La relation mère-enfant a une influence sur le développement de l’enfant. Cette étude vise principalement à vérifier si la sensibilité maternelle modère l’expression du tempérament difficile de l’enfant à 9 mois. Elle vise également à vérifier si la relation d’attachement sécurisante / insécurisante modère le développement de comportements perturbateurs chez les enfants de 24 mois. Les données de l’étude La mère veille ont été employées. L’échantillon compte 96 mères adolescentes, âgées entre 14 et 19 ans, provenant de deux (2) milieux distincts : une école spécialisée pour mères adolescentes et un foyer de groupe. Des analyses de régression multiple n’ont pas confirmé l’effet modérateur de la sensibilité maternelle sur l’expression du tempérament difficile de l’enfant à 9 mois. Les analyses ont cependant montré un effet prédictif de l’attachement sécurisant / insécurisant sur le développement des comportements perturbateurs à 24 mois. En effet, un enfant qui a développé un attachement sécurisant envers sa mère est moins à risque d’émettre des comportements perturbateurs à l’âge de 24 mois. Les résultats ne permettent cependant pas de confirmer que l’effet observé est modérateur. / Mother-child relationship has an influence on children’s development. This study aims to verify if maternal sensitivity moderates the expression of a difficult temperament at 9 months, and if a secure or insecure attachment relationship with the mother moderates the development of disruptive behaviors in 24 month-old children. Data come from the study «La mère veille». The sample includes 96 teenage mothers (14-19 years old) recruited from two different resources: A specialized school for teenage mothers and a group home. Multiple regression analyses did not confirm the moderating role of maternal sensitivity in the expression of child difficult temperament at 9 months. Analyses nevertheless demonstrated a predictive relation between secure/insecure attachment and disruptive behaviors at 24 months: Children who had developed a secure attachment relationship with their mother were less likely to exhibit disruptive behaviors at 2 years. The current results did not support the hypothesis of a moderating role of attachment security.

La relation mère-enfant a une influence sur le développement de l’enfant. Cette étude vise principalement à vérifier si la sensibilité maternelle modère l’expression du tempérament difficile de l’enfant à 9 mois. Elle vise également à vérifier si la relation d’attachement sécurisante / insécurisante modère le développement de comportements perturbateurs chez les enfants de 24 mois. Les données de l’étude La mère veille ont été employées. L’échantillon compte 96 mères adolescentes, âgées entre 14 et 19 ans, provenant de deux (2) milieux distincts : une école spécialisée pour mères adolescentes et un foyer de groupe. Des analyses de régression multiple n’ont pas confirmé l’effet modérateur de la sensibilité maternelle sur l’expression du tempérament difficile de l’enfant à 9 mois. Les analyses ont cependant montré un effet prédictif de l’attachement sécurisant / insécurisant sur le développement des comportements perturbateurs à 24 mois. En effet, un enfant qui a développé un attachement sécurisant envers sa mère est moins à risque d’émettre des comportements perturbateurs à l’âge de 24 mois. Les résultats ne permettent cependant pas de confirmer que l’effet observé est modérateur. / Mother-child relationship has an influence on children’s development. This study aims to verify if maternal sensitivity moderates the expression of a difficult temperament at 9 months, and if a secure or insecure attachment relationship with the mother moderates the development of disruptive behaviors in 24 month-old children. Data come from the study «La mère veille». The sample includes 96 teenage mothers (14-19 years old) recruited from two different resources: A specialized school for teenage mothers and a group home. Multiple regression analyses did not confirm the moderating role of maternal sensitivity in the expression of child difficult temperament at 9 months. Analyses nevertheless demonstrated a predictive relation between secure/insecure attachment and disruptive behaviors at 24 months: Children who had developed a secure attachment relationship with their mother were less likely to exhibit disruptive behaviors at 2 years. The current results did not support the hypothesis of a moderating role of attachment security.

