Article

Effect of maternal panic disorder on mother-child interaction and relation to child anxiety and child self-efficacy

Department of Clinical Child and Adolescent Psychology, University of Basel, Missionsstrasse 60/62, Basel, Switzerland.
Archives of Women s Mental Health (Impact Factor: 1.96). 05/2009; 12(4):251-9. DOI: 10.1007/s00737-009-0072-7
Source: PubMed

ABSTRACT To determine whether mothers with panic disorder with or without agoraphobia interacted differently with their children than normal control mothers, 86 mothers and their adolescents (aged between 13 and 23 years) were observed during a structured play situation. Maternal as well as adolescent anxiety status was assessed according to a structured diagnostic interview. Results showed that mothers with panic disorder/agoraphobia showed more verbal control, were more criticizing and less sensitive during mother-child interaction than mothers without current mental disorders. Moreover, more conflicts were observed between mother and child dyadic interactions when the mother suffered from panic disorder. The comparison of parenting behaviors among anxious and non-anxious children did not reveal any significant differences. These findings support an association between parental over-control and rejection and maternal but not child anxiety and suggest that particularly mother anxiety status is an important determinant of parenting behavior. Finally, an association was found between children's perceived self-efficacy, parental control and child anxiety symptoms.

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Available from: Silvia Schneider, Jul 28, 2015
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    • "Maternal behaviour was analysed with a standardized coding system, the ' Assessment of Mother–Child Interaction with the Etch-a-Sketch ' (AMCIES) (Schneider et al. 2009 ; Jaekel et al., in press ; D. Wolke et al. unpublished observations), by two independent experienced raters (psychologists) who were blind to group and family characteristics. Inter-rater reliabilities (intraclass correlation coefficients ; ICCs) ranged from 0.75 to 0.92 for maternal sensitivity, and from 0.74 to 0.86 for verbal control (Jaekel et al., in press). "
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    • "Maternal behaviour was analysed with a standardized coding system, the ' Assessment of Mother–Child Interaction with the Etch-a-Sketch ' (AMCIES) (Schneider et al. 2009 ; Jaekel et al., in press ; D. Wolke et al. unpublished observations), by two independent experienced raters (psychologists) who were blind to group and family characteristics. Inter-rater reliabilities (intraclass correlation coefficients ; ICCs) ranged from 0.75 to 0.92 for maternal sensitivity, and from 0.74 to 0.86 for verbal control (Jaekel et al., in press). "
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    ABSTRACT: Background. Very preterm children are at particular risk for attention-deficit/hyperactivity disorder (ADHD) of the inattentive subtype. It is unknown whether the neurodevelopmental pathways to academic underachievement are the same as in the general population. This study investigated whether middle childhood attention or hyperactivity/impulsivity problems are better predictors of very preterm adolescents’ academic achievement. Method. In a geographically defined prospective whole-population sample of very preterm (< 32 weeks gestation) and/or very low birth weight (< 1500g birth weight; VLBW/VP; n = 281) and fullterm control children (n = 286) in South Germany, ADHD subtypes were assessed at 6;3 and 8;5 years using multiple data-sources. Academic achievement was assessed at 13 years of age. Results. Compared to fullterm controls, VLBW/VP children were at higher risk for ADHD inattentive subtype (6;3 years: OR = 2.8, p <.001; 8;5 years: OR = 1.7, p =.020) but not for ADHD hyperactive-impulsive subtype (6;3 years: OR = 1.4, p =.396; 8;5 years: OR = 0.9, p =.820). Childhood attention measures predicted academic achievement in VLBW/VP and also fullterm adolescents, whereas hyperactive/impulsive behavior did not. Conclusions. Attention is an important prerequisite for learning and predicts longterm academic underachievement. As ADHD inattentive subtype and cognitive impairments are frequent in VLBW/VP children, their study may help to identify the neurofunctional pathways from early brain development and dysfunction to attention problems and academic underachievement.
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    • "Maternal behaviour was analysed with a standardized coding system, the ' Assessment of Mother–Child Interaction with the Etch-a-Sketch ' (AMCIES) (Schneider et al. 2009 ; Jaekel et al., in press ; D. Wolke et al. unpublished observations), by two independent experienced raters (psychologists) who were blind to group and family characteristics. Inter-rater reliabilities (intraclass correlation coefficients ; ICCs) ranged from 0.75 to 0.92 for maternal sensitivity, and from 0.74 to 0.86 for verbal control (Jaekel et al., in press). "
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    ABSTRACT: BACKGROUND: Very preterm (VP) children are at particular risk for attention deficit/hyperactivity disorder (ADHD) of the inattentive subtype. It is unknown whether the neurodevelopmental pathways to academic underachievement are the same as in the general population. This study investigated whether middle childhood attention or hyperactivity/impulsivity problems are better predictors of VP adolescents' academic achievement.Method In a geographically defined prospective whole-population sample of VP (<32 weeks gestation) and/or very low birth weight (<1500 g birth weight) (VLBW/VP; n=281) and full-term control children (n=286) in South Germany, ADHD subtypes were assessed at 6 years 3 months and 8 years 5 months using multiple data sources. Academic achievement was assessed at 13 years of age. RESULTS: Compared with full-term controls, VLBW/VP children were at higher risk for ADHD inattentive subtype [6 years 3 months: odds ratio (OR) 2.8, p<0.001; 8 years 5 months: OR 1.7, p=0.020] but not for ADHD hyperactive-impulsive subtype (6 years 3 months: OR 1.4, p=0.396; 8 years 5 months: OR 0.9, p=0.820). Childhood attention measures predicted academic achievement in VLBW/VP and also full-term adolescents, whereas hyperactive/impulsive behaviour did not. CONCLUSIONS: Attention is an important prerequisite for learning and predicts long-term academic underachievement. As ADHD inattentive subtype and cognitive impairments are frequent in VLBW/VP children, their study may help to identify the neurofunctional pathways from early brain development and dysfunction to attention problems and academic underachievement.
    Psychological Medicine 05/2012; 43(1):1-14. DOI:10.1017/S0033291712001031 · 5.43 Impact Factor
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