2018
DOI: 10.1017/s0033291717003646
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Preschool psychiatric disorders: homotypic and heterotypic continuity through middle childhood and early adolescence

Abstract: Background Many preschool-age children meet criteria for psychiatric disorders, and rates approach those observed in later childhood and adolescence. However, there is a paucity of longitudinal research examining the outcomes of preschool diagnoses. Methods Families with a 3-year-old child (N=559) were recruited from the community. Primary caregivers were interviewed using the Preschool Age Psychiatric Assessment when children were 3 years old (n=541), and, along with children, using the Schedule for Affecti… Show more

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Cited by 75 publications
(66 citation statements)
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“…This approach has been supported by previous research, which suggests that most variation in psychopathology is dimensional (Haslam et al 2012). Moreover, dimensional scores are more sensitive to capturing even milder manifestations of psychopathology (Finsaas et al 2018).…”
mentioning
confidence: 54%
“…This approach has been supported by previous research, which suggests that most variation in psychopathology is dimensional (Haslam et al 2012). Moreover, dimensional scores are more sensitive to capturing even milder manifestations of psychopathology (Finsaas et al 2018).…”
mentioning
confidence: 54%
“…Concerning children under five years, some authors have detected an increase in the incidence of anxiety disorders, especially over the last decade 4 . This clinical condition may worsen over time and have severe effects, especially among those children who have not received appropriate support 5 , bringing impairments in the short, medium and long term such as low self-esteem, school drop-out, substance misuse, and psychological problems 6 .…”
Section: Introductionmentioning
confidence: 99%
“…Each of these contexts may offer protective or risk factors, and the school environment has a key role in children's socialization because it is the place where children spend most of their time 7 . In this context, children experience different situations: peer relationships, groups, friendship, competition, learning and discovery of new, becoming the main environment where psychological suffering in childhood can be screened 5,8 . Thus it is important to screen and develop different intervention strategies for school environments.…”
Section: Introductionmentioning
confidence: 99%
“…These disorders or their temperamental precursors1 are often evident in early childhood, with 10% of children ages 2–5 already exhibiting anxiety disorders 2. Anxiety symptoms in toddlerhood3 and preschool age4 show moderate persistence and map on to the corresponding Diagnostic and Statistic Manual anxiety disorders 5 6. Well-meaning parents, particularly those with anxiety disorders themselves, may respond to a child’s distress around separating from parents or being around unfamiliar children by decreasing the child’s exposure to these situations, for example, by not having the child start preschool or by not leaving the child with a childcare provider to go to work or socialise.…”
Section: Introductionmentioning
confidence: 99%