TY - JOUR A1 - Ihle, Wolfgang A1 - Esser, Günter A1 - Schmidt, Martin H. A1 - Blanz, Bernhard T1 - Die Bedeutung von Risikofaktoren des Kindes- und Jugendalters für psychsiche Störungen von der Kindheit bis ins frühe Erwachsenenalter N2 - Fragestellung: Prospektive Bedeutung von Risikofaktoren des Kindes- und Jugendalters für externalisierende und internalisierende Störungen. Methode: Prospektive Längsschnittstudie vom Grundschul- zum frühen Erwachsenenalter. 321 Personen nahmen an allen Untersuchungen im Alter von 8, 13, 18 und 25 Jahren teil. Ergebnisse: Es zeigte sich, daß psychische Störungen in hohem Maße geschlechtsabhängig sind. Besonders groß waren die Unterschiede im frühen Erwachsenenalter, wobei internalisierende Störungen bei Frauen und externalisierende Störungen bei Männern deutlich überwogen. Externalisierende Störungen des Erwachsenenalters ließen sich besser vorhersagen als internalisierende Störungen. Dies ließ sich vor allem durch die größere prädiktive Bedeutung früher Risikofaktoren bis zum Alter von 8 Jahren erklären. Für die Vorhersage internalisierender Störungen war hingegen der Einfluß der Risikofaktoren des späten Jugendalters und des Übergangs zum Erwachsenenalter größer. 10% der untersuchten Stichprobe wies persistente Störungen auf und stellt damit eine Hochrisikogruppe dar. Dieser Verlaufstyp zeichnet sich durch stabil hohe Risikokonstellationen zu allen Untersuchungszeitpunkten aus. Schlüsselwörter: Risikofaktoren, Prävalenz, Geschlechtsunterschiede, Verlaufstypen, externalisierende Störungen, internalisierende Störungen, psychische Störungen, Kindes- und Jugendalter, Erwachsenenalter Childhood and adolescent predictors of mental disorders from childhood to early adulthood. Abstract. Objectives: Prospective impact of child and adolescent risk factors on externalizing and internalizing disorders. Methods: Prospective longitudinal study from childhood to early adulthood. 321 persons participated at age 8, 13, 18 and 25 years. Results: Sex differences in the prevalence rates of mental disorders were found. The highest differences were found in early adulthood. Females showed higher rates of internalizing disorders, whereas males showed higher rates of externalizing disorders. Externalizing disorders in adulthood could be predicted better than internalizing disorders. This result could be explained by the greater predictive power of childhood risk factors for externalizing disorders. Risk factors of adolescence and the transmission period to adulthood played a more prominent role in the prediction of internalizing disorders. 10% of the studied sample showed persistent disorders and was identified as a high-risk sample. This developmental pattern of mental disorders shows stable risk constellations from childhood to adulthood. Key words: risk factors, prevalence, sex differences, developmental patterns, externalizing disorders, internalizing disorders, mental disorders, childhood and adolescence, adulthood Y1 - 2002 ER - TY - JOUR A1 - Steigleider, Petra A1 - Laucht, Manfred A1 - Esser, Günter A1 - Schmidt, Martin H. T1 - Beeinträchtigte kognitive und motorische Leistungen bei 8-jährigen Kindern mit sehr niedrigem Geburtsgewicht Y1 - 2002 SN - 0084-5345 ER - TY - JOUR A1 - Zohsel, Katrin A1 - Holz, Nathalie E. A1 - Hohm, Erika A1 - Schmidt, Martin H. A1 - Esser, Günter A1 - Brandeis, Daniel A1 - Banaschewski, Tobias A1 - Laucht, Manfred T1 - Fewer self-reported depressive symptoms in young adults exposed to maternal depressed mood during pregnancy JF - Journal of Affective Disorders N2 - Background: Depressed mood is prevalent during pregnancy, with accumulating evidence suggesting an impact on developmental outcome in the offspring. However, the long-term effects of prenatal maternal depression regarding internalizing psychopathology in the offspring are as yet unclear. Results: In n=85 young adults exposed to prenatal maternal depressed mood, no significantly higher risk for a diagnosis of depressive disorder was observed. However, they reported significantly lower levels of depressive symptoms. This association was especially pronounced when prenatal maternal depressed mood was present during the first trimester of pregnancy and when maternal mood was depressed pre- as well as postnatally. At an uncorrected level only, prenatal maternal depressed mood was associated with decreased amygdala volume. Limitations: Prenatal maternal depressed mood was not assessed during pregnancy, but shortly after childbirth. No diagnoses of maternal clinical depression during pregnancy were available. Conclusions: Self-reported depressive symptoms do not imply increased, but rather decreased symptom levels in young adults who were exposed to prenatal maternal depressed mood. A long-term perspective may be important when considering consequences of prenatal risk factors. Y1 - 2016 U6 - https://doi.org/10.1016/j.jad.2016.08.059 SN - 0165-0327 SN - 1573-2517 VL - 209 SP - 155 EP - 162 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Meiser, Susanne A1 - Esser, Günter T1 - How dysfunctional are dysfunctional attitudes? BT - a threshold model of dysfunctional attitudes and depressive symptoms in children and adolescents JF - Cognitive Therapy and Research N2 - In order to clarify further the role of Beck’s