esser, Günter T1 - The development of at-risk children in early life Y1 - 2004 ER - TY - JOUR A1 - Ihle, Wolfgang A1 - Esser, Günter A1 - Schmidt, Martin H. T1 - The contribution of developmental psychopathology to the understanding of the aetiology and course of mentl disorders : a prospective study from childhood to early adulthood Y1 - 1999 ER - TY - JOUR A1 - Holtmann, Martin A1 - Buchmann, Arlette F. A1 - Esser, Günter A1 - Schmidt, Martin H. A1 - Banaschewski, Tobias A1 - Laucht, Manfred T1 - The child behavior checklist-dysregulation profile predicts substance use, suicidality, and functional impairment a longitudinal analysis JF - The journal of child psychology and psychiatry N2 - Background: Recent studies have identified a Child Behavior Checklist profile that characterizes children with severe affective and behavioral dysregulation (CBCL-dysregulation profile, CBCL-DP). In two recent longitudinal studies the CBCL-DP in childhood was associated with heightened rates of comorbid psychiatric disorders, among them bipolar disorder, an increased risk for suicidality, and marked psychosocial impairment at young-adult follow-up. This is the first study outside the US that examines the longitudinal course of the CBCL-DP. Methods: We studied the diagnostic and functional trajectories and the predictive utility of the CBCL-DP in the Mannheim Study of Children at Risk, an epidemiological cohort study on the outcome of early risk factors from birth into adulthood. A total of 325 young adults (151 males, 174 females) participated in the 19-year assessment. Results: Young adults with a higher CBCL-DP score in childhood were at increased risk for substance use disorders, suicidality and poorer overall functioning at age 19, even after adjustment for parental education, family income, impairment and psychiatric disorders at baseline. Childhood dysregulation was not related to bipolar disorder in young adulthood. The CBCL-DP was neither a precursor of a specific pattern of comorbidity nor of comorbidity in general. Conclusions: Children with high CBCL-DP values are at risk for later severe, psychiatric symptomatology. The different developmental trajectories suggest that the CBCL-DP is not simply an early manifestation of a single disease process but might rather be an early developmental risk marker of a persisting deficit of self-regulation of affect and behavior. KW - Dysregulation KW - childhood KW - comorbidity KW - longitudinal KW - irritability KW - depression KW - ADHD KW - substance use KW - suicidality KW - CBCL KW - bipolar Y1 - 2011 U6 - https://doi.org/10.1111/j.1469-7610.2010.02309.x SN - 0021-9630 VL - 52 IS - 2 SP - 139 EP - 147 PB - Wiley-Blackwell CY - Malden ER - TY - JOUR A1 - Holtmann, Martin A1 - Buchmann, Arlette F. A1 - Esser, Günter A1 - Schmidt, Martin H. A1 - Banaschewski, Tobias A1 - Laucht, Manfred T1 - The child behavior checklist-dysregulation profile predicts substance use, suicidality, and functional impairment : a longitudinal analysis N2 - Recent studies have identified a Child Behavior Checklist profile that characterizes children with severe affective and behavioral dysregulation (CBCL-dysregulation profile, CBCL-DP). In two recent longitudinal studies the CBCL-DP in childhood was associated with heightened rates of comorbid psychiatric disorders, among them bipolar disorder, an increased risk for suicidality, and marked psychosocial impairment at young-adult follow-up. This is the first study outside the US that examines the longitudinal course of the CBCL-DP. Methods: We studied the diagnostic and functional trajectories and the predictive utility of the CBCL-DP in the Mannheim Study of Children at Risk, an epidemiological cohort study on the outcome of early risk factors from birth into adulthood. A total of 325 young adults (151 males, 174 females) participated in the 19-year assessment. Results: Young adults with a higher CBCL-DP score in childhood were at increased risk for substance use disorders, suicidality and poorer overall functioning at age 19, even after adjustment for parental education, family income, impairment and psychiatric disorders at baseline. Childhood dysregulation was not related to bipolar disorder in young adulthood. The CBCL-DP was neither a precursor of a specific pattern of comorbidity nor of comorbidity in general. Conclusions: Children with high CBCL-DP values are at risk for later severe, psychiatric symptomatology. The different developmental trajectories suggest that the CBCL-DP is not simply an early manifestation of a single disease process but might rather be an early developmental risk marker of a persisting deficit of self-regulation of affect and behavior. Y1 - 2011 ER - TY - JOUR A1 - Straub, Hans-Beatus A1 - Haensch, Sylvana A1 - Ballaschk, Katja A1 - Esser, Günter T1 - The Brandenburg questionnaire for quality of life in epilepsy patients : a new, short and valid instrument Y1 - 2009 UR - http://www3.interscience.wiley.com/cgi-bin/issn?DESCRIPTOR=PRINTISSN&VALUE=0013-9580 U6 - https://doi.org/10.1111/j.1528-1167.2009.02156.x SN - 0013-9580 ER - TY - JOUR A1 - Esser, Günter A1 - Wyschkon, Anne T1 - Testdiagnostik in der Kinder- und Jugendlichenverhaltenstherapie Y1 - 2001 ER - TY - JOUR A1 - Pitzer, Martina A1 - Esser, Günter A1 - Schmidt, Martin H. A1 - Laucht, Manfred T1 - Temperamental predictors of externalizing problems among boys and girls : a longitudinal study in a high-risk sample from ages 3 months to 15 years N2 - In a high-risk community sample, we examined the role of regulative temperament and emotionality as well as the extent of gender specificity in the development of externalizing problems. 151 boys and 157 girls born at differing degrees of obstetric and psychosocial risk were followed from birth into adolescence. In infancy and childhood, NYLS- derived temperamental characteristics were assessed by a highly structured parent interview and standardized behavioral observations. At age 15 years, externalizing problems were measured by the Child Behavior Checklist. As revealed by multiple linear regression and logistic regression, low regulative abilities predicted adolescent behavioral and attentional problems over and above obstetric and psychosocial risks. Gender specificity was found in the strength of the association rather than in the kind with a stronger long-term prediction from infant and toddler temperament in girls. Compared to regulative abilities, temperament factors describing aspects of mood and fear/withdrawal versus approach tendencies played a minor role in the development of externalizing problems. Findings are discussed in terms of gender-specific risk factors and possible differential developmental trajectories to subtypes of disruptive behavior. Y1 - 2009 UR - http://www.springerlink.com/content/101492 U6 - https://doi.org/10.1007/s00406-009-0009-1 SN - 0940-1334 ER - TY - JOUR A1 - Pitzer, Martina A1 - Esser, Günter A1 - Schmidt, Martin H. A1 - Laucht, Manfred T1 - Temperament in the developmental course : a longitudinal comparison of New York Longitudinal Study-derived dimensions with the Junior Temperament and Character Inventory N2 - Objective: Despite theoretical discrepancies between different concepts of temperament, some core dimensions are thought to be common to the various models. We compared temperamental traits derived from the New York Longitudinal Study (NYLS) model and the Cloninger dimensions in the developmental course and investigated the associations of temperament with sex as well as with obstetric risks or psychosocial risks present at birth. - Methods: Participants were 151 boys and 157 girls born at differing degrees of obstetric and psychosocial risk from a longitudinal study on a high-risk community sample. In infancy and childhood, NYLS-derived temperamental characteristics were assessed by a highly structured parent interview and standardized behavioral observations. At age 15 years, the Junior Temperament and Character Inventory/1218 was administered. - Results: Moderate correlations were found between Junior Temperament and Character Inventory scales in adolescence and NYLS-derived factors in childhood. The psychosocial risk load seemed to influence the expression of novelty seeking or corresponding NYLS-derived factors, whereas the obstetric risks did not contribute to variation in temperament. Our findings further support highly sex-specific gene x environment interactions on temperament in the developmental course. - Conclusion: The content of our NYLS-derived factors and the specific type of association across different temperament constructs fit into the increasing consensus regarding a small number of higher-order temperamental traits. (c) 2007 Elsevier Inc. All rights reserved. Y1 - 2007 UR - http://www.researchgate.net/researcher/38774039_Martina_Pitzer U6 - https://doi.org/10.1016/j.comppsych.2007.05.007 