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  5. Ontwikkeling en ontw.probl. van kinderen (500838M6)

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Summary of Master Child and Adolescent Psychology articles (2024/2025)

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  • Course
  • Ontwikkeling en ontw.probl. van kinderen (500838M6)
  • Institution
  • Tilburg University (UVT)

This summary contains information about all articles in the first block of the Master's in Child and Adolescent Psychology. All articles are summarized in English. All the key points and conclusions of the articles have been included (at your own discretion) in this summary.

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Document information

  • September 20, 2024
  • 22
  • 2024/2025
  • Summary

Subjects

  • development
  • child
  • youth
  • adolescents
  • developmental problems
  • psychology

Written for

  • Tilburg University (UVT)
  • Kind- en Jeugdpsychologie
  • Ontwikkeling en ontw.probl. van kinderen (500838M6)
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Samenvatting artikelen Master Kinder- en Jeugdpsychologie (2024/2025)
Alle artikelen zijn in het Engels samengevat. Alle belangrijke punten en conclusies van de
artikelen zijn (naar eigen inzicht) meegenomen in deze samenvatting.

,Inhoudsopgave
Week 35: Introduction Developmental Psychopathology
● Is Attention-Deficit/Hyperactivity Disorder (ADHD) a Dimension or a Category? What
Does the Relationship Between ADHD Traits and Psychosocial Quality of Life Tell
Us? (Arildskov et al., 2024)
● Research review: A meta-analysis of the international prevalence and comorbidity of
mental disorders in children between 1 and 7 years (Vasileva et al., 2021)
Week 36: Internalizing problems (anxiety and depression)
● The efects of psychological treatments of depression in children and adolescents on
response, reliable change, and deterioration: a systematic review and meta‑analysis
(Cuijpers et al., 2023)
● Prevalence and course of anxiety disorders and symptoms from preschool to
adolescence: a 6-wave community study (Steinsbekk et al., 2022)
Week 37: Externalizing problems (ADHD, ODD, CD)
● Annual Research Review: Perspectives on progress in ADHD science – from
characterization to cause (Sonuga-Barke et al., 2023)
● Annual Research Review: A developmental psychopathology approach to
understanding callous-unemotional traits in children and adolescents with serious
conduct problems (Frick et al., 2014)
Week 38: Autism Spectrum Disorder
● Annual Research Review: The role of the environment in the developmental
psychopathology of autism spectrum condition (Mandy et al., 2016)
● Pivotal Response Treatment with and without robot‑assistance for children with
autism: a randomized controlled trial (van den Berk et al., 2022)
Week 39: Learning disorders and Down Syndrome
● Seeing myself through the eyes of my peers: Explaining the self-concept of students
with and without special educational needs through acceptance and friendship
(Douma et al., 2023)
● Psychological wellbeing in parents of children with Down syndrome: A systematic
review and meta-analysis (Rutter et al., 2024)
● Responsiveness to intervention after second versus third grade diagnosis of dyslexia
(Tilanus et al., 2020)
Week 40: Child abuse
● From Maltreatment to Psychiatric Disorders in Childhood and Adolescence: The
Relevance of Emotional Maltreatment (Schlensog-Schuster et al., 2024)

, Week 35: Introduction Developmental Psychopathology
Is Attention-Deficit/Hyperactivity Disorder (ADHD) a Dimension or a Category? What
Does the Relationship Between ADHD Traits and Psychosocial Quality of Life Tell Us?
(Arildskov et al., 2024)

Objective: ADHD is a neurodevelopmental disorder, with a prevalence of 5% in children and
adolescents. Reduced Quality of Life (QoL) is one of the negative outcomes. Research
suggests a continuum, meaning neurodevelopmental variation: ADHD traits range from low
to high levels across the population. This study tries to determine whether ADHD is a
discrete category or a continuous dimension, from the perspective of the relationship
between ADHD traits and psychosocial quality of life (QoL), and whether QoL declines
abruptly at a high range of ADHD traits (which would suggest a categorical boundary).

Method: Parents of nearly 2000 school children (ages 6-11) completed the Pediatric Quality
of Life Inventory and the ADHD-Rating Scale IV. Two different statistical approaches were
used (outcome is stated in blue):
(1) rate of decrease in QoL across various ranges on the ADHD traits continuum → QoL
declined gradually and linearly as ADHD trait levels increased (except at the low extreme)
(2) fitting the relationship in a non-linear model → No, this did not fit so there is no evidence
of an abrupt shift.

Results: No evidence was found for a non-linear association or abrupt change in the
reduction of QoL at high levels of ADHD traits. Instead, the relationship was consistently
linear, providing support for a dimensional model.
Functional impairment was found to increase gradually and linearly as ADHD trait levels
rose, supporting the dimensional model of ADHD. There is no sudden and abrupt decrease
in QoL around a specific range of ADHD trait levels. There was no significant relationship
with QoL found for SES, sex, or age, but a significant relationship was found with QoL for
conduct problems and emotional symptoms. Even when controlling for all covariates
(including conduct problems and emotional symptoms), ADHD traits remained related to
QoL. In the final model, the relationship was linear, provided the lowest extreme end was
excluded.

Discussion: Children with ADHD experience lower QoL than children without ADHD, and
this study suggests that this difference is quantitative. High ADHD levels cannot be
considered qualitatively different from lower ADHD trait levels in terms of QoL. No specific
number of ADHD symptoms can be associated with the presence or absence of reduced
QoL.

Implication: Attention should also be given to children just below the diagnostic threshold,
as they may also experience reduced QoL.

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