The Effect of Parent and Teacher-Reports Children’s ADHD Symptoms on Internet Overuse: Dual Mediated Effects of Social Skills and Depressive Symptoms

2018 ◽  
Vol 56 (3) ◽  
pp. 155-179
Author(s):  
Bo-Young Jeong ◽  
Dong-Hun Lee
Keyword(s):  
Depressive Symptoms ◽  
Social Skills ◽  
Adhd Symptoms ◽  
Mediated Effects ◽  
Teacher Reports

scholarly journals The impact of preschool child and maternal attention-deficit/hyperactivity disorder (ADHD) symptoms on mothers’ perceived chronic stress and hair cortisol

2021 ◽  
Author(s):  
Anna Szép ◽  
Nadine Skoluda ◽  
Susan Schloß ◽  
Katja Becker ◽  
Ursula Pauli-Pott ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Depressive Symptoms ◽  
Chronic Stress ◽  
Perceived Stress ◽  
Depressive Symptomatology ◽  
Adhd Symptoms ◽  
Hair Cortisol ◽  
Hyperactivity Disorder ◽  
Child Adhd ◽  
Maternal Adhd

AbstractProviding care for a child with attention-deficit/hyperactivity disorder (ADHD) is associated with parenting stress. Moreover, adults with elevated ADHD symptoms report increased perceived stress. Despite this, it has rarely been examined whether and how child and maternal ADHD symptoms may affect maternal perceived stress and the stress-sensitive hypothalamic–pituitary–adrenal axis. This study therefore investigated the possible impact of child and maternal ADHD symptoms on mothers' perceived chronic stress and hair cortisol concentration (HCC), while simultaneously considering the effects of child oppositional defiant/conduct disorder (ODD/CD) and maternal depressive symptomatology. In total, 124 mothers (35.96 ± 5.21 years) of preschool children were included. Maternal perceived stress, ADHD and depressive symptoms were assessed using self-report measures. Child ADHD symptoms were assessed using an interview and questionnaires completed by mothers and teachers. Additionally, mothers provided information about their children’s ODD/CD symptoms. Hair samples were taken from mothers to assess HCC. Child and maternal ADHD, child ODD/CD, and maternal depressive symptoms accounted for 50% of the variance in perceived chronic stress (F(4, 119) = 30.24; p < 0.01), with only maternal ADHD (β = 0.52, p < 0.01) and depressive symptoms (β = 0.49, p < 0.01) being uniquely significant. Maternal ADHD symptoms did not moderate the relationship between child ADHD symptoms and maternal perceived chronic stress (b = − 0.01; SE b = 0.17; t(5, 118) = − 0.05; p = 0.96). Mother’s age became the only significant predictor of maternal HCC (β = 0.29; p < 0.01). Based on these findings, practitioners are advised to be aware of and take into account possible maternal ADHD and depressive symptomatology and perceived chronic stress when treating children diagnosed with ADHD.

scholarly journals Changes in Depressive Symptoms Among Adolescents with ASD Completing the PEERS® Social Skills Intervention

2017 ◽  
Vol 48 (3) ◽  
pp. 834-843 ◽  
Author(s):  
Hillary K. Schiltz ◽  
Alana J. McVey ◽  
Bridget K. Dolan ◽  
Kirsten S. Willar ◽  
Sheryl Pleiss ◽  
...  
Keyword(s):  
Depressive Symptoms ◽  
Social Skills ◽  
Social Skills Intervention ◽  
Adolescents With Asd

scholarly journals A comparison of the effects of maternal anxiety and depression on child development

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
S Gete ◽  
R Calderon-Margalit ◽  
I Grotto ◽  
A Ornoy
Keyword(s):  
Depressive Symptoms ◽  
Social Skills ◽  
Child Development ◽  
Maternal Depression ◽  
Motor Skills ◽  
Maternal Education ◽  
Significant Risk ◽  
Maternal Anxiety ◽  
Fine Motor ◽  
Depression And Anxiety

