Biomedical subjects

Ann-Margret Rydell

Publications and source records attributed to Ann-Margret Rydell.

7 recordsLinked to original sources

PubMed2005

Representations of attachment to parents and shyness as predictors of children's relationships with teachers and peer competence in preschool.

In a group of 112 children (46% boys), representations of attachment to parents and shyness at age 5 were used as predictors of social relationships in preschool at age 6. A Story Completion task was used to assess attachment representations and shyness was assessed through parent ratings and observations. Preschool teachers rated the child-teacher relationship and the child's peer competence. Children with avoidant representations had more conflictual and less close teacher relationships, and showed less prosocial orientation with peers than did children with secure attachment representations. Children with bizarre-ambivalent representations had somewhat less intimate teacher relationships and less social initiative with peers than did children with secure representations. Shy children had less close and less conflictual teacher relationships and somewhat less social initiative with peers than did non-shy children. There was one marginally significant interaction effect of the quality of attachment representations and shyness on social relationships.

Adolescent↗

PubMed2005

Children with early refusal to eat: follow-up in adolescence.

AIM: To describe the adolescent outcome of infant refusal to eat (RTE) and to investigate early predictors of adolescent outcomes. METHODS: 19 of 25 children with RTE and 35 of 42 controls were assessed at age 16. The participants rated eating attitudes and self-perceptions with a Swedish version of the Children's Eating Attitudes Test (ChEAT) and a Swedish self-perception measure. Weight and height were assessed through self-reports, and body mass index (BMI) was computed. Child and family variables measured from infancy through age 4 were used as predictors. RESULTS: RTE and controls did not differ with regard to disturbed eating attitudes, BMI or self-perceptions. There were no relations between early predictors and adolescent disturbed eating for the whole sample, but breastfeeding problems and social adversity in the early years predicted negative self-perceptions, and weight at 4 y predicted adolescent BMI. For the RTE group, low birthweight predicted higher levels of disturbed eating attitudes and less positive self-perceptions. For the control group, social adversity predicted high BMI. CONCLUSION: RTE does not seem to constitute a risk factor for adolescent disturbed eating. Further, there may be different risk factors for adolescent disturbed eating for children with and without RTE.

Adolescent↗

PubMed2004

Elementary school teachers' strategies to handle externalizing classroom behavior: a study of relations between perceived control, teacher orientation and strategy preferences.

Strategies for dealing with problematic student behavior are an important part of the teacher role. Relations between teachers' perceptions of control over children's classroom behavior, teacher orientation and teachers' strategy preferences when confronted with externalizing child behaviors were investigated. Eighty-six primary school teachers, 91% of all first grade teachers in one municipality in Sweden, completed a questionnaire. Disciplinary strategy preferences were measured through vignettes describing externalizing child behaviors, with response alternatives modeled after the Parental Discipline Interview (Scarr, Pinkerton & Eisenberg, 1991). Perceived control was measured with a subscale applied to teachers from the Parental Locus of Control Scale (Campis, Lyman & Prentice-Dunn, 1986). Newly constructed measures of teacher orientation were used. The results indicated that perceived low control over one's classroom situation and a custodial teacher orientation were associated with preferences for authoritarian strategies (firm verbal reprimands, physical restraint) and perceived high control and a humanistic teacher orientation were associated with non-authoritarian strategies (e.g. reasoning with students). Teachers' strategy preferences and associations between perceived control, teacher orientation and strategy preferences were to some extent validated in relations to observed teacher behavior in a subsample of the classrooms.

Acting Out↗

PubMed2003

Social competence and behaviour problems in burned children.