O Transtorno de Oposição e Desafio (TOD) é definido por um padrão recorrente de comportamento desafiante, desobediente e hostil com início na infância e adolescência e caracteriza-se por uma alta taxa de comorbidades. Estudos longitudinais apontam o TOD na infância como um dos principais preditores de psicopatologia na idade adulta. Uma possível explicação para a grande heterogeneidade de comorbidades e trajetórias longitudinais é de que o diagnóstico de TOD abrange distintas dimensões de sintomas, cada qual com seu desfecho. O primeiro objetivo desta tese foi a validação das distintas dimensões do TOD em uma amostra comunitária Brasileira composta de 2512 sujeitos. Através de análise fatorial confirmatória, demonstramos que o modelo que melhor representa a heterogeneidade do TOD é composto por três dimensões: a dimensão \"argumentative/defiant\" que está associada com transtorno de déficit de atenção/hiperatividade (TDAH); a dimensão \"vindictiveness\" que possui associação com transtorno de conduta (TC); e a dimensão \"angry/irritable mood\" onde predominam as associações com transtornos depressivos e de ansiedade. O objetivo seguinte foi investigar o papel da dimensão irritável na classificação nosológica dos transtornos mentais na infância e adolescência. A apresentação da irritabilidade é um aspecto crucial: irritabilidade crônica caracterizada por baixa tolerância à frustração e frequentes explosões de raiva, que é distinta da apresentação episódica, associada ao diagnóstico Transtorno de Humor Bipolar (TB). \"Severe mood dysregulation\", \"disruptive mood dysregulation disorder\", ou dimensão irritável do TOD são formas distintas de classificar o fenótipo de irritabilidade crônica. Entretanto, independente da classificação utilizada, a alta taxa de comorbidades é invariavelmente o denominador comum em estudos sobre irritabilidade. Neste sentido, examinamos o impacto da irritabilidade como uma dimensão subjacente a vários transtornos. Para tanto, avaliamos o impacto da dimensão irritável do TOD através de vários cenários: indivíduos sem diagnóstico, indivíduos com TDAH e sujeitos com transtornos emocionais. Esta 9 investigação foi realizada em duas amostras, uma brasileira constituída por 2.512 sujeitos e uma amostra britânica composta de 7.977 sujeitos. Os resultados demonstram que a irritabilidade está associada ao aumento do prejuízo funcional independente do diagnóstico comórbido concomitante. Seguindo esta linha, investigamos a influência genética na etiologia da irritabilidade. Para tanto, criamos um escore poligênico que incluiu polimorfismos associados à baixa tolerância à frustração, raiva, agressividade reativa e labilidade emocional. O escore poligênico foi altamente preditivo dos níveis de irritabilidade em 350 sujeitos da amostra brasileira. A associação foi específica para irritabilidade e não foi significativa para TDAH, TOD ou medidas contínuas de sintomas. Além disso, a influência genética se manteve mesmo quando fatores ambientais foram incluídos no modelo estatístico. Por fim, quando testada em diferentes ambientes, a influência genética na etiologia da irritabilidade foi mais importante em ambientes de alto risco, sugerindo uma correlação gene-ambiente (rGE). Concluindo, nossos resultados sugerem que a irritabilidade se caracteriza como um traço dimensional subjacente a inúmeros transtornos na infância e adolescência e agregando impacto e prejuízo funcional. Neste sentido, o constructo da irritabilidade se enquadra no conceito do \"Research Domain Criteria\" (RDoC) que propõe o entendimento dos transtornos mentais através de dimensões subjacentes aos diagnósticos clínicos / The Oppositional Defiant Disorder (ODD) is defined as a pattern of disobedient, hostile and defiant behavior beginning in childhood or adolescence and often accompanied by a wide range of comorbidities. Longitudinal studies support ODD as a predictor of psychopathology in adulthood. A potential explanation for such heterogeneity of comorbidities and longitudinal trajectories is that ODD diagnosis encompasses distinct clusters of symptoms, each with its outcome. The first aim of this work was the validation of ODD dimensions in a Brazilian community sample of 2512 subjects. Confirmatory factorial analysis showed that the best model for ODD comprised three dimensions: an \"argumentative/defiant\" dimension, which associates with attention deficit/hyperactivity disorder (ADHD); a \"vindictiveness\" dimension, which associates with conduct disorder (CD); and an \"angry/irritable\" dimension where emotional disorders such as depression and anxiety are the most common associations. The next step was the investigation of the role of the irritable dimension of oppositionality in diagnostic classifications of childhood mental disorders. The pattern of irritability is a crucial point: its chronic presentation as easy annoyance and frequent temper outbursts should be differentiated from the episodic course of irritability associated with the specific diagnosis of Bipolar Disorder (BD). \"Severe mood dysregulation\", \"disruptive mood dysregulation disorder\", and the irritable dimension of oppositionality are different ways to classify the chronic irritability phenotype. However, regardless of the classification, the high rate of comorbidities is invariably the common denominator in studies of irritability. Therefore, we examined the impact of irritability as a dimension cutting across multiple settings: individuals without any diagnosis, subjects with ADHD, and also those with emotional disorders. For that we used two samples, one from Brazil, with 2.512 subjects, and one from the UK, with 