Abstract Background Most studies on the association between the mental health of mothers and the development of their offspring have focused on maternal depression, but only a few have investigated the association between maternal anxiety and child development. We aimed to compare the associations between maternal depression and anxiety symptoms 6-8 weeks postpartum and infant development at 1 year. Methods We conducted a longitudinal study of 396 mother-child dyads. The mothers were recruited after birth in 3 different hospitals in Israel in 2017 and were followed for one year. Mothers were assessed by completing the General Anxiety Disorder-7 (GAD-7) questionnaire and the Edinburgh Postnatal Depression Scale (EPDS) 6-8 weeks postpartum. Child development was assessed by the Ages & Stages Questionnaires (ASQ-3) at 12 months. Multivariate linear regressions were used to explore the relationship between the EPDS and GAD-7 scores and child development, all as continuous variables, adjusting for maternal education, parity, and gender. Results Depressive symptoms postpartum were only associated with poor personal-social skills (β=-0.5, 95% CI: -0.91, -0.08). Increasing maternal anxiety was associated with poorer development in communication skills (β =-0.48, 95% CI: -0.93, -0.04), personal-social skills (β =-1.02, 95% CI: -1.58, -0.46), solving problems skills (β =-0.7, 95% CI: -1.27, -0.14) and fine motor skills (β =-0.46, 95% CI: -0.9, -0.02). Neither anxiety nor depressive symptoms were associated with gross motor skills. Controlling for quality of attachment, the associations of depression and anxiety with development were no longer significant, suggesting mediation. Conclusions Postpartum anxiety was a stronger predictor of low developmental scores than depression, and associations were probably mediated by impaired attachment. Identifying and supporting mothers experiencing anxiety after birth may mitigate the risk of developmental delays in children. Key messages Maternal anxiety was found to be a significant risk factor for developmental delay at 1 year of age. The association between maternal anxiety and child development was probably mediated by attachment.

Parent and Teacher Reports of Comorbid Anxiety and ADHD Symptoms in Children with ASD

2018 ◽  
Vol 50 (5) ◽  
pp. 1520-1531 ◽  
Author(s):  
Elizabeth Llanes ◽  
Jan Blacher ◽  
Katherine Stavropoulos ◽  
Abbey Eisenhower
Keyword(s):  
Adhd Symptoms ◽  
Comorbid Anxiety ◽  
Children With Asd ◽  
Teacher Reports

Associations Between Physical Fitness and Children’s Psychological Well-Being

2016 ◽  
Vol 10 (1) ◽  
pp. 32-47 ◽  
Author(s):  
Timothy LaVigne ◽  
Betsy Hoza ◽  
Alan L. Smith ◽  
Erin K. Shoulberg ◽  
William Bukowski
Keyword(s):  
Depressive Symptoms ◽  
Physical Fitness ◽  
Internalizing Symptoms ◽  
Adaptive Functioning ◽  
Well Being ◽  
Self Report ◽  
Psychological Well Being ◽  
Athletic Competence ◽  
Self Worth ◽  
Teacher Reports

We examined the relation between physical fitness and psychological well-being in children ages 10–14 years (N = 222), and the potential moderation of this relation by sex. Participants completed a physical fitness assessment comprised of seven tasks and a diverse set of self-report well-being measures assessing depressive symptoms, loneliness, and competence. Peers reported on social status and teachers rated adaptive functioning, internalizing symptoms, and externalizing symptoms. Multiple regression analyses indicated a significant association between physical fitness and psychological well-being for both boys and girls. Higher levels of physical fitness were associated with lower levels of peer dyadic loneliness and fewer depressive symptoms; greater cognitive, social, and athletic competence; greater feelings of self-worth; and better teacher reports of adaptive functioning. An interaction between internalizing and sex indicated a significant and negative association between physical fitness and internalizing symptoms for males only. No other moderation effects by sex were observed. Results suggest that physical fitness is associated with a range of well-being indicators for both boys and girls in this age group.

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