The aim of this study was to collect follow-up data on social competence and behavioural problems in a sample of Swedish burned children and to compare the results with normative data from a reference group of children comparable in age, socio-economic status and gender. Parents of 44 children (55% response rate) aged 7-12 years were asked to complete a questionnaire booklet including the Children's Behaviour Questionnaire (CBQ) and the Social Competence Inventory (SCI). Data from the children's teachers were also collected for 20 children using the same booklet. In addition, data on TBSA, localisation of injury, and other background factors were collected. Results showed that the burned children were rated by their parents as showing lesser degrees of social initiative and more externalising problems and concentration problems compared with the control group. Teachers rated the burn injured children as having less prosocial orientation, more externalising problems, and more concentration problems. No clear effects were found for gender and characteristics of the burn injury. Results on the Social Competence Inventory were associated with scores on the Children's Behaviour Questionnaire.The findings are consistent with previous research in that the differences found were relatively small. However, they do call for attention to the possible adverse effects of growing up with a burn injury, but also to the possible pre-morbid characteristics that may be related to the injury.

Analysis of Variance↗

PubMed2003

Emotionality, emotion regulation, and adaptation among 5- to 8-year-old children.

This study investigated relations between emotionality, emotion regulation, and children's behavioral adaptation in a longitudinal design. Mothers rated emotionality and emotion regulation related to anger, fear, and positive emotions-exuberance for 151 children at age 5 and later at age 6 years 6 months. Emotionality and emotion regulation measures were modestly related. Preschool ratings at age 6 (n = 125), maternal ratings at age 6 years 6 months (n = 133), and elementary school ratings at age 8 (n = 135) of problems and competence were also collected. High anger emotionality and low regulation of positive emotions and exuberance predicted externalizing problem behavior and prosocial behavior. High fear emotionality and low fear regulation predicted internalizing problem behavior. There were few interactive effects of emotionality and regulation.

Adaptation, Psychological↗

PubMed2003

Relations between inhibition, executive functioning, and ADHD symptoms: a longitudinal study from age 5 to 8(1/2) years.

The present study examined whether inhibition measured as early as preschool can predict more general executive functioning and ADHD symptoms at school age. In contrast to previous studies, the present study focused specifically on ADHD symptoms rather than general disruptive behavior problems, and boys and girls were studied separately. The main result was that inhibition was strongly related to ADHD symptoms both in school and at home for boys, but only in the school context for girls. Early inhibition was also significantly related to later executive functioning, and concurrent relations were found between executive functioning and ADHD symptoms, although in both cases only for boys. Besides this, inhibition added significantly to the variance, beyond that of executive functioning, which meant that for boys, inhibition and the other executive functioning explained about half the variance in inattention problems. The stronger relation between inhibition, executive functioning and ADHD symptoms for boys compared to girls could suggests that either the predictors of ADHD are different for the two sexes, or girls are more often equipped with some factor that protects them from developing ADHD symptoms, despite poor executive functioning. However, it is also possible that relations are just harder to demonstrate for girls due to their lower incidence of disruptive problem behaviors.

Attention Deficit Disorder with Hyperactivity↗

PubMed2003

Validity of the Swedish version of the Strengths and Difficulties Questionnaire (SDQ-Swe).

The Strengths and Difficulties Questionnaire (SDQ) is an internationally widely used, brief screening instrument for mental health problems in children and teenagers. The SDQ probes behaviours and psychological attributes reflecting the child's difficulties as well as strengths, and targets hyperactivity/inattention, emotional symptoms, conduct problems, peer problems and prosocial behaviour. Also, the instrument taps the impact aspect, i.e. whether the child is judged to suffer from emotional or behavioural problems severe enough to cause distress or social impairment. Studies of the original English SDQ, as well as of translations into several other languages, attest to a compelling usefulness and validity of the instrument. In this investigation, the adequacy of the Swedish adaptation of the SDQ (SDQ-Swe) was tested in comparisons between parent reports on 5-15-year-old children drawn from a community sample (n=263) and from a child psychiatric sample (n=230). Results showed that the instrument differentiated well between the community and the psychiatric samples, the latter displaying more symptoms, fewer strengths and more social impairment. Moreover, ROC analyses showed satisfactory sensitivity and specificity of the principal scales of the SDQ-Swe at proposed cut-offs. Hence, results showed adequate validity of the SDQ-Swe, suggesting that this new instrument, an instrument in tune with the ideas of contemporary child psychiatry and psychology, is a useful tool for mental health screening in children and adolescents.

Adolescent↗