vulnerability-stress model in the early development of depression, this longitudinal study tested a threshold model of dysfunctional attitudes in children and adolescents. An initially asymptomatic sample of 889 youths aged 9–18 years completed measures of dysfunctional attitudes and depressive symptoms. Twenty months later, participants reported stressful life events and current depressive symptoms. Results support a threshold view of cognitive vulnerability as only dysfunctional attitudes above a certain threshold significantly interacted with life events to predict depressive symptoms. Thus, findings suggest that dysfunctional attitudes must exceed a certain threshold to confer vulnerability to depressive symptomatology in youth. The term “dysfunctional” might therefore only apply to higher levels of the “dysfunctional attitudes” proposed by A. T. Beck. Results also indicate that studies using non-clinical samples may systematically underestimate the effect of dysfunctional attitudes when relying on conventional linear methods. KW - Cognitive vulnerability KW - Depression KW - Children KW - Adolescents KW - Dysfunctional attitudes KW - Threshold models Y1 - 2017 U6 - https://doi.org/10.1007/s10608-017-9842-0 SN - 0147-5916 SN - 1573-2819 VL - 41 SP - 730 EP - 744 PB - Springer CY - New York ER - TY - JOUR A1 - Esser, Günter A1 - Schmidt, Martin H. T1 - Die Mannheimer Risikokinderstudie T1 - The Mannheim Study of Children at Risk BT - Idee, Ziele und Design BT - Concept, Aims, and Design JF - Kindheit und Entwicklung N2 - Die Mannheimer Risikokinderstudie untersucht die psychische Entwicklung und ihre Störungen bei Kindern mit unterschiedlich ausgeprägten Risiken mit dem Ziel, Empfehlungen für die Verbesserung der Prävention, Früherkennung und Frühbehandlung von psychischen Störungen bei Kindern abzuleiten. Dazu begleitet sie eine Kohorte von anfangs 384 Kindern in ihrer Entwicklung von der Geburt bis zum Erwachsenenalter. Die Erhebungen fanden in regelmäßigen Abständen statt, beginnend im Alter von 3 Monaten, mit 2 Jahren, 4;6, 8, 11, 15, 19, 22, 23 und 25 Jahren. Geplant ist eine weitere Erhebung mit ca. 30 Jahren. N2 - The Mannheim Study of Children at Risk investigates psychological development and its disorders in children with different risks with the aim of delineating recommendations for improvements of prevention, early identification, and treatment of psychiatric disorders in children. Assessments are conducted at regular intervals, starting at the age of 3 months and then at 2, 4.5, 8, 11, 15, 19, 22, 23, and 25 years. The next assessment is planned for the age of about 30 years. KW - risk research KW - developmental psychopathology Y1 - 2017 U6 - https://doi.org/10.1026/0942-5403/a000232 SN - 0942-5403 SN - 2190-6246 VL - 26 SP - 198 EP - 202 PB - Hogrefe CY - Göttingen 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 - 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 - JOUR A1 - Pitzer, Martina A1 - Esser, Günter A1 - Schmidt, Martin H. A1 - Hohm, Erika A1 - Banaschewski, Tobias A1 - Laucht, Manfred T1 - Child regulative temperament as a mediator of parenting in the development of depressive symptoms BT - a longitudinal study from early childhood to preadolescence JF - Journal of neural transmission N2 - Child temperament as well as parenting behaviors have been linked to adolescent depression. Beyond their main effects, the interplay between these factors is of interest. For example, in an interactive model, a differential susceptibility of temperamental variants to parenting has been suggested. However, so far, the differential susceptibility hypothesis has mostly been studied with a focus on externalizing disorders. On the other hand, parenting may shape the child’s temperament and vice versa in a transactional process. In a prospective, longitudinal at-risk sample (163 boys, 176 girls), we assessed emotional (easy–difficult) and regulative (self-control) temperament at ages 4.5, and 8 years, respectively, as well as parenting quality at age 4.5 years using the HOME inventory. Hierarchical linear regression analysis was used to investigate the prediction of depressive symptoms at age 11, measured by the Child Depression Inventory, including interaction terms between the temperament variable and parenting. We additionally tested whether parenting was mediated by child temperament. As previously reported, both self-control and parenting were longitudinally associated with preadolescent depressive symptoms. There were no interactive effects between temperament and parenting. However, the effects of parenting were partly mediated by self-control. Our data do not support a differential susceptibility of temperamental variants in the development of preadolescent depression. However, our results are in line with the assumption that parenting may shape young children’s temperament, with positive parenting in the early childhood fostering the development of regulative temperament. KW - Temperament KW - Parenting KW - Children KW - Depression KW - Parent-child-interaction Y1 - 2017 U6 - https://doi.org/10.1007/s00702-017-1682-2 SN - 0300-9564 SN - 1435-1463 VL - 124 SP - 631 EP - 641 PB - Springer CY - Wien 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 - 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 -