Cognitive outcomes of children who have experienced complex trauma

Matte-Landry, Alexandra; Collin‐Vézina, Delphine

doi:10.11124/jbisrir-d-19-00036

Cited by 6 publications

(6 citation statements)

References 28 publications

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“…Negative beliefs and false thoughts, in the DSM-5, refer to a change in the child's belief for himself, the world, or other people ( 18 ): “Persistent and exaggerated negative expectations about one's self, others, or the world (e.g., ‘I am bad,' ‘no one can be trusted,' ‘I've lost my soul forever,' ‘my whole nervous system is permanently ruined,' ‘the world is completely dangerous')” ( 2 ). Studies have shown that this symptom correlates positively with the presence of PTSD in children ( 19 ).…”

Section: Discussionmentioning

confidence: 99%

“…Since the consideration of the specific problem of posttraumatic stress disorder (PTSD) in children in the DSM-III-R ( 1 ), the vision of the consequences of a psychotrauma in children has changed. Many studies have shown that traumatic experience in childhood affects the overall development of the child (social development, emotional development, or cognitive development) ( 2 , 3 ).…”

Section: Introductionmentioning

confidence: 99%

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Validation of the French Version of the Child Posttraumatic Stress Checklist in French School-Aged Children

et al. 2021

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Background: The child posttraumatic stress disorder checklist (CPC) updated to DSM-5 is a questionnaire aimed to assess posttraumatic stress disorder (PTSD) symptoms in children. It is available in both parents and child versions. The back-translation method has been used for the French translation of the CPC. It has not been yet validated in French-speaking populations. The aim of this study was to assess the psychometric properties and the validity of the CPC in a sample of French-speaking schoolchildren and their parents.Methods: The sample was composed by 176 children outpatients implicated in the Nice terrorist attack (14 July 2016) aged 7–17 (mean = 11.68 years, SD = 2.63 months) and 122 parents. Cronbach's alpha was used to test CPC internal consistency. The Spearman-correlation coefficient was performed between the French version of the CPC and the Kiddie Schedule for Affective Disorders and Schizophrenia Present and Lifetime version (K-SADS-PL) to assess the convergent validity. An ROC curve was constructed to verify the validity of the cutoff scores. An evaluation of the sensitivity and specificity of each score and a comparison with the diagnosis of the K-SADS-PL were made. Finally, a principal component analysis with varimax rotation was computed to analyze the structure of the French version of the CPC.Results: Cronbach's alpha coefficient was 0.90 for child version and 0.91 for parent version of the CPC. There was a statistical correlation between the K-SADS-PL for PTSD and the total score of CPC for the child version (r = 0.62; p < 0.001) and for the parent version (r = 0.55; p < 0.001). The sensitivity and specificity of the children version with a threshold of >20 were 73.1 and 84.7%, respectively, using the K-SADS-PL as the diagnostic reference for PTSD. Concerning the parent version, using the same recommended cutoff score, the sensitivity, and specificity were 77 and 80.5%, respectively.Conclusions: The psychometric properties of the French CPC are good. This questionnaire appears to be valid and should be used in French-speaking children.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Validation of the French Version of the Child Posttraumatic Stress Checklist in French School-Aged Children

et al. 2021

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“…A child's condition cannot be described in isolation from the family system [31]. Studies on a population of children without ASD suggest that stressful events in childhood can cause structural and biochemical changes in the brain, which consequently cause cognitive impairment in children and, further, in adults [32]. Children with neurodevelopmental disorders have been shown to be statistically more likely to have negative experiences in childhood [33].…”

Section: The Importance Of Environmental Stabilitymentioning

confidence: 99%

How to Make the Unpredictable Foreseeable? Effective Forms of Assistance for Children with Autism Spectrum Disorder (ASD) during the COVID-19 Pandemic

et al. 2023

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Symptomatology in patients with the diagnosis of autism spectrum disorder (ASD) is very heterogeneous. The symptoms they present include communication difficulties, behavior problems, upbringing problems from their parents, and comorbidities (e.g., epilepsy, intellectual disability). A predictable and stable environment and the continuity of therapeutic interactions are crucial in this population. The COVID-19 pandemic has created much concern, and the need for home isolation to limit the spread of the virus has disrupted the functioning routine of children/adolescents with ASD. Are there effective diagnostic and therapeutic alternatives to limit the consequences of disturbing the daily routine of young patients during the unpredictable times of the pandemic? Modern technology and telemedicine have come to the rescue. This narrative review aims to present a change in the impact profile in the era of isolation and assess the directions of changes that specialists may choose when dealing with patients with ASD.

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“…Complex trauma can impact a person across all developmental domains from infancy to adulthood (Matte-Landry & Collin-Vézina, 2020). Three developmental impacts are those on children's self-regulation, cognition, and motor skills.…”

Section: Impacts Of Complex Trauma On Child Developmentmentioning

confidence: 99%

Occupational therapists' practice with complex trauma: A profile

Mason

Stagnitti

2022

Aus Occup Therapy J

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Introduction Many children in Aotearoa (New Zealand) and Australia experience complex trauma and its developmental impacts. Internationally, occupational therapists work with complex trauma and use sensory‐based, integrative, and functional approaches. The practices of occupational therapists in Aotearoa and Australia with children experiencing complex trauma have not previously been described. Methods This article reports the quantitative results of a mixed‐methods study which profiled occupational therapists' practice in Aotearoa and Australia with children aged 0 to 12 years old who experienced complex trauma. Twenty‐five participants completed the survey. The average age of participants was 43 years (SD = 10.65), all were female (n = 25), and most identified as New Zealand European (n = 11) or Australian European (n = 9). A survey was distributed via Occupational Therapy New Zealand – Whakaora Ngangahau Aotearoa and Occupational Therapy Australia. Results The majority of participants had a bachelor's degree (64%) and worked in community settings (76%). Fourteen participants (56%) used sensory approaches. The most common assessments used were those of sensory processing (n = 12, 48%) and observation (n = 12, 48%). The Sensory Profile was the most popular standardised assessment (n = 8, 32%). The most common interventions used with children experiencing complex trauma were sensory (n = 13, 52%) and play based (n = 13, 52%). Most participants reported not adapting their practices for Māori or Aboriginal children. Most participants felt somewhat prepared (n = 15) for working with complex trauma, with most reporting a lack of experience in this area (n = 10). Supervision was suggested by 92% (n = 23) of the participants. Conclusion Sensory‐based practices were most common among occupational therapists in Aotearoa and Australia who worked with children experiencing complex trauma. The participants suggested supervision, social support, and practical training when working with complex trauma. Advocacy and research are required within this subspecialty, and further professional engagement in the application of culturally safe practice.

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Cognitive outcomes of children who have experienced complex trauma

Cited by 6 publications

References 28 publications

Validation of the French Version of the Child Posttraumatic Stress Checklist in French School-Aged Children

Validation of the French Version of the Child Posttraumatic Stress Checklist in French School-Aged Children

How to Make the Unpredictable Foreseeable? Effective Forms of Assistance for Children with Autism Spectrum Disorder (ASD) during the COVID-19 Pandemic

Occupational therapists' practice with complex trauma: A profile

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