7.977 individuals. Results showed that irritability associates with increased functional impairment regardless of concurrent comorbid status. We then investigated the genetic influence on the etiology of irritability. A polygenic score was generated encompassing polymorphisms previously associated with anger, emotional lability and reactive aggression. The polygenic score significantly predicted irritability in 350 subjects in the brazilian sample, yet failed to predict ADHD, ODD, CD and continuous measures of symptoms. Moreover, the association between the polygenic score and irritability remained significant even after taking into account environmental factors. Finally, when stratified across diverse levels of environmental risk, genetic influence upon the etiology of irritability appears to be stronger in high-risk environments. Taken together, our results suggest that irritability is characterized as a dimensional trait that underlies multiple disorders, adding functional impairment. Thus, the construct of irritability fits well within the concept of Research Domain Criteria (RDoC) that suggests that mental disorders should be understood through dimensions underlying diagnostic categories

Os transtornos do comportamento disruptivo (TDC), representados pelo transtorno de oposição desafiante e pelo transtorno de conduta, e o transtorno de déficit de atenção/hiperatividade (TDAH) são transtornos intimamente relacionados. Teorias e estudos sugerem o envolvimento de regiões relacionadas ao processamento de emoções e de recompensas, entre elas a amígdala e o núcleo accumbens (NAcc), em ambos os transtornos. Avaliar as conexões cerebrais do NAcc e da amígdala nos TCD e no TDAH pode contribuir para a elucidação da neurobiologia dos transtornos e de comportamentos relacionados. O objetivo do presente estudo foi caracterizar a conectividade funcional do NAcc e da amígdala em crianças com TDAH e com TCD e avaliar a relação entre a conectividade funcional destas regiões e comportamentos atípicos característicos e comuns a ambos os transtornos. Neste estudo, crianças (idade média = 11,28 anos) classificadas como apresentando TCD (n=22), TDAH (n=25) ou desenvolvimento típico (DT; n=236) foram submetidas a sessão de ressonância magnética funcional de repouso. Foi avaliada a conectividade funcional de repouso de 2 regiões de interesse (NAcc e amígdala) ao restante do cérebro. Em uma abordagem categórica, os mapas de conectividade foram comparados entre os grupos. Além disto, em uma abordagem dimensional, conectividade funcional do NAcc e da amígdala foi correlacionada a pontuações em 3 dimensões de comportamento: desatenção/hiperatividade, agressividade e problemas de conduta, gerando 3 mapas de correlação (conectividade x comportamento) para cada região. Nesta etapa toda a amostra foi incluída (n=283). Os resultados da abordagem categórica mostraram algumas conexões específicas do TCD e do TDAH. As conexões do NAcc à insula posterior e ao precuneus diferenciaram os TCD do DT e do TDAH. A conexão entre amígdala e giro lingual diferenciou TDAH de DT e de TCD. O TDAH também exibiu conectividade atípica da amígadala com o giro pré-central e com o lóbulo parietal inferior, comparado a crianças com DT. Não foi encontrada conectividade funcional alterada do NAcc em crianças com TDAH ou da amígdala em crianças com TCD, comparadas a crianças com DT. A abordagem dimensional demonstrou um padrão diferente de resultados. Pontuações de desatenção/hiperatividade e agressividade estiveram associadas a conectividade do NAcc ao giro fusiforme e ao córtex pré-frontal dorso-medial. Desatenção/ hiperatividade esteve correlacionada com conectividade da amígdala ao lóbulo parietal inferior, ao giro temporal médio e ao sulco pré-central superior. Agressividade esteve correlacionada com conectividade da amígdala ao precuneus e ao giro frontal superior. Problemas de conduta estiveram correlacionados com a conectividade NAcc-giro frontal superior e com a conectividade da amígdala ao giro cingulado posterior, ao precuneus, ao córtex pré-frontal medial e ao giro lingual. Os resultados indicam, portanto, que existem conexões funcionais do NAcc e da amígdala especificamente associadas aos TCD ou ao TDAH e que comportamentos atípicos comuns a ambos os transtornos estão relacionados a alterações na conectividade funcional do NAcc e da amígdala. Concluindo, a abordagem dimensional pode complementar a abordagem categórica na avaliação da neurobiologia dos TCD e do TDAH / Disruptive behavior disorders (DBD), represented by oppositional defiant disorder and conduct disorder, and attention deficit/hyperactivity disorder (ADHD) are intrinsically related disorders. Theories and studies suggest the involvement of regions related to emotional and reward processing, among them the amygdala and the nucleus accumbens (NAcc), in both disorders. Evaluating brain connections of the NAcc and of the amygdala in DBD and in ADHD may contribute to elucidate the neurobiology of the disorders and of related behaviors. The objective of this study was to characterize functional connectivity of the NAcc and of the amygdala in children with ADHD and with DBD, and to evaluated the relationship between functional connectivity of those regions and atypical behaviors characteristic and common to both disorders. In this study, children (mean age= 11.28 years) classified as DBD (n=22), ADHD (n=25), or typical development (TD; n=236) underwent resting-state functional magnetic resonance imaging session. Whole-brain resting-state functional connectivity of 2 regions of interest (NAcc and amygdala) was evaluated. In a categorical approach, connectivity