SN - 0010-440X ER - TY - JOUR A1 - Esser, Günter T1 - Teilleistungsstörungen Y1 - 2002 ER - TY - JOUR A1 - Esser, Günter T1 - Teilleistungsstörungen Y1 - 1997 ER - TY - GEN A1 - Esser, Günter A1 - Hänsch-Oelgart, Sylvana A1 - Schmitz, Julian T1 - TBS-TK Rezension BT - CBCL/6-18R, TRF/6-18R, YSR/11-18R. Deutsche Schulalter-Formen der Child Behavior Checklist von Thomas M. Achenbach. Elternfragebogen über das Verhalten von Kindern und Jugendlichen (CBCL/6-18R), Lehrerfragebogen über das Verhalten von Kindern und Jugendlichen (TRF/6-18R), Fragebogen für Jugendliche (YSR/11-18R) T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 615 Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-434129 SN - 1866-8364 IS - 615 SP - 144 EP - 146 ER - TY - JOUR A1 - Ehlert, Antje A1 - Poltz, Nadine A1 - Quandte, Sabine A1 - Kohn-Henkel, Juliane A1 - Kucian, Karin A1 - Aster, Michael von A1 - Esser, Günter T1 - Taking a closer look: The relationship between pre-school domain general cognition and school mathematics achievement when controlling for intelligence JF - Journal of Intelligence N2 - Intelligence, as well as working memory and attention, affect the acquisition of mathematical competencies. This paper aimed to examine the influence of working memory and attention when taking different mathematical skills into account as a function of children’s intellectual ability. Overall, intelligence, working memory, attention and numerical skills were assessed twice in 1868 German pre-school children (t1, t2) and again at 2nd grade (t3). We defined three intellectual ability groups based on the results of intellectual assessment at t1 and t2. Group comparisons revealed significant differences between the three intellectual ability groups. Over time, children with low intellectual ability showed the lowest achievement in domain-general and numerical and mathematical skills compared to children of average intellectual ability. The highest achievement on the aforementioned variables was found for children of high intellectual ability. Additionally, path modelling revealed that, depending on the intellectual ability, different models of varying complexity could be generated. These models differed with regard to the relevance of the predictors (t2) and the future mathematical skills (t3). Causes and conclusions of these findings are discussed. KW - intellectual ability KW - intelligence KW - pre-school KW - mathematical development KW - school mathematics KW - longitudinal KW - numerical skills KW - working memory KW - attention Y1 - 2022 U6 - https://doi.org/10.3390/jintelligence10030070 SN - 2079-3200 VL - 10 SP - 1 EP - 23 PB - MDPI CY - Basel, Schweiz ET - 3 ER - TY - GEN A1 - Ehlert, Antje A1 - Poltz, Nadine A1 - Quandte, Sabine A1 - Kohn-Henkel, Juliane A1 - Kucian, Karin A1 - Aster, Michael von A1 - Esser, Günter T1 - Taking a closer look: The relationship between pre-school domain general cognition and school mathematics achievement when controlling for intelligence T2 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Intelligence, as well as working memory and attention, affect the acquisition of mathematical competencies. This paper aimed to examine the influence of working memory and attention when taking different mathematical skills into account as a function of children’s intellectual ability. Overall, intelligence, working memory, attention and numerical skills were assessed twice in 1868 German pre-school children (t1, t2) and again at 2nd grade (t3). We defined three intellectual ability groups based on the results of intellectual assessment at t1 and t2. Group comparisons revealed significant differences between the three intellectual ability groups. Over time, children with low intellectual ability showed the lowest achievement in domain-general and numerical and mathematical skills compared to children of average intellectual ability. The highest achievement on the aforementioned variables was found for children of high intellectual ability. Additionally, path modelling revealed that, depending on the intellectual ability, different models of varying complexity could be generated. These models differed with regard to the relevance of the predictors (t2) and the future mathematical skills (t3). Causes and conclusions of these findings are discussed. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 786 KW - intellectual ability KW - intelligence KW - pre-school KW - mathematical precursor KW - mathematical development KW - school mathematics KW - longitudinal KW - numerical skills KW - working memory KW - attention Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-562337 SN - 1866-8364 SP - 1 EP - 23 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Ihle, Wolfgang A1 - Esser, Günter T1 - Tagesbetreuung für Kinder bis 3 Jahre aus psychologischer Sicht Y1 - 2007 SN - 1436-9559 ER - TY - JOUR A1 - Laucht, Manfred A1 - Gerold, M. A1 - Esser, Günter A1 - Schmidt, Martin H. T1 - Strukturmodelle der Genese psychischer Störungen in der Kindheit : Ergebnisse einer prospektiven Studie von der Geburt bis zum Schulalter Y1 - 1999 ER - TY - JOUR A1 - Wyschkon, Anne A1 - Kohn, Juliane A1 - Ballaschk, Katja A1 - Esser, Günter T1 - Sind Rechenstörungen genau so häufig wie Lese-Rechtschreibstörungen? N2 - Is a specific disorder of arithmetic skills as common as reading/spelling disorder?Background: Referring to the prevalence rates of learning disorders in the research literature, the numbers of mathematics disorder and reading/ spelling disorder are often reported to be identical. However, the correlation between intelligence level and reading/ spelling skills is much weaker than between intelligence and arithmetic skills. If the same definition criterion is applied to both disorders, a lower prevalence rate for mathematics disorder should be expected. Objective: Are there differences in the prevalence estimates for learning disorders depending on the definition criterion? Method: A large representative sample of German students (N = 1970) was used to review the hypothesis. Results: Depending on the definition criterion, we could show a prevalence range of mathematics disorder between 0.1% and 8.1% in the same sample. Using the same definition criterion for both learning disorders, there are two to three times as many students with reading/spelling disorder than those with mathematics disorder. Discussion: Whenever children with reading/spelling disorder are compared to children with mathematics disorder, the same definition criterion has to be applied. Y1 - 2009 UR - http://psycontent.metapress.com/content/1422-4917 U6 - https://doi.org/10.1024/1422-4917.37.6.499 SN - 1422-4917 ER - TY - JOUR A1 - Esser, Günter A1 - Laucht, Manfred T1 - Sind junge Mütter ein Risiko für die Kindesentwicklung? Y1 - 2005 ER - TY - JOUR A1 - Esser, Günter T1 - Sind die Kriterien der sittlichen Reife des § 105 JGG tatsächlich reifungsabhängig? Y1 - 1999 ER - TY - JOUR A1 - Millenet, Sabina A1 - Laucht, Manfred A1 - Hohm, Erika A1 - Jennen-Steinmetz, Christine A1 - Hohmann, Sarah A1 - Schmidt, Martin H. A1 - Esser, Günter A1 - Banaschewski, Tobias A1 - Brandeis, Daniel A1 - Zohsel, Katrin T1 - Sex-specific trajectories of ADHD symptoms from adolescence to young adulthood JF - European child and adolescent psychiatry : offical journal of the European Society for Child and Adolescent Psychiatry N2 - Reports of current ADHD symptoms in adults with a childhood diagnosis of ADHD are often discrepant: While one subgroup reports a particularly high level of current ADHD symptoms, another reports—in contrast—a very low level. The reasons for this difference remain unclear. Although sex might play a moderating role, it has not yet been examined in this regard. In an epidemiological cohort study from birth to young adulthood, childhood ADHD diagnoses were assessed at the ages of 4.5, 8, and 11 years based on parent ratings. Sex-specific development of ADHD symptoms was analyzed from the age of 15 to 25 years via self-reported ADHD symptoms in participants with (n = 47) and without childhood ADHD (n = 289) using a random coefficient regression model. The congruence between parent reports and adolescents’ self-ratings was examined, and the role of childhood ADHD diagnosis, childhood OCC/CD, and childhood internalizing disorder as possible sex-specific predictors of self-reported ADHD symptoms at age 25 years was investigated. With regard to self-reported ADHD symptoms, females with a childhood ADHD diagnosis reported significantly more ADHD symptoms compared to females without childhood ADHD and males with and without ADHD throughout adolescence and young adulthood. In contrast, males with childhood ADHD did not differ from control males either at age 15 or at age 25 years. Only in females did a childhood diagnosis of an externalizing disorder (ADHD and