Mette Skovgaard Væver

Hyper-Theory-of-Mind in Children with Psychotic Experiences

Background Alterations in Theory-of-Mind (ToM) are associated with psychotic disorder. In addition, studies in children have documented that alterations in ToM are associated with Psychotic Experiences (PE). Our aim was to examine associations between an exaggerated type of ToM (HyperToM) and PE in children. Children with this type of alteration in ToM infer mental states when none are obviously suggested, and predict behaviour on the basis of these erroneous beliefs. Individuals with HyperToM do not appear to have a conceptual deficit (i.e. lack of representational abilities), but rather they apply their theory of the minds of others in an incorrect or biased way. Method Hypotheses were tested in two studies with two independent samples: (i) a general population sample of 1630 Danish children aged 11–12 years, (ii) a population-based sample of 259 Dutch children aged 12–13 years, pertaining to a case-control sampling frame of children with auditory verbal hallucinations. Multinomial regression analyses were carried out to investigate the associations between PE and ToM and HyperToM respectively. Analyses were adjusted for gender and proxy measures of general intelligence. Results Low ToM score was significantly associated with PE in sample I (OR = 1.6 95%CI 1.1–2.3 χ2(4) = 12.42 p = 0.010), but not in sample II (OR = 0.9 95%CI 0.5–1.8 χ2(3) = 7.13 p = 0.816). HyperToM was significantly associated with PE both in sample I (OR = 1.8, 95%CI 1.2–2.7 χ2(3) = 10.11 p = 0.006) and II (OR = 4.6, 95%CI 1.3–16.2 χ2(2) = 7.56 p = 0.018). HyperToM was associated particularly with paranoid delusions in both sample I (OR = 2.0, 95%CI: 1.1–3.7% χ2(4) = 9.93 p = 0.021) and II (OR = 6.2 95%CI: 1.7–23.6% χ2(4) = 9.90 p = 0.044). Conclusion Specific alterations in ToM may be associated with specific types of psychotic experiences. HyperToM may index risk for developing psychosis and paranoid delusions in particular.

Psychotic experiences and hyper-theory-of-mind in preadolescence--a birth cohort study.

BACKGROUND Knowledge on the risk mechanisms of psychotic experiences (PE) is still limited. The aim of this population-based study was to explore developmental markers of PE with a particular focus on the specificity of hyper-theory-of-mind (HyperToM) as correlate of PE as opposed to correlate of any mental disorder. METHOD We assessed 1630 children from the Copenhagen Child Cohort 2000 regarding PE and HyperToM at the follow-up at 11-12 years. Mental disorders were diagnosed by clinical ratings based on standardized parent-, teacher- and self-reported psychopathology. Logistic regression analyses were performed to test the correlates of PE and HyperToM, and the specificity of correlates of PE v. correlates of any Diagnostic and Statistical Manual of Mental Disorders, 4th edition (DSM-IV) mental disorder. RESULTS Univariate analyses showed the following correlates of PE: familial psychiatric liability; parental mental illness during early child development; change in family composition; low family income; regulatory problems in infancy; onset of puberty; bullying; concurrent mental disorder; and HyperToM. When estimating the adjusted effects, only low family income, concurrent mental disorder, bullying and HyperToM remained significantly associated with PE. Further analyses of the specificity of these correlates with regard to outcome revealed that HyperToM was the only variable specifically associated with PE without concurrent mental disorder. Finally, HyperToM did not share any of the investigated precursors with PE. CONCLUSIONS HyperToM may have a specific role in the risk trajectories of PE, being specifically associated with PE in preadolescent children, independently of other family and child risk factors associated with PE and overall psychopathology at this age.

Cultural differences in infant development during the first year: A study of Danish infants assessed by the Bayley-III and compared to the American norms

The aim of this study was to examine whether significant developmental differences existed between a Danish sample of infants and the American norms as measured by the Bayley Scales of Infant Development–III. Longitudinal data was collected at 4, 7, 10 and 13 months for 45 Danish infants. The results showed significant differences between scores of the Danish infants and the American norms regarding cognitive, language and motor functioning. Specifically, Danish infants were at all ages of assessment significantly delayed in their development of receptive language when compared to the American norms. One explanation for this is suggested to be the nature of Danish sound structure which makes Danish harder to learn. The results of the present study underline the need to be cautious when using developmental scales in countries where no local norms exist.

Postpartum depression and infant-mother attachment security at one year: The impact of co-morbid maternal personality disorders.

Previous studies on effects of postpartum depression (PPD) on infant-mother attachment have been divergent. This may be due to not taking into account the effects of stable difficulties not specific for depression, such as maternal personality disorder (PD). Mothers (N=80) were recruited for a longitudinal study either during pregnancy (comparison group) or eight weeks postpartum (clinical group). Infants of mothers with depressive symptoms only or in combination with a PD diagnosis were compared with infants of mothers with no psychopathology. Depression and PD were assessed using self-report and clinical interviews. Infant-mother attachment was assessed when infants were 13 months using Strange Situation Procedure (SSP). Attachment (in)security was calculated as a continuous score based on the four interactive behavioral scales of the SSP, and the conventional scale for attachment disorganization was used. PPD was associated with attachment insecurity only if the mother also had a PD diagnosis. Infants of PPD mothers without co-morbid PD did not differ from infants of mothers with no psychopathology. These results suggest that co-existing PD may be crucial in understanding how PPD impacts on parenting and infant social-emotional development. Stable underlying factors may magnify or buffer effects of PPD on parenting and child outcomes.

Links Among High EPDS Scores, State of Mind Regarding Attachment, and Symptoms of Personality Disorder

Underlying persistent psychological difficulties have been found to moderate potential adverse effects of maternal postpartum depression (PPD) on parenting and infant development. The authors examined whether mothers presenting postpartum depressive symptoms showed higher levels of personality pathology and more insecure state of mind regarding attachment compared to nondepressed mothers. Participants (N = 85) were assessed with the Edinburgh Postnatal Depression Scale (EPDS), the Present State Examination, the Adult Attachment Interview, and the Structured Clinical Interview for DSM-IV Axis II. Mothers with high EPDS scores were more likely to have a preoccupied insecure state of mind and to have personality disorder compared with mothers scoring below clinical cutoff. Furthermore, multiple regression analysis showed that personality disorder and AAI classification were independently related to EPDS score, and that these two factors together accounted for 48% of the variance in EPDS score. Findings are discussed in terms of heterogeneity in PPD populations and underline the importance of examining potential coexisting psychological difficulties when studying PPD.

Measuring spatial proximity in mother-infant interaction: A kinematic approach for an examination of the effects of maternal postpartum depression

A kinematic approach was used to measure mother-infant spatial proximity at 4 months. Maternal postpartum depression (PPD) impacts on mother-infant spatial interaction. We compared 28 dyads with mothers meeting criteria for PPD and 46 typical dyads. The PPD dyads had less variability in spatial proximity compared to typical dyads.

Reflective functioning in postpartum depressed women with and without comorbid personality disorder.

Mentalization or Reflective Functioning (RF), that is, the ability to reflect upon ones’ own and others behavior in terms of underlying mental states, plays an important role in parenting behavior and children’s socioemotional development. RF has been suggested to be impaired in psychopathology, and thus maternal psychopathology after birth, such as postpartum depression (PPD) and Personality Disorder (PD), may not only affect the mother’s socioemotional functioning but also the development of the child. However, little is known about mentalizing abilities of PPD mothers, and mothers with PPD and