maps were compared between groups. Furthermore, in a dimensional approach, functional connectivity of the NAcc and of the amygdala was correlated to scores in 3 behavior dimensions: inattention/hyperactivity, aggressiveness, and conduct problems, producing 3 correlation maps (connectivity vs. behavior) for each region. For this phase the entire sample was included (n=283). Results from the categorical approach showed some connections specific to DBD and to ADHD. NAcc connections to posterior insula and to precuneus differed DBD from TD and from ADHD. The connection between amygdala and lingual gyrus differed ADHD from TDC and from DBD. ADHD also exhibited atypical amygdala connectivity with precentral gyrus and with inferior parietal lobule, compared to children with TD. There was no altered NAcc functional connectivity in children with ADHD or altered amygdala functional connectivity in children with DBD, compared to children with TD. The dimensional approach showed a different pattern of results. Inattention/hyperactivity and aggression scores were associated with NAcc connectivity to fusiform gyrus and dorsomedial prefrontal cortex. Inattention/hyperactivity was correlated with amygdala connectivity to inferior parietal lobule, middle temporal gyrus, and superior precentral sulcus. Aggression was related with amygdala connectivity to precuneus and superior frontal gyrus. Conduct problems were correlated with NAcc-superior frontal gyrus connectivity, and with amygdala connectivity to posterior cingulate cortex, precuneus, medial prefrontal cortex, and lingual gyrus. Results indicate, therefore, that there are NAcc and amygdala functional connections specifically associated with DBD or with ADHD, and that atypical behaviors common to both disorders are related to changes in functional connectivity of the NAcc and of the amygdala. In conclusion, the dimensional approach may complement the categorical approach in evaluating the neurobiology of DBD and of ADHD

本研究主要的研究目的在探討青少年自我概念是否能在父母控制（父母心理控制、及父母行為控制）與青少年情緒困擾（焦慮、憂鬱、及憤怒）及偏差行為之間扮演中介的角色。以國中生與高中生共967人為研究對象，以父母心理控制量表、父母監控量表、自我概念量表、貝氏焦慮量表、青少年憂鬱量表、特質生氣量表、偏差行為量表等做為研究工具，再以描述統計、T檢定、皮爾遜積差相關、結構方程模式等統計方法進行分析，結果發現： (一)、 青少年知覺中等程度之父母心理控制與父母行為控制、中上程度之自我概念、低程度之情緒困擾與偏差行為。 (二)、 男、女生所知覺之父母心理控制、焦慮、及偏差行為，存在顯著差異。 (三)、 國、高中生所知覺之父母行為控制、自我概念、焦慮、憂鬱、憤怒、及偏差行為，存在顯著差異。 (四)、 青少年知覺之父母心理控制與其自我概念之間存在顯著負相關、父母行為控制與其自我概念之間存在顯著正相關；父母心理控制與父母行為控制之間存在顯著正相關。 (五)、 青少年自我概念與其焦慮、憂鬱、憤怒、及偏差行為之間，皆存在顯著負相關。 (六)、 青少年知覺之父母心理控制與其焦慮、憂鬱、憤怒、及偏差行為之間，皆存在顯著正相關。 (七)、 青少年知覺之父母行為控制與其焦慮、憂鬱、及憤怒之間，皆不存在顯著相關；青少年知覺之父母行為控制與其偏差行為之間，存在顯著負相關。 (八)、 「父母控制、青少年自我概念、與其情緒困擾及偏差行為間關係」理論模式，與由研究對象為觀察樣本所估計之模式達到適配。亦即將青少年自我概念納入模式後，青少年知覺之父母心理控制對其情緒困擾（焦慮、憂鬱、及憤怒）不再存在直接影響，僅透過青少年自我概念間接負向影響其情緒困擾與偏差行為；父母行為控制除了直接負向影響偏差行為之外，還透過青少年自我概念間接負向影響其情緒困擾與偏差行為。 本研究根據上述研究結果逕行討論，並提出建議，供後續相關研究與實務工作之參考。 / The main purpose of this study is to investigate whether adolescent’s self concept is able to mediate between parental control and adolescent’s emotional disturbance as well as disruptive behavior. Parental control includes psychological control and behavioral control. Emotional disturbance is composed of anxiety, depression and anger. A total of 967 secondary school students from grade 7 to grade 12 responded to the Parental Psychological Control Scale, Parental Monitoring Scale, Self Concept Scale, Anxiety Scale, Adolescent’s Depressive Scale, Anger Temperament Scale and Disruptive Behavior Scale to measure the parental psychological control, parental behavioral control, adolescent’s self concept, anxiety, depression, anger and disruptive behavior respectively. The data were conducted by descriptive statistics, T test, Pearson correlation, structural equation modeling. The major findings are as follows: 1. Adolescents perceived middle level of parental psychological control and behavioral control, upper middle level of self concept, and low level of emotional disturbance as well as disruptive behavior. 2. The parental psychological control, anxiety and disruptive behavior perceived by the male adolescents are significantly different from those perceived by the female adolescents. 3. The parental behavioral control, self concept, anxiety, depression, anger and disruptive behavior perceived by the junior high school students are significantly different from those perceived by the senior high school students. 4. Parental psychological control and behavioral control have the significantly negative and positive correlation with self concept respectively. Parental psychological control is positively correlated with behavioral control significantly. 5. Self concept is negatively correlated with emotional disturbance and disruptive behavior. 6. Parental psychological control is positively correlated with emotional disturbance and disruptive behavior. 7. Parental behavioral control is negatively correlated with disruptive behavior, however, have no significant correlation with emotional disturbance. 8. The SEM results showed that the proposed “model of relations among parental control and adolescents' self concept, emotional disturbance and disruptive behavior” fit the collected data well. That means when considering self concept in model, parental psychological control no longer affects emotional disturbance directly, but, negatively influences emotional disturbance and disruptive behavior via self concept indirectly. Parental behavior control owns the similar indirect influence like psychological control, besides, affects disruptive behavior directly. In accordance with the findings, researcher raised several advices for parents and school for the sake of parental practices and education. Suggestions were also made for further research.