CD/ODD) predict self-reported ADHD symptoms by age 25 years. Our findings suggest that self-reports of young adults with a childhood diagnosis of ADHD are influenced by sex. Specifically, females with childhood ADHD report increased levels of ADHD symptoms upon reaching adulthood. To correctly evaluate symptoms and impairment in this subgroup, other, more objective, sources of information may be advisable, such as neurophysiological measures. KW - ADHD KW - Sex KW - Self-report KW - Longitudinal study Y1 - 2018 U6 - https://doi.org/10.1007/s00787-018-1129-9 SN - 1018-8827 SN - 1435-165X VL - 27 IS - 8 SP - 1067 EP - 1075 PB - Springer CY - New York ER - TY - JOUR A1 - Schmidt, Martin H. A1 - Gerold, M. A1 - Esser, Günter T1 - Seelische Gesundheit versus psychische Auffälligkeiten in einer repräsentativen Stichprobe junger Erwachsener Y1 - 1998 SN - 3-540-64492-x ER - TY - JOUR A1 - Kruse, Joachim A1 - Meyer-Probst, Bernhard A1 - Reis, Olaf A1 - Esser, Günter A1 - Ihle, Wolfgang T1 - Seelische Gesundheit junger Erwachsener in Mannheim und Rostock Y1 - 2001 ER - TY - JOUR A1 - Buchmann, Arlette F. A1 - Hohm, Erika A1 - Witt, Stephanie H. A1 - Blomeyer, Dorothea A1 - Jennen-Steinmetz, Christine A1 - Schmidt, Martin H. A1 - Esser, Günter A1 - Banaschewski, Tobias A1 - Brandeis, Daniel A1 - Laucht, Manfred T1 - Role of CNR1 polymorphisms in moderating the effects of psychosocial adversity on impulsivity in adolescents JF - Journal of neural transmission N2 - Enhanced endocannabinoid signaling has been implicated in typically adolescent behavioral features such as increased risk-taking, impulsivity and novelty seeking. Research investigating the impact of genetic variants in the cannabinoid receptor 1 gene (CNR1) and of early rearing conditions has demonstrated that both factors contribute to the prediction of impulsivity-related phenotypes. The present study aimed to test the hypothesis of an interaction of the two most studied CNR1 polymorphisms rs806379 and rs1049353 with early psychosocial adversity in terms of affecting impulsivity in 15-year-olds from an epidemiological cohort sample followed since birth. In 323 adolescents (170 girls, 153 boys), problems of impulse control and novelty seeking were assessed using parent-report and self-report, respectively. Exposure to early psychosocial adversity was determined in a parent interview conducted at the age of 3 months. The results indicated that impulsivity increased following exposure to early psychosocial adversity, with this increase being dependent on CNR1 genotype. In contrast, while individuals exposed to early adversity scored higher on novelty seeking, no significant impact of genotype or the interaction thereof was detected. This is the first evidence to suggest that the interaction of CNR1 gene variants with the experience of early life adversity may play a role in determining adolescent impulsive behavior. However, given that the reported findings are obtained in a high-risk community sample, results are restricted in terms of interpretation and generalization. Future research is needed to replicate these findings and to identify the mediating mechanisms underlying this effect. KW - CNR1 KW - Impulsivity KW - Early psychosocial adversity KW - Adolescence Y1 - 2015 U6 - https://doi.org/10.1007/s00702-014-1266-3 SN - 0300-9564 SN - 1435-1463 VL - 122 IS - 3 SP - 455 EP - 463 PB - Springer CY - Wien ER - TY - JOUR A1 - Ihle, Wolfgang A1 - Esser, Günter A1 - Blanz, Bernhard A1 - Schmidt, Martin H. A1 - Reis, Olaf A1 - Meyer-Probst, Bernhard T1 - Risk conditions and developmental patterns of mental disorders from childhood to early adulthood : results from two longitudinal studies in Rostock and Mannheim Y1 - 1999 SN - 3-11-016500-7 ER - TY - JOUR A1 - Esser, Günter A1 - Schmidt, Martin H. T1 - Risikokinderstudien : Einführung in den Themenschwerpunkt Y1 - 2002 ER - TY - JOUR A1 - Lay, Barbara A1 - Ihle, Wolfgang A1 - Esser, Günter A1 - Schmidt, Martin H. T1 - Risikofaktoren für Delinquenz bei Jugendlichen und deren Fortsetzung bis in das Erwachsenenalter Y1 - 2001 ER - TY - JOUR A1 - Laucht, Manfred A1 - Esser, Günter A1 - Schmidt, Martin H. T1 - Risiko- und Schutzfaktoren der frühkindlichen Entwicklung : Empirische Befunde Y1 - 1998 ER - TY - JOUR A1 - Esser, Günter T1 - Rezension zu: Geissler, Julia; Vloet, Timo D.; Romanos, Marcel; Zwanzger, Ulrike; Jans, Thomas: Verhaltenstherapie bei ADHS im Jugendalter : ein modular aufgebautes Therapieprogramm. - Göttingen: Hogrefe, 102 S. - (Therapeutische Praxis, Bd. 94). - ISBN: 978-3-8017-2979-0 JF - Zeitschrift für Klinische Psychologie und Psychotherapie Y1 - 2020 U6 - https://doi.org/10.1026/1616-3443/a000551 SN - 1616-3443 SN - 2190-6297 VL - 49 IS - 2 SP - 138 EP - 139 PB - Hogrefe CY - Göttingen ER - TY - JOUR A1 - Hohm, Erika A1 - Laucht, Manfred A1 - Zohsel, Katrin A1 - Schmidt, Martin H. A1 - Esser, Günter A1 - Brandeis, Daniel A1 - Banaschewski, Tobias T1 - Resilienz und Ressourcen im Verlauf der Entwicklung T1 - Resilience and Resources During Development BT - Von der frühen Kindheit bis zum Erwachsenenalter BT - From Early Childhood to Adulthood JF - Kindheit und Entwicklung N2 - Anhand von Daten der Mannheimer Risikokinderstudie, die sich mit der langfristigen Entwicklung von Kindern mit unterschiedlichen Risikobelastungen beschäftigt, wird gezeigt, wie Schutzfaktoren aufseiten des Kindes und seines familiären Umfelds im Verlauf der Entwicklung wirksam werden und zur Entstehung von Resilienz beitragen können. Eine besondere Rolle kommt dabei positiven frühen Eltern-Kind-Beziehungen zu (sowohl Mutter- als auch Vater-Kind-Interaktionen). Daneben spielen auch Interaktionserfahrungen im Alter von zwei Jahren des Kindes eine bedeutsame Rolle; diese schützen Risikokinder davor, eine ungünstige Entwicklung zu nehmen und tragen dazu bei, dass sich Kinder, die in psychosozialen Hochrisikofamilien aufwachsen, trotz ungünstiger „Startbedingungen“ positiv entwickeln. Neben Merkmalen der sozialen Umwelt nehmen auch sprachliche, sozial-emotionale und internale Kompetenzen des Kindes im Entwicklungsverlauf eine wichtige Rolle ein. Diese Kompetenzen ermöglichen es Risikokindern auch unter widrigen Lebensumständen (psychosoziale Hochrisikofamilien, Aufwachsen in Armutsverhältnissen) erfolgreich zu bestehen. Darüber hinaus zeigt die Arbeit, dass Resilienz ein Persönlichkeitsmerkmal ist, das ab dem frühen Erwachsenenalter eine hohe Stabilität besitzt. Mit diesen Befunden verweist die Arbeit auf die große Bedeutung der Resilienz bei der Vorhersage der langfristigen Entwicklung von Risikokindern. N2 - Resilience refers to the ability to successfully deal with stressful life circumstances and experiences and to cope with them. Based on data from the Mannheim Study of Children at Risk, which follows a sample of children at risk from birth to adulthood, the present paper provides convincing evidence demonstrating how protective factors in the child and his/her family environment operate during the course of development to contribute to the development of resilience. As shown, a major role is assigned to positive early parent–child relationships (both mother– and father–child interactions). Moreover, positive interactive experiences at the child’s age of 2 years play a significant role. These experiences consistently contribute to a positive child development in the face of adversity. In addition to characteristics of the social environment of the child, cognitive, social–emotional, and internal competencies during childhood, youth, and young adulthood play a major role in the development of resilience. These competencies enable children at risk who are growing up in psychosocial high-risk families or in poverty to successfully cope with conditions of high adversity. Moreover, the findings presented here demonstrate that resilience may be conceived as a personal characteristic that exhibits high stability since young adulthood. With these findings, the present study points to the significance of resilience in predicting the long-term outcome of children at risk. KW - protective factors KW - risk factors KW - longitudinal study KW - Mannheim Study of Children at Risk KW - early parent-child relationship KW - Schutzfaktoren KW - Risikofaktoren KW - Längsschnittstudie KW - Mannheimer Risikokinderstudie KW - frühe Eltern-Kind-Beziehung Y1 - 2018 U6 - https://doi.org/10.1026/0942-5403/a000236 SN - 0942-5403 SN - 2190-6246 VL - 26 SP - 230 EP - 239 PB - Hogrefe CY - Göttingen ER - TY - GEN A1 - Hohm, Erika A1 - Laucht, Manfred A1 - Zohsel, Katrin A1 - Schmidt, Martin H. A1 - Esser, Günter A1 - Brandeis, Daniel A1 - Banaschewski, Tobias T1 - Resilienz und Ressourcen im Verlauf der Entwicklung BT - von der frühen Kindheit bis zum Erwachsenenalter T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Anhand von Daten der Mannheimer Risikokinderstudie, die sich mit der langfristigen Entwicklung von Kindern mit unterschiedlichen Risikobelastungen beschäftigt, wird gezeigt, wie Schutzfaktoren aufseiten des Kindes und seines familiären Umfelds im Verlauf der Entwicklung wirksam werden und zur Entstehung von Resilienz beitragen können. Eine besondere Rolle kommt dabei positiven frühen Eltern-Kind-Beziehungen zu (sowohl Mutter- als auch Vater-Kind-Interaktionen). Daneben spielen auch Interaktionserfahrungen im Alter von zwei Jahren des Kindes eine bedeutsame Rolle; diese schützen Risikokinder davor, eine ungünstige Entwicklung zu nehmen und tragen dazu bei, dass sich Kinder, die in psychosozialen Hochrisikofamilien aufwachsen, trotz ungünstiger „Startbedingungen“ positiv entwickeln. Neben Merkmalen der sozialen Umwelt nehmen auch sprachliche, sozial-emotionale und internale Kompetenzen des Kindes im Entwicklungsverlauf eine wichtige Rolle ein. Diese Kompetenzen ermöglichen es Risikokindern auch unter widrigen Lebensumständen (psychosoziale Hochrisikofamilien, Aufwachsen in Armutsverhältnissen) erfolgreich zu bestehen. Darüber hinaus zeigt die Arbeit, dass Resilienz ein Persönlichkeitsmerkmal ist, das ab dem frühen Erwachsenenalter eine hohe Stabilität besitzt. Mit diesen Befunden verweist die Arbeit auf die große Bedeutung der Resilienz bei der Vorhersage der langfristigen Entwicklung von Risikokindern. N2 - Resilience refers to the ability to successfully deal with stressful life circumstances and experiences and to cope with them. Based on data from the Mannheim Study of Children at Risk, which follows a sample of children at risk from birth to adulthood, the present paper provides convincing evidence demonstrating how protective factors in the child and his/her family environment operate during the course of development to contribute to the development of resilience. As shown, a major role is assigned to positive early parent–child relationships (both mother– and father–child interactions). Moreover, positive interactive experiences at the child’s age of 2 years play a significant role. These experiences consistently contribute to a positive child development in the face of adversity. In addition to characteristics of the social environment of the child, cognitive, social–emotional, and internal competencies during childhood, youth, and young adulthood play a major role in the development of resilience. These competencies enable children at risk who are growing up in psychosocial high-risk families or in poverty to successfully cope with conditions of high adversity. Moreover, the findings presented here demonstrate that resilience may be conceived as a personal characteristic that exhibits high stability since young adulthood. With these findings, the present study points to the significance of resilience in predicting the long-term outcome of children at risk. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 608 KW - Schutzfaktoren KW - Risikofaktoren KW - Längsschnittstudie KW - Mannheimer Risikokinderstudie KW - frühe Eltern-Kind-Beziehung KW - protective factors KW - risk factors KW - longitudinal study KW - Mannheim Study of Children at Risk KW - early parent-child relationship Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-433072 SN - 1866-8364 IS - 608 SP - 230 EP - 239 ER - TY - JOUR A1 - Kucian, Karin A1 - Zuber, Isabelle A1 - Kohn, Juliane A1 - Poltz, Nadine A1 - Wyschkon, Anne A1 - Esser, Günter A1 - von Aster, Michael G. T1 - Relation Between Mathematical Performance, Math Anxiety, and Affective Priming in Children With and Without Developmental Dyscalculia JF - Frontiers in psychology N2 - Many children show negative emotions related to mathematics and some even develop mathematics anxiety. The present study focused on the relation between negative emotions and arithmetical performance in children with and without developmental dyscalculia (DD) using an affective priming task. Previous findings suggested that arithmetic performance is influenced if an affective prime precedes the presentation of an arithmetic problem. In children with DD specifically, responses to arithmetic operations are supposed to be facilitated by both negative and mathematics-related primes (= negative math priming effect). We investigated mathematical performance, math anxiety, and the domain-general abilities of 172 primary school children (76 with DD and 96 controls). All participants also underwent an affective priming task which consisted of the decision whether a simple arithmetic operation (addition or subtraction) that was preceded by a prime (positive/negative/neutral or mathematics-related) was true or false. Our findings did not reveal a negative math priming effect in children with DD. Furthermore, when considering accuracy levels, gender, or math anxiety, the negative math priming effect could not be replicated. However, children with DD showed more math anxiety when explicitly assessed by a specific math anxiety interview and showed lower mathematical performance compared to controls. Moreover, math anxiety was equally present in boys and girls, even in the earliest stages of schooling, and interfered negatively with performance. In conclusion, mathematics is often associated with negative emotions that can be manifested in specific math anxiety, particularly in children with DD. Importantly, present findings suggest that in the assessed age group, it is more reliable to judge math anxiety and investigate its effects on mathematical performance explicitly by adequate questionnaires than by an affective math priming task. KW - developmental dyscalculia KW - mathematics KW - affective priming KW - calculation KW - arithmetic KW - anxiety KW - gender KW - children Y1 - 2018 U6 - https://doi.org/10.3389/fpsyg.2018.00263 SN - 1664-1078 VL - 9 PB - Frontiers Research Foundation CY - Lausanne ER - TY - GEN A1 - Kucian, Karin A1 - Zuber, Isabelle A1 - Kohn, Juliane A1 - Poltz, Nadine A1 - Wyschkon, Anne A1 - Esser, Günter A1 - von Aster, Michael G. T1 - Relation between mathematical performance, math anxiety, and affective priming in children with and without developmental dyscalculia T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Many children show negative emotions related to mathematics and some even develop mathematics anxiety. The present study focused on the relation between negative emotions and arithmetical performance in children with and without developmental dyscalculia (DD) using an affective priming task. Previous findings suggested that arithmetic performance is influenced if an affective prime precedes the presentation of an arithmetic problem. In children with DD specifically, responses to arithmetic operations are supposed to be facilitated by both negative and mathematics-related primes (= negative math priming effect). We investigated mathematical performance, math anxiety, and the domain-general abilities of 172 primary school children (76 with DD and 96 controls). All participants also underwent an affective priming task which consisted of the decision whether a simple arithmetic operation (addition or subtraction) that was preceded by a prime (positive/negative/neutral or mathematics-related) was true or false. Our findings did not reveal a negative math priming effect in children with DD. Furthermore, when considering accuracy levels, gender, or math anxiety, the negative math priming effect could not be replicated. However, children with DD showed more math anxiety when explicitly assessed by a specific math anxiety interview and showed lower mathematical performance compared to controls. Moreover, math anxiety was equally present in boys and girls, even in the earliest stages of schooling, and interfered negatively with performance. In conclusion, mathematics is often associated with negative emotions that can be manifested in specific math anxiety, particularly in children with DD. Importantly, present findings suggest that in the assessed age group, it is more reliable to judge math anxiety and investigate its effects on mathematical performance explicitly by adequate questionnaires than by an affective math priming task. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 684 KW - developmental dyscalculia KW - mathematics KW - affective priming KW - calculation KW - arithmetic KW - anxiety KW - gender KW - children Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-460671 SN - 1866-8364 IS - 684 ER - TY - GEN A1 - Schulz, Franziska A1 - Wyschkon, Anne A1 - Gallit, Finja Sunnyi A1 - Poltz, Nadine A1 - Moraske, Svenja A1 - Kucian, Karin A1 - von Aster, Michael G. A1 - Esser, Günter T1 - Rechenprobleme von Grundschulkindern BT - Persistenz und Schulerfolg nach fünf Jahren T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Fragestellung: Ziel war die Untersuchung des Verlaufs von Kindern mit Rechenstörungen bzw. Rechenschwächen. Neben der Persistenz wurden Auswirkungen von Rechenproblemen auf künftige Rechenleistungen sowie den Schulerfolg geprüft. Methodik: Für 2909 Schüler der 2. bis 5. Klasse liegen die Resultate standardisierter Rechen- und Intelligenztests vor. Ein Teil dieser Kinder ist nach 37 und 68 Mona-ten erneut untersucht worden. Ergebnisse: Die Prävalenz von Rechenstörungen betrug 1.4 %, Rechenschwächen traten bei 11.2 % auf. Rechen-probleme zeigten eine mittlere bis hohe Persistenz. Schüler mit Rechenschwäche blieben im Rechnen gut eine Standardabweichung hinter durchschnittlich und ca. eine halbe Standardabweichung hinter unterdurchschnittlich intelligenten Kontrollkindern zurück. Der allgemeine Schulerfolg rechenschwacher Probanden (definiert über Mathematiknote, Deutschnote und Schultyp) ähnelte dem der unterdurchschnittlich intelligenten Kontrollgruppe und blieb hinter dem Schulerfolg durchschnittlich intelligenter Kontrollkinder zurück. Eingangs ältere Probanden mit Rechenproblemen (4. bis 5. Klasse) wiesen eine schlechtere Prognose auf als Kinder, die zu Beginn die 2. oder 3. Klasse besuchten. Schluss-folgerungen: Rechenprobleme stellen ein ernsthaftes Entwicklungsrisiko dar. Längsschnittuntersuchungen, die Kinder mit streng definierter Rechenstörung bis ins Erwachsenenalter begleiten und Prädiktoren für unterschiedlich erfolgreiche Verläufe ermitteln, sind dringend notwendig. N2 - Objective: The present study examines the 5 years course of mathematics learning disabilities (MLD) and poor mathematics achieve-ment in children from primary to secondary schools. The study investigates the persistence and the impact of mathematical difficulties on the later mathematics performance and school-related success. Method: First, 2909 second to fifth graders were examined with standardized tests in mathematical skills and intelligence. A part of these children was re-examined after 37 and after 68 months. Results: A prevalence of 1.4 % for MLD and 11.2 % for poor mathematics achievement was determined. Mathematical difficulties showed medium to high persistence. Later performance of children with poor mathematics achievement was one standard deviation below a control group without mathematical difficul-ties with average intelligence and 0.5 standard deviations below a group of children with intellectual deficits. School-related success was a composite score of the mathematics grade, the language grade and school type. Children with poor mathematics achievement showed similar school-related success to children with intellectual deficits. Furthermore, they scored significant lower than children without mathematical difficulties and average intelligence. Older children with mathematical difficulties (4th to 5th grade) showed a poorer prognosis than children attending grade 2 or 3. Conclusion: Poor mathematics achievement is a considerable developmental risk. Large longitudinal studies into adult-hood with strict MLD definition are needed to evaluate predictors of successful developmental courses. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 634 KW - Rechenstörungen KW - Stabilität KW - Verlauf KW - Längsschnittstudie KW - Schulerfolg Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-441388 SN - 1866-8364 IS - 634 SP - 67 EP - 80 ER - TY - JOUR A1 - Schmid, Brigitte A1 - Blomeyer, Dorothea A1 - Buchmann, Arlette F. A1 - Trautmann-Villalba, Patricia A1 - Zimmermann, Ulrich S. A1 - Schmidt, Martin H. A1 - Esser, Günter A1 - Banaschewski, Tobias A1 - Laucht, Manfred T1 - Quality of early mother-child interaction associated with depressive psychopathology in the offspring - a prospective study from infancy to adulthood JF - Journal of psychiatric research N2 - Evidence from animal research has revealed that less maternal care results in disturbed emotionality in the offspring. In the present study, the long-term impact of maternal responsiveness and stimulation during early mother child interaction on depressive psychopathology was examined until adulthood. Data are from an epidemiological cohort study of the long-term outcome of early risk factors assessed at birth. At age 3 months, mothers and infants were videotaped during a nursing and playing situation. Maternal responsiveness and stimulation as well as infant responsiveness were evaluated by trained raters. At age 19 years, 314 participants (145 males, 169 females) were characterized on measures of depression through interview and questionnaire. In addition, measures of depression and anxiety were available from assessments in childhood. Results indicated that less maternal stimulation during early interaction was associated with a higher risk of depression in the offspring until the age of 19 years. In addition, children of less stimulating mothers showed more depressive symptoms at age 19 years and displayed more anxiety and depressive symptoms between the ages of 4.5 and 15 years. In contrast, maternal responsiveness was unrelated to children's outcome. In accordance with findings from animal research, the present study provides first longitudinal evidence in humans of a continuous and long-term influence of early maternal interaction behavior on the offspring's psychological adjustment until adulthood. The results suggest that the amount of maternally initiated contact behavior in a very early developmental stage may be crucial for children's mental health, regardless of child and maternal responsiveness. KW - Depression KW - Mother-infant interaction KW - Longitudinal study KW - Young adulthood KW - Infancy Y1 - 2011 U6 - https://doi.org/10.1016/j.jpsychires.2011.05.010 SN - 0022-3956 VL - 45 IS - 10 SP - 1387 EP - 1394 PB - Elsevier CY - Oxford ER - TY - JOUR A1 - Schmidt, Martin H. A1 - Esser, Günter A1 - Ihle, Wolfgang A1 - Lay, Barbara T1 - Psychosomatic and depressive symptoms at age eight and age eighteen Y1 - 1998 SN - 0065-2008 ER - TY - JOUR A1 - Maier, A. A1 - Lange, Sabine A1 - Horacek, U. A1 - Weinrich, D. A1 - Esser, Günter T1 - Psychische Störungen und Entwicklungsauffälligkeiten früher erkennen mit neuem Kita- Vorsorgebogen Y1 - 2007 ER - TY - JOUR A1 - Ihle, Wolfgang A1 - Esser, Günter A1 - Reis, Olaf A1 - Meyer-Probst, Bernhard A1 - Blanz, Bernhard A1 - Schmidt, Martin H. T1 - Psychische Störungen im Übergang vom Jugend- zum Erwachsenenalter in Zeiten gesellschaftlichen Wandels : Ergebnisse zweier Längsschnittstudien in Rostock und Mannheim Y1 - 1999 SN - 3-7867-2180-7 ER - TY - JOUR A1 - Ihle, Wolfgang A1 - Esser, Günter T1 - Psychische Störungen im Kindes- und Jugendalter : Gesundheitliche Lage, gesundheitliche Versorgung und Empfehlungen für die Politik Y1 - 2007 ER - TY - JOUR A1 - Ihle, Wolfgang A1 - Esser, Günter T1 - Psychische Störungen bei Kindern und Jugendlichen : Häufigkeit, Versorgungslage und Prävention Y1 - 2007 ER - TY - JOUR A1 - Esser, Günter A1 - Schmidt, Martin H. T1 - Psychische Probleme des Jugendalters : Ergebnisse einer prospektiven epidemiologischer Längsschnittsstudie von 8-18 Jahren Y1 - 1997 ER - TY - JOUR A1 - Ihle, Wolfgang A1 - Esser, Günter A1 - Laucht, Manfred T1 - Psychiatrische Auffälligkeiten und soziale Anpassung behinderter Vorschulkinder Y1 - 1996 ER - TY - JOUR A1 - Pietz, J. A1 - Fätkenheuer, Brigitte A1 - Burgard, P. A1 - Armbruster, M. A1 - Esser, Günter A1 - Schmidt, Martin H. T1 - Psychiatric disorders in adult patients with early-treated phenylketonuria Y1 - 1997 ER - TY - JOUR A1 - Moraske, Svenja A1 - Penrose, Anna A1 - Wyschkon, Anne A1 - Kohn, Juliane A1 - Rauscher, Larissa A1 - von Aster, Michael G. A1 - Esser, Günter T1 - Prävention von Rechenstörungen T1 - Prevention of Dyscalculia BT - Kurz- und mittelfristige Effekte einer Förderung der mathematischen Kompetenzen bei Risikokindern im Vorschulalter BT - Short-Term and Intermediate Effects of Stimulating Numerical Competencies for Children at Risk in Preschool JF - Kindheit und Entwicklung N2 - Ziel ist die Überprüfung der kurz- und mittelfristigen Wirksamkeit einer vorschulischen Förderung des Mengen- und Zahlenverständnisses bei Kindern mit einem Risiko für die Entwicklung einer Rechenstörung. Es wurden 32 Risikokinder mit einer Kombination aus den Förderprogrammen Mathematik im Vorschulalter und Mengen, zählen, Zahlen im letzten Kindergartenjahr von den Erzieherinnen trainiert und mit 38 untrainierten Risikokindern verglichen. Hinsichtlich der kurzfristigen Wirksamkeit zeigten sich positive Trainingseffekte auf die numerischen Leistungen im letzten Kindergartenjahr. Es ließen sich keine signifikanten mittelfristigen Trainingseffekte auf die Rechenleistungen im zweiten Halbjahr der 1. Klasse finden. Das eingesetzte vorschulische Präventionsprogramm leistete danach einen wichtigen Beitrag zur kurzfristigen Verbesserung der mathematischen Basiskompetenzen. N2 - A slew of studies has shown that training programs teaching numerical competencies have positive short-term effects on mathematical performance. The