O Transtorno de Oposição e Desafio (TOD) é definido por um padrão recorrente de comportamento desafiante, desobediente e hostil com início na infância e adolescência e caracteriza-se por uma alta taxa de comorbidades. Estudos longitudinais apontam o TOD na infância como um dos principais preditores de psicopatologia na idade adulta. Uma possível explicação para a grande heterogeneidade de comorbidades e trajetórias longitudinais é de que o diagnóstico de TOD abrange distintas dimensões de sintomas, cada qual com seu desfecho. O primeiro objetivo desta tese foi a validação das distintas dimensões do TOD em uma amostra comunitária Brasileira composta de 2512 sujeitos. Através de análise fatorial confirmatória, demonstramos que o modelo que melhor representa a heterogeneidade do TOD é composto por três dimensões: a dimensão \"argumentative/defiant\" que está associada com transtorno de déficit de atenção/hiperatividade (TDAH); a dimensão \"vindictiveness\" que possui associação com transtorno de conduta (TC); e a dimensão \"angry/irritable mood\" onde predominam as associações com transtornos depressivos e de ansiedade. O objetivo seguinte foi investigar o papel da dimensão irritável na classificação nosológica dos transtornos mentais na infância e adolescência. A apresentação da irritabilidade é um aspecto crucial: irritabilidade crônica caracterizada por baixa tolerância à frustração e frequentes explosões de raiva, que é distinta da apresentação episódica, associada ao diagnóstico Transtorno de Humor Bipolar (TB). \"Severe mood dysregulation\", \"disruptive mood dysregulation disorder\", ou dimensão irritável do TOD são formas distintas de classificar o fenótipo de irritabilidade crônica. Entretanto, independente da classificação utilizada, a alta taxa de comorbidades é invariavelmente o denominador comum em estudos sobre irritabilidade. Neste sentido, examinamos o impacto da irritabilidade como uma dimensão subjacente a vários transtornos. Para tanto, avaliamos o impacto da dimensão irritável do TOD através de vários cenários: indivíduos sem diagnóstico, indivíduos com TDAH e sujeitos com transtornos emocionais. Esta 9 investigação foi realizada em duas amostras, uma brasileira constituída por 2.512 sujeitos e uma amostra britânica composta de 7.977 sujeitos. Os resultados demonstram que a irritabilidade está associada ao aumento do prejuízo funcional independente do diagnóstico comórbido concomitante. Seguindo esta linha, investigamos a influência genética na etiologia da irritabilidade. Para tanto, criamos um escore poligênico que incluiu polimorfismos associados à baixa tolerância à frustração, raiva, agressividade reativa e labilidade emocional. O escore poligênico foi altamente preditivo dos níveis de irritabilidade em 350 sujeitos da amostra brasileira. A associação foi específica para irritabilidade e não foi significativa para TDAH, TOD ou medidas contínuas de sintomas. Além disso, a influência genética se manteve mesmo quando fatores ambientais foram incluídos no modelo estatístico. Por fim, quando testada em diferentes ambientes, a influência genética na etiologia da irritabilidade foi mais importante em ambientes de alto risco, sugerindo uma correlação gene-ambiente (rGE). Concluindo, nossos resultados sugerem que a irritabilidade se caracteriza como um traço dimensional subjacente a inúmeros transtornos na infância e adolescência e agregando impacto e prejuízo funcional. Neste sentido, o constructo da irritabilidade se enquadra no conceito do \"Research Domain Criteria\" (RDoC) que propõe o entendimento dos transtornos mentais através de dimensões subjacentes aos diagnósticos clínicos / The Oppositional Defiant Disorder (ODD) is defined as a pattern of disobedient, hostile and defiant behavior beginning in childhood or adolescence and often accompanied by a wide range of comorbidities. Longitudinal studies support ODD as a predictor of psychopathology in adulthood. A potential explanation for such heterogeneity of comorbidities and longitudinal trajectories is that ODD diagnosis encompasses distinct clusters of symptoms, each with its outcome. The first aim of this work was the validation of ODD dimensions in a Brazilian community sample of 2512 subjects. Confirmatory factorial analysis showed that the best model for ODD comprised three dimensions: an \"argumentative/defiant\" dimension, which associates with attention deficit/hyperactivity disorder (ADHD); a \"vindictiveness\" dimension, which associates with conduct disorder (CD); and an \"angry/irritable\" dimension where emotional disorders such as depression and anxiety are the most common associations. The next step was the investigation of the role of the irritable dimension of oppositionality in diagnostic classifications of childhood mental disorders. The pattern of irritability is a crucial point: its chronic presentation as easy annoyance and frequent temper outbursts should be differentiated from the episodic course of irritability associated with the specific diagnosis of Bipolar Disorder (BD). \"Severe mood dysregulation\", \"disruptive mood dysregulation disorder\", and the irritable dimension of oppositionality are different ways to classify the chronic irritability phenotype. However, regardless of the classification, the high rate of comorbidities is invariably the common denominator in studies of irritability. Therefore, we examined the impact of irritability as a dimension cutting across multiple settings: individuals without any diagnosis, subjects with ADHD, and also those with emotional disorders. For that we used two samples, one from Brazil, with 2.512 subjects, and one from the UK, with 7.977 individuals. Results showed that irritability associates with increased functional impairment regardless of concurrent comorbid status. We then investigated the genetic influence on the etiology of irritability. A polygenic score was generated encompassing polymorphisms previously associated with anger, emotional lability and reactive aggression. The polygenic score significantly predicted irritability in 350 subjects in the brazilian sample, yet failed to predict ADHD, ODD, CD and continuous measures of symptoms. Moreover, the association between the polygenic score and irritability remained significant even after taking into account environmental factors. Finally, when stratified across diverse levels of environmental risk, genetic influence upon the etiology of irritability appears to be stronger in high-risk environments. Taken together, our results suggest that irritability is characterized as a dimensional trait that underlies multiple disorders, adding functional impairment. Thus, the construct of irritability fits well within the concept of Research Domain Criteria (RDoC) that suggests that mental disorders should be understood through dimensions underlying diagnostic categories

Os transtornos do comportamento disruptivo (TDC), representados pelo transtorno de oposição desafiante e pelo transtorno de conduta, e o transtorno de déficit de atenção/hiperatividade (TDAH) são transtornos intimamente relacionados. Teorias e estudos sugerem o envolvimento de regiões relacionadas ao processamento de emoções e de recompensas, entre elas a amígdala e o núcleo accumbens (NAcc), em ambos os transtornos. Avaliar as conexões cerebrais do NAcc e da amígdala nos TCD e no TDAH pode contribuir para a elucidação da neurobiologia dos transtornos e de comportamentos relacionados. O objetivo do presente estudo foi caracterizar a conectividade funcional do NAcc e da amígdala em crianças com TDAH e com TCD e avaliar a relação entre a conectividade funcional destas regiões e comportamentos atípicos característicos e comuns a ambos os transtornos. Neste estudo, crianças (idade média = 11,28 anos) classificadas como apresentando TCD (n=22), TDAH (n=25) ou desenvolvimento típico (DT; n=236) foram submetidas a sessão de ressonância magnética funcional de repouso. Foi avaliada a conectividade funcional de repouso de 2 regiões de interesse (NAcc e amígdala) ao restante do cérebro. Em uma abordagem categórica, os mapas de conectividade foram comparados entre os grupos. Além disto, em uma abordagem dimensional, conectividade funcional do NAcc e da amígdala foi correlacionada a pontuações em 3 dimensões de comportamento: desatenção/hiperatividade, agressividade e problemas de conduta, gerando 3 mapas de correlação (conectividade x comportamento) para cada região. Nesta etapa toda a amostra foi incluída (n=283). Os resultados da abordagem categórica mostraram algumas conexões específicas do TCD e do TDAH. As conexões do NAcc à insula posterior e ao precuneus diferenciaram os TCD do DT e do TDAH. A conexão entre amígdala e giro lingual diferenciou TDAH de DT e de TCD. O TDAH também exibiu conectividade atípica da amígadala com o giro pré-central e com o lóbulo parietal inferior, comparado a crianças com DT. Não foi encontrada conectividade funcional alterada do NAcc em crianças com TDAH ou da amígdala em crianças com TCD, comparadas a crianças com DT. A abordagem dimensional demonstrou um padrão diferente de resultados. Pontuações de desatenção/hiperatividade e agressividade estiveram associadas a conectividade do NAcc ao giro fusiforme e ao córtex pré-frontal dorso-medial. Desatenção/ hiperatividade esteve correlacionada com conectividade da amígdala ao lóbulo parietal inferior, ao giro temporal médio e ao sulco pré-central superior. Agressividade esteve correlacionada com conectividade da amígdala ao precuneus e ao giro frontal superior. Problemas de conduta estiveram correlacionados com a conectividade NAcc-giro frontal superior e com a conectividade da amígdala ao giro cingulado posterior, ao precuneus, ao córtex pré-frontal medial e ao giro lingual. Os resultados indicam, portanto, que existem conexões funcionais do NAcc e da amígdala especificamente associadas aos TCD ou ao TDAH e que comportamentos atípicos comuns a ambos os transtornos estão relacionados a alterações na conectividade funcional do NAcc e da amígdala. Concluindo, a abordagem dimensional pode complementar a abordagem categórica na avaliação da neurobiologia dos TCD e do TDAH / Disruptive behavior disorders (DBD), represented by oppositional defiant disorder and conduct disorder, and attention deficit/hyperactivity disorder (ADHD) are intrinsically related disorders. Theories and studies suggest the involvement of regions related to emotional and reward processing, among them the amygdala and the nucleus accumbens (NAcc), in both disorders. Evaluating brain connections of the NAcc and of the amygdala in DBD and in ADHD may contribute to elucidate the neurobiology of the disorders and of related behaviors. The objective of this study was to characterize functional connectivity of the NAcc and of the amygdala in children with ADHD and with DBD, and to evaluated the relationship between functional connectivity of those regions and atypical behaviors characteristic and common to both disorders. In this study, children (mean age= 11.28 years) classified as DBD (n=22), ADHD (n=25), or typical development (TD; n=236) underwent resting-state functional magnetic resonance imaging session. Whole-brain resting-state functional connectivity of 2 regions of interest (NAcc and amygdala) was evaluated. In a categorical approach, connectivity maps were compared between groups. Furthermore, in a dimensional approach, functional connectivity of the NAcc and of the amygdala was correlated to scores in 3 behavior dimensions: inattention/hyperactivity, aggressiveness, and conduct problems, producing 3 correlation maps (connectivity vs. behavior) for each region. For this phase the entire sample was included (n=283). Results from the categorical approach showed some connections specific to DBD and to ADHD. NAcc connections