results for the intermediate effects are not consistent and there are only a few studies on this issue. The aim of this investigation was to evaluate the short-term and intermediate effects of a preschool training program stimulating numerical competencies for children at risk of developing dyscalculia (<= 10th percentile). During the last kindergarten year, 32 children at risk were trained with a combination of the intervention Mathematik im Vorschulalter and Mengen, zahlen, Zahlen by their kindergarten teachers, who were trained and supervised. Contents of the preschool training were: counting, number knowledge up to 10, comprehension of quantity concept, visual differentiation, spatial ability, simple arithmetic operation, handling of symbols, realizing abstract-logical correlations, and identifying cause-effect relations. The training lasted 11 weeks and took place twice a week (session duration = 30-40 min). Children who participated in at least 50% of the sessions were included. The control group consisted of 38 untrained children at risk. For measuring numerical competencies in kindergarten, a subtest of the instrument Basisdiagnostik Umschriebener Entwicklungsstorungen im Vorschulalter - Version III (BUEVA-III) was used, and for measuring mathematical performance the test Deutsche Mathematiktest fur erste Klassen (DEMAT 1+) was used. Before the training there were no group differences between the training and control group regarding mathematical performance and overall intelligence. The training showed positive short-term effects for numerical competencies in the last kindergarten year (medium effect size). While trained children could significantly improve their mathematical competencies to an average level (from 34 to 41 t-value points), the performances of the untrained children stayed below average. Unfortunately, there were no significant intermediate effects for mathematical performance in the second half of the first grade. Regarding the diagnosis of dyscalculia as defined by the ICD-10, it was not possible to gather a sufficiently large sample in the first grade fulfilling the criteria to test differences between training and control groups. Methodological limitations of this study were the missing random allocation to treatment conditions, a large drop-out rate, and long testing periods. The preschool training that was used to stimulate numerical competencies contributed significantly toward improving numerical competencies in the short term. Further investigations will determine the long-term effects of the training in the second and third grade. This is particularly important because dyscalculia occurring from the second grade on is a stable phenomenon. KW - developmental dyscalculia KW - numerical competence KW - prevention KW - risk KW - specific developmental disorder KW - Rechenstörung KW - Zahlen- und Mengenverständnis KW - Prävention KW - Risiko KW - Umschriebene Entwicklungsstörung Y1 - 2017 U6 - https://doi.org/10.1026/0942-5403/a000242 SN - 0942-5403 SN - 2190-6246 VL - 27 IS - 1 SP - 31 EP - 42 PB - Hogrefe CY - Göttingen ER - TY - GEN A1 - Moraske, Svenja A1 - Penrose, Anna A1 - Wyschkon, Anne A1 - Kohn, Juliane A1 - Rauscher, Larissa A1 - von Aster, Michael G. A1 - Esser, Günter T1 - Prävention von Rechenstörungen T1 - Prevention for dyscalculia BT - kurz- und mittelfristige Effekte einer Förderung der mathematischen Kompetenzen bei Risikokindern im Vorschulalter BT - short-term and intermediate effects of training stimulating numerical competencies for children at risk in preschool T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Ziel ist die Überprüfung der kurz- und mittelfristigen Wirksamkeit einer vorschulischen Förderung des Mengen- und Zahlenverständnisses bei Kindern mit einem Risiko für die Entwicklung einer Rechenstörung. Es wurden 32 Risikokinder mit einer Kombination aus den Förderprogrammen Mathematik im Vorschulalter und Mengen, zählen, Zahlen im letzten Kindergartenjahr von den Erzieherinnen trainiert und mit 38 untrainierten Risikokindern verglichen. Hinsichtlich der kurzfristigen Wirksamkeit zeigten sich positive Trainingseffekte auf die numerischen Leistungen im letzten Kindergartenjahr. Es ließen sich keine signifikanten mittelfristigen Trainingseffekte auf die Rechenleistungen im zweiten Halbjahr der 1. Klasse finden. Das eingesetzte vorschulische Präventionsprogramm leistete danach einen wichtigen Beitrag zur kurzfristigen Verbesserung der mathematischen Basiskompetenzen. N2 - A slew of studies has shown that training programs teaching numerical competencies have positive short-term effects on mathematical performance. The results for the intermediate effects are not consistent and there are only a few studies on this issue. The aim of this investigation was to evaluate the short-term and intermediate effects of a preschool training program stimulating numerical competencies for children at risk of developing dyscalculia (≤ 10th percentile). During the last kindergarten year, 32 children at risk were trained with a combination of the intervention Mathematik im Vorschulalter and Mengen, zählen, Zahlen by their kindergarten teachers, who were trained and supervised. Contents of the preschool training were: counting, number knowledge up to 10, comprehension of quantity concept, visual differentiation, spatial ability, simple arithmetic operation, handling of symbols, realizing abstract–logical correlations, and identifying cause–effect relations. The training lasted 11 weeks and took place twice a week (session duration = 30 – 40 min). Children who participated in at least 50 % of the sessions were included. The control group consisted of 38 untrained children at risk. For measuring numerical competencies in kindergarten, a subtest of the instrument Basisdiagnostik Umschriebener Entwicklungsstörungen im Vorschulalter – Version III (BUEVA-III) was used, and for measuring mathematical performance the test Deutsche Mathematiktest für erste Klassen (DEMAT 1+) was used. Before the training there were no group differences between the training and control group regarding mathematical performance and overall intelligence. The training showed positive short-term effects for numerical competencies in the last kindergarten year (medium effect size). While trained children could significantly improve their mathematical competencies to an average level (from 34 to 41 t-value points), the performances of the untrained children stayed below average. Unfortunately, there were no significant intermediate effects for mathematical performance in the second half of the first grade. Regarding the diagnosis of dyscalculia as defined by the ICD-10, it was not possible to gather a sufficiently large sample in the first grade fulfilling the criteria to test differences between training and control groups. Methodological limitations of this study were the missing random allocation to treatment conditions, a large drop-out rate, and long testing periods. The preschool training that was used to stimulate numerical competencies contributed significantly toward improving numerical competencies in the short term. Further investigations will determine the long-term effects of the training in the second and third grade. This is particularly important because dyscalculia occurring from the second grade on is a stable phenomenon. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 616 KW - developmental dyscalculia KW - numerical competence KW - prevention KW - risk KW - specific developmental disorder KW - Rechenstörung KW - Zahlen- und Mengenverständnis KW - Prävention KW - Risiko KW - Umschriebene Entwicklungsstörung Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-434101 SN - 1866-8364 IS - 616 SP - 31 EP - 42 ER - TY - JOUR A1 - Ihle, Wolfgang A1 - Esser, Günter T1 - Prävalenz, Komorbidität und Geschlechtsunterschiede psychischer Störungen vom Grundschul- bis ins frühe Erwachsenenalter Y1 - 2000 ER - TY - JOUR A1 - Esser, Günter T1 - Projektive Testverfahren Y1 - 2003 SN - 3-13-126082-3 ER - TY - JOUR A1 - Esser, Günter T1 - Projektive Testverfahren N2 - Projektive Testverfahren folgen der Grundannahme, dass ein möglichst vieldeutiges Testmaterial nach der Theorie der sozialen Wahrnehmung dazu führt, dass die Persönlichkeit des Probanden zum wichtigsten Faktor seines Testverhaltens wird. Projektive Testverfahren erfüllen im allgemeinen die Gütekriterien der klinischen Testtheorie nicht. Sie sind daher allenfalls als explorative Techniken vertretbar. Der Familie - in - Tieren Test soll Rückschlüsse auf die Familienstruktur aus der Sicht des Kindes geben. Einblicke in die Erlebniswelt des Kindes verspricht der Thematische Apperzeptionstest nach Murray. Auf die Familienbeziehungen zentriert ist der Familien- Beziehungs-Test von Howells und Lickorisch. Die Reaktionen der Versuchspersonen in frustrierenden Belastungssituationen versucht das einzige normierte projektive Testverfahren, der Rosenzweig Picture - Frustration - Test, zu objektivieren. Der Scenotest hat zum Ziel mit standardisiertem Spielmaterial Einblicke in die Erlebniswelt des Kindes zu gewinnen, die sich der direkten Befragung verschließen. Y1 - 2002 SN - 3-13-126081-5 ER - TY - JOUR A1 - Esser, Günter T1 - Projektive Testverfahren N2 - Projektive Testverfahren folgen der Grundannahme, dass ein moeglichst vieldeutiges Testmaterial nach der Theorie der sozialen Wahrnehmung dazu fuehrt, dass die Persoenlichkeit des Probanden zum wichtigsten Faktor seines Testverhaltens wird. Projektive Testverfahren erfuellen im allgemeinen die Guetekriterien der klinischen Testtheorie nicht. Sie sind daher allenfalls als explorative Techniken vertretbar. Der Familie - in - Tieren Test soll Rueckschluesse auf die Familienstruktur aus der Sicht des Kindes geben. Einblicke in die Erlebniswelt des Kindes verspricht der Thematische Apperzeptionstest nach Murray. Auf die Familienbeziehungen zentriert ist der Familien- Beziehungs-Test von Howells und Lickorisch. Die Reaktionen der Versuchspersonen in frustrierenden Belastungssituationen versucht das einzige normierte projektive Testverfahren, der Rosenzweig Picture - Frustration - Test, zu objektivieren. Der Scenotest hat zum Ziel mit standardisiertem Spielmaterial Einblicke in die Erlebniswelt des Kindes zu gewinnen, die sich der direkten Befragung verschließen. Y1 - 2008 SN - 978-3-13-126083-3 ER - TY - JOUR A1 - Laucht, Michael A1 - Schmidt, Martin H. A1 - Esser, Günter T1 - Problems of behavioral and emotional regulation in early infancy : precursors of psychiatric disorders in later childhood? Y1 - 2007 SN - 978-1-934019-17-7 ER - TY - JOUR A1 - Höse, Anna A1 - Wyschkon, Anne A1 - Moraske, Svenja A1 - Eggeling, Marie A1 - Quandte, Sabine A1 - Kohn, Juliane A1 - Poltz, Nadine A1 - von Aster, Michael G. A1 - Esser, Günter T1 - Prevention of dyslexia short-term and intermediate effects of promoting phonological awareness and letter-sound correspondence with at-risk preschool children JF - Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie N2 - Objective: This study assesses the short-term and intermediate effects of preschool training stimulating phonological awareness and letter-sound correspondence for children at risk of developing dyslexia. Moreover, we examined whether training reduced the frequency of subsequent dyslexic problems. Method: 25 children at risk of developing dyslexia were trained with Horen, Lauschen, Lernen 1 und 2 (Kuspert & Schneider, 2008; Plume & Schneider, 2004) by their kindergarten teachers and were compared with 60 untrained at-risk children. Results:The training revealed a significant short-term effect: The phonological awareness of trained at-risk children increased significantly over that of untrained at-risk children. However, there were no differences in phonological awareness, spelling, and reading ability between the first-graders in the training and control group. Furthermore, reading problems were reduced in the training group. Conclusions: In the future, phonological awareness as well as additional predictors should be included when identifying children vulnerable to developing dyslexia. Moreover, in order to prevent dyslexia, additional prerequisite deficits need to be identified, alleviated, and their effects evaluated. KW - developmental dyslexia KW - phonological awareness KW - prevention KW - risk KW - specific developmental disorder Y1 - 2016 U6 - https://doi.org/10.1024/1422-4917/a000456 SN - 1422-4917 SN - 1664-2880 VL - 44 SP - 377 EP - 391 PB - Hogrefe CY - Bern ER - TY - JOUR A1 - Ihle, Wolfgang A1 - Esser, Günter A1 - Schmidt, Martin H. A1 - Blanz, Bernhard A1 - Reis, Olaf A1 - Meyer-Probst, Bernhard T1 - Prevalence, course and risk factors for mental disorders in young adults and their parents in East and West Germany Y1 - 2001 ER - TY - JOUR A1 - Esser, Günter A1 - Schmidt, Martin H. T1 - Prevalence, course and risk factors for mental disorders Y1 - 1996 ER - TY - JOUR A1 - Pitzer, Martina A1 - Jennen-Steinmetz, Christine A1 - Esser, Günter A1 - Schmidt, Martin H. A1 - Laucht, Manfred T1 - Prediction of preadolescent depressive symptoms from child temperament, maternal distress, and gender results of a prospective, longitudinal study JF - Journal of developmental and behavioral pediatrics N2 - Objective: The delineation of developmental pathways to juvenile depressive symptoms is of major clinical interest because these are known to be predictive for adult mood disorders and for a range of other mental health problems. This study investigates the impact of child temperament and early maternal distress, both of which are known to influence children's emotional development, on preadolescent depression. Methods: In a prospective, longitudinal at-risk sample (163 boys, 178 girls), we assessed temperament at the age of 3 months and at 2 years, 4.5 years, and 8 years, respectively, and chronic maternal distress during infancy. Hierarchical linear regression analysis was used to investigate the prediction of depressive symptoms at the age of 11 years measured by the Child Depression Inventory. In addition, we controlled for psychosocial and obstetric perinatal risks and gender. Results: Psychosocial risks and self-control temperament made significant independent contributions to preadolescent depression, whereas fearful, difficult temperament and obstetric risks were unrelated to depressive outcome. Interestingly, a clear gender difference emerged with a significant prediction from maternal distress only in girls. Conclusions: Our data extend previous findings of a concurrent association between regulative temperament and juvenile depression to a predictive view. Furthermore, the results point toward gender-specific pathways to preadolescent depression and support earlier findings indicating that subclinical maternal distress may exert as detrimental effects on child development as clinical depression. KW - preadolescent depression KW - temperament KW - maternal distress KW - gender Y1 - 2011 U6 - https://doi.org/10.1097/DBP.0b013e3181f4a474 SN - 0196-206X VL - 32 IS - 1 SP - 18 EP - 26 PB - Lippincott Williams & Wilkins CY - Philadelphia ER - TY - JOUR A1 - Zohsel, Katrin A1 - Baldus, Christiane A1 - Schmidt, Martin H. A1 - Esser, Günter A1 - Banaschewski, Tobias A1 - Thomasius, Rainer A1 - Laucht, Manfred T1 - Predicting later problematic cannabis use from psychopathological symptoms during childhood and adolescence: Results of a 25-year longitudinal study JF - Drug and alcohol dependence : an international journal on biomedical and psychosocial approaches N2 - Background: Cannabis is the most commonly used illegal substance among adolescents and young adults. Problematic cannabis use is often associated with comorbid psychopathological problems. The purpose of the current study was to elucidate the underlying developmental processes connecting externalizing and internalizing psychopathology in childhood and adolescence with problematic cannabis use in young adulthood. Methods: Data were drawn from the Mannheim Study of Children at Risk, an ongoing epidemiological cohort study from birth to adulthood. For n = 307 participants, symptom scores of conduct/oppositional defiant disorder, attention problems, hyperactivity/impulsivity, and internalizing disorders were available for the periods of childhood (4.5-11 years) and adolescence (15 years). At age 25 years, problematic cannabis use was assessed via clinical interview and a self-rating questionnaire. Results: At age 25 years, problematic cannabis use was identified in n = 28 participants (9.1%). Childhood conduct/oppositional behavior problems were predictive of problematic cannabis use during young adulthood when comorbid symptoms were controlled for. No such effect was found for childhood attention, hyperactivity/impulsivity or internalizing problems. With respect to psychopathological symptoms during adolescence, only attention problems were significantly related to later problematic cannabis use when controlling for comorbidity. Conclusions: The current study highlights the role of conduct/oppositional behavior problems during childhood and attention problems during adolescence in later problematic cannabis use. It sheds more light on the developmental sequence of childhood and adolescence psychopathology and young adult cannabis use, which is a prerequisite for effective prevention approaches. (C) 2016 Elsevier Ireland Ltd. All rights reserved. KW - Problematic cannabis use KW - Externalizing behavior KW - Internalizing behavior KW - Childhood KW - Adolescence Y1 - 2016 U6 - https://doi.org/10.1016/j.drugalcdep.2016.04.012 SN - 0376-8716 SN - 1879-0046 VL - 163 SP - 251 EP - 255 PB - Elsevier CY - Clare ER - TY - JOUR A1 - Holz, Nathalie E. A1 - Boecker-Schlier, Regina A1 - Jennen-Steinmetz, Christine A1 - Buchmann, Arlette F. A1 - Blomeyer, Dorothea A1 - Baumeister, Sarah A1 - Plichta, Michael M. A1 - Esser, Günter A1 - Schmidt, Martin A1 - Meyer-Lindenberg, Andreas A1 - Banaschewski, Tobias A1 - Brandeis, Daniel A1 - Laucht, Manfred T1 - Positive coping styles and perigenual ACC volume: two related mechanisms for conferring resilience? JF - Frontiers in human neuroscience N2 - Stress exposure has been linked to increased rates of depression and anxiety in adults, particularly in females, and has been associated with maladaptive changes in the anterior cingulate cortex (ACC), which is an important brain structure involved in internalizing disorders. Coping styles are important mediators of the stress reaction by establishing homeostasis, and may thus confer resilience to stress-related psychopathology. Anatomical scans were acquired in 181 healthy participants at age 25 years. Positive coping styles were determined using a self-report questionnaire (German Stress Coping Questionnaire, SVF78) at age 22 years. Adult anxiety and depression symptoms were assessed at ages 22, 23 and 25 years with the Young Adult Self-Report. Information on previous internalizing diagnoses was obtained by diagnostic interview (2-19 years). Positive coping styles were associated with increased ACC volume. ACC volume and positive coping styles predicted anxiety and depression in a sex-dependent manner with increased positive coping and ACC volume being related to lower levels of psychopathology in females, but not in males. These results remained significant when controlled for previous internalizing diagnoses. These findings indicate that positive coping styles and ACC volume are two linked mechanisms, which may serve as protective factors against internalizing disorders. KW - coping styles KW - perigenual anterior cingulate cortex KW - resilience KW - anxiety disorders KW - mood disorders Y1 - 2016 U6 - https://doi.org/10.1093/scan/nsw005 SN - 1749-5016 SN - 1749-5024 VL - 11 SP - 813 EP - 820 PB - Oxford Univ. Press CY - Oxford ER - TY - JOUR A1 - Esser, Günter A1 - Reich, Stefanie A1 - Wagener, Nina A1 - Hösch, Ingrid A1 - Ihle, Wolfgang A1 - Laucht, Manfred T1 - PoKI: Potsdamer Kinder-Interview für 6- bis 12-Jährige BT - Manual Y1 - 2017 PB - Hogrefe CY - Göttingen ER - TY - JOUR A1 - Bakhshayesh, Ali Reza A1 - Hänsch, Sylvana A1 - Wyschkon, Anne A1 - Rezai, Mohammad Javad A1 - Esser, Günter T1 - Neurofeedback in ADHD : a single-blind randomized controlled trial N2 - Neurofeedback treatment has been demonstrated to reduce inattention, impulsivity and hyperactivity in children with attention deficit/hyperactivity disorder (ADHD). However, previous studies did not adequately control confounding variables or did not employ a randomized reinforcer-controlled design. This study addresses those methodological shortcomings by comparing the effects of the following two matched biofeedback training variants on the primary symptoms of ADHD: EEG neurofeedback (NF) aiming at theta/beta ratio reduction and EMG biofeedback (BF) aiming at forehead muscle relaxation. Thirty-five children with ADHD (26 boys, 9 girls; 6-14 years old) were randomly assigned to either the therapy group (NF; n = 18) or the control group (BF; n = 17). Treatment for both groups consisted of 30 sessions. Pre- and post-treatment assessment consisted of psychophysiological measures, behavioural rating scales completed by parents and teachers, as well as psychometric measures. Training effectively reduced theta/beta ratios and EMG levels in the NF and BF groups, respectively. Parents reported significant reductions in primary ADHD symptoms, and inattention improvements in the NF group were higher compared to the control intervention (BF, dcorr = -.94). NF training also improved attention and reaction times on the psychometric measures. The results indicate that NF effectively reduced inattention symptoms on parent rating scales and reaction time in neuropsychological tests. However, regarding hyperactivity and impulsivity symptoms, the results imply that non-specific factors, such as behavioural contingencies, self-efficacy, structured learning environment and feed-forward processes, may also contribute to the positive behavioural effects induced by neurofeedback training. Y1 - 2011 ER - TY - JOUR A1 - Bakhshayesh, Ali Reza A1 - Hänsch, Sylvana A1 - Wyschkon, Anne A1 - Rezai, Mohammad Javad A1 - Esser, Günter T1 - Neurofeedback in ADHD a single-blind randomized controlled trial JF - European child and adolescent psychiatry : offical journal of the European Society for Child and Adolescent Psychiatry N2 - Neurofeedback treatment has been demonstrated to reduce inattention, impulsivity and hyperactivity in children with attention deficit/hyperactivity disorder (ADHD). However, previous studies did not adequately control confounding variables or did not employ a randomized reinforcer-controlled design. This study addresses those methodological shortcomings by comparing the effects of the following two matched biofeedback training variants on the primary symptoms of ADHD: EEG neurofeedback (NF) aiming at theta/beta ratio reduction and EMG biofeedback (BF) aiming at forehead muscle relaxation. Thirty-five children with ADHD (26 boys, 9 girls; 6-14 years old) were randomly assigned to either the therapy group (NF; n = 18) or the control group (BF; n = 17). Treatment for both groups consisted of 30 sessions. Pre- and post-treatment assessment consisted of psychophysiological measures, behavioural rating scales completed by parents and teachers, as well as psychometric measures. Training effectively reduced theta/beta ratios and EMG levels in the NF and BF groups, respectively. Parents reported significant reductions in primary ADHD symptoms, and inattention improvements in the NF group were higher compared to the control intervention (BF, d(corr) = -.94). NF training also improved attention and reaction times on the psychometric measures. The results indicate that NF effectively reduced inattention symptoms on parent rating scales and reaction time in neuropsychological tests. However, regarding hyperactivity and impulsivity symptoms, the results imply that non-specific factors, such as behavioural contingencies, self-efficacy, structured learning environment and feed-forward processes, may also contribute to the positive behavioural effects induced by neurofeedback training. KW - Biofeedback KW - Neurofeedback KW - EMG biofeedback KW - ADHD KW - Single-blind Y1 - 2011 U6 - https://doi.org/10.1007/s00787-011-0208-y SN - 1018-8827 VL - 20 IS - 9 SP - 481 EP - 491 PB - Springer CY - New York ER - TY - JOUR A1 - Krentz, Eva Maria A1 - Esser, Günter T1 - Muth-Seidel, D., Petermann, F., Training für Kinder mit räumlich-konstruktiven Störungen; Göttingen, Hogrefe, 2008 BT - Training für Kinder mit räumlich-konstruktiven Störungen : das neuropsychologische Einzeltraining DIMENSIONER II Y1 - 2009 UR - http://psycontent.metapress.com/content/1616-3443 U6 - https://doi.org/10.1026/1616-3443.38.2.146 SN - 1616-3443 ER - TY - JOUR A1 - Esser, Günter T1 - Multimethodale Diagnostik Y1 - 2003 SN - 3-13-126082-3 ER - TY - JOUR A1 - Esser, Günter T1 - Multimethodale Diagnostik Y1 - 2002 SN - 3-13-126081-5 ER - TY - JOUR A1 - Laucht, Manfred A1 - Schmidt, Martin H. A1 - Esser, Günter T1 - Motorische, kognitive und sozial-emotionale Entwicklung von 11jährigen mit frühkindlichen Risikobelastungen: späte Folgen Y1 - 2002 SN - 0301-6811 ER - TY - JOUR A1 - Zohsel, Katrin A1 - Buchmann, Arlette F. A1 - Blomeyer, Dorothea A1 - Hohm, Erika A1 - Schmidt, Martin H. A1 - Esser, Günter A1 - Brandeis, Daniel A1 - Banaschewski, Tobias A1 - Laucht, Manfred T1 - Mothers' prenatal stress and their children's antisocial outcomes - a moderating role for the dopamine receptor D4 (DRD4) gene JF - The journal of child psychology and psychiatry N2 - ResultsUnder conditions of elevated prenatal maternal stress, children carrying one or two DRD4 7r alleles were at increased risk of a diagnosis of CD/ODD. Moreover, homozygous carriers of the DRD4 7r allele displayed more externalizing behavior following exposure to higher levels of prenatal maternal stress, while homozygous carriers of the DRD4 4r allele turned out to be insensitive to the effects of prenatal stress. ConclusionsThis study is the first to report a gene-environment interaction related to DRD4 and prenatal maternal stress using data from a prospective study, which extends earlier findings on the impact of prenatal maternal stress with respect to childhood antisocial behavior. KW - Prenatal stress KW - antisocial KW - conduct disorder KW - DRD4 KW - gene-environment interaction Y1 - 2014 U6 - https://doi.org/10.1111/jcpp.12138 SN - 0021-9630 SN - 1469-7610 VL - 55 IS - 1 SP - 69 EP - 76 PB - Wiley-Blackwell CY - Hoboken ER -