to posterior insula and to precuneus differed DBD from TD and from ADHD. The connection between amygdala and lingual gyrus differed ADHD from TDC and from DBD. ADHD also exhibited atypical amygdala connectivity with precentral gyrus and with inferior parietal lobule, compared to children with TD. There was no altered NAcc functional connectivity in children with ADHD or altered amygdala functional connectivity in children with DBD, compared to children with TD. The dimensional approach showed a different pattern of results. Inattention/hyperactivity and aggression scores were associated with NAcc connectivity to fusiform gyrus and dorsomedial prefrontal cortex. Inattention/hyperactivity was correlated with amygdala connectivity to inferior parietal lobule, middle temporal gyrus, and superior precentral sulcus. Aggression was related with amygdala connectivity to precuneus and superior frontal gyrus. Conduct problems were correlated with NAcc-superior frontal gyrus connectivity, and with amygdala connectivity to posterior cingulate cortex, precuneus, medial prefrontal cortex, and lingual gyrus. Results indicate, therefore, that there are NAcc and amygdala functional connections specifically associated with DBD or with ADHD, and that atypical behaviors common to both disorders are related to changes in functional connectivity of the NAcc and of the amygdala. In conclusion, the dimensional approach may complement the categorical approach in evaluating the neurobiology of DBD and of ADHD

Il existe de nombreuses recherches portant sur la gestion de classe et les comportements d’indiscipline au primaire et au secondaire. Plusieurs de ces études indiquent que la relation maître-élève et la valeur accordée à un cours auraient un impact sur les comportements adoptés par ceux-ci en classe. Cependant, peu d’études ont été effectuées à ce sujet dans le contexte de l’enseignement collégial, propre au Québec. La présente étude visait donc à mieux documenter les liens entre la relation maître-élève et les comportements perturbateurs en classe au collégial, en prenant en compte le rôle potentiellement médiateur de la valeur que les élèves accordent au cours en question. Pour ce faire, 371 étudiants du collégial ont rempli un questionnaire mesurant la qualité de la relation maître-élève (positive et négative), la valeur accordée au cours (utilité et intérêt) et les comportements perturbateurs en classe. L’analyse des régressions linéaires indique que la qualité de la relation maître-élève et l’intérêt ont bien un lien avec les comportements perturbateurs des étudiants de niveau collégial. Les étudiants qui perçoivent positivement leur relation avec l’enseignant rapportent moins de comportements perturbateurs tandis que la perception d’une relation négative avec l’enseignant est associée à une plus grande fréquence de ces comportements. De plus, les résultats révèlent que le lien entre la relation maître-élève et les comportements perturbateurs est médié par la valeur accordée au cours. Plus précisément, la relation maître-élève positive n’a pas d’effet direct sur les comportements perturbateurs, mais plutôt sur l’intérêt des étudiants. En retour, l’intérêt est associé à moins de comportements perturbateurs. La relation maître-élève négative, quant à elle, conserve son lien avec les comportements perturbateurs tout en réduisant l’intérêt que les étudiants portent pour le cours. Ces résultats montrent que si la relation maître-élève possède des liens significatifs, directs et indirects, sur le comportement des étudiants du collégial, la capacité des enseignants à susciter et à maintenir l’intérêt des étudiants joue elle aussi un rôle primordial dans la prévention des comportements perturbateurs en classe. / There are numerous researches on classroom management and disruptive behaviors in elementary and high school. Several of these studies indicate that the relationship between teacher and students and the perceived value of a task or subject have an impact on the behaviors adopted by students in the classroom. However, few studies have been carried out on this subject in the context of college, specific to Quebec. The present study therefore aimed to better document the links between the teacher-student relationship and disruptive behavior in college class, by considering the potentially mediating role of the value that students place on the course in question. Thus, 371 college students completed a questionnaire made up of three self-reported item scales measuring the quality of the teacher-student relationship (positive and negative), the value given to the course (utility and interest) and disruptive behaviors in class. The analysis of linear regressions indicates that the quality of the teacher-student relationship and interest do indeed have a link with the disruptive behaviors of college students. Students who perceive their relationship with the teacher positively report less disruptive behavior while the perception of a negative relationship with the teacher is associated with a higher frequency of disruptive behavior. Furthermore, the results reveal that the link between the teacher-student relationship and disruptive behaviors is mediated by the perceived value of the course. Specifically, the positive teacher-student relationship does not have a direct effect on disruptive behavior, but rather on the interest of the students. In turn, interest is associated with less disruptive behavior. The negative teacher-student relationship, on the other hand, maintains its link with disruptive behavior while reducing students' interest in the course. These results show that while the teacher-student relationship has significant direct and indirect links to the behavior of college students, the ability of teachers to arouse and maintain student interest also plays a key role in preventing disruptive behavior in the classroom.

As a result of the reauthorization of the Individuals with Disabilities Education Act of 1997, schools must now consider positive behavioral interventions and strategies to address problem behavior of students with Emotional/Behavioral Disorders (E/BD). Given the poor behavioral, academic, and social outcomes for these students, there is a compelling need to identify effective, proactive interventions. Current literature has well established the ineffectiveness of traditional, punitive, and consequence-laden strategies to deal with behaviors. Research has shown the manipulation of antecedent stimuli, in the form of curricular adaptations, can provide a positive, proactive means of managing behavior. Specifically, curriculum modifications, based on student interest, are proposed as a positive, proactive strategy used to manipulate antecedent stimuli to improve the behavior of students with E/BD. The purpose of this study was to investigate the manipulation of antecedent stimuli through the implementation of individualized, curricular adaptations, based on student interest, to reduce the problem behavior of students exhibiting disruptive behaviors. A second purpose was to explore the effect of those adaptations on the behavior motivation of students with E/BD. In this study, curriculum modifications based on student interest were used to reduce disruptive behavior, increase desirable behavior, and effect change in the motivation for problem behavior among four elementary school boys with E/BD. Use of an ABAB reversal design, including interval data collection, and the use of a behavior rating scale and a motivation assessment scale were used to establish baseline data and determine effectiveness of the intervention. Results indicate that each student demonstrated a reduction in disruptive behavior, an increase in desirable behavior, and changes in motivation for behavior.

The overarching aim of this study was to examine female social workers’ (ie. drug counselors’ and members of treatment staff’s) perception of the sexuality of girls and boys. The results indicate that the IPs define female high risk sexual behavior differently than male high-risk sexual behavior. For females, the mere act of having sex with multiple men in combination with drug use was considered problematic, while for males, the question was whether he was having protected sex. A history of CSA was considered to affect the sexuality of both the female and male vignette characters, but in different ways: the male character was seen to punish himself through multiple sexual partners while the female was seen to be unable to make informed sexual decisions or even to enjoy sex. Finally, the concept of sexual exploitation was analyzed and found to be inconsistently used not only by the IPs, but also in the research literature. In the discussion, it is stressed that social services and treatment personnel need to be clear about what they mean by sexual exploitation of girls. Paying undue attention to a girl’s sex life will not help her in any significant way. Instead, social workers should help girls use their gifts and strengths to express their innermost being, helping them find their voice. / Det övergripande syftet med denna studie var att undersöka kvinnliga socialarbetares (det vill säga drogbehandlares och behandlingspersonals) uppfattning om tonårsflickors och tonårspojkars sexualitet. Resultaten indikerar att intervjupersonerna definierar sexuellt högriskbeteende annorlunda hos flickor och pojkar. För flickor uppfattades det som problematiskt att ha sex med flera män i kombination med narkotikabruk, medan det för pojkar handlade om huruvida de hade skyddat sex. En historia av sexuella övergrepp i barndomen ansågs kunna påverka sexualiteten hos både kvinnliga och manliga vinjettkaraktärer men på olika sätt: den manliga karaktären ansågs bestraffa sig själv genom många sexuella partners medan den kvinnliga upplevdes oförmögen att fatta informerade sexuella beslut eller ens njuta av sex. Slutligen analyserades begreppet sexuellt utnyttjande och visade sig användas inkonsekvent inte bara av intervjupersonerna, men också i forskningslitteraturen. I diskussionen betonas att socialtjänst och behandlingspersonal måste klargöra vad de menar med sexuellt utnyttjande av flickor. Att ge otillbörlig uppmärksamhet åt en tonårsflickas sexliv hjälper henne inte på något väsentligt sätt. Istället bör socialarbetare hjälpa flickor att använda sina talanger och styrkor för att uttrycka sitt innersta väsen och därmed hjälpa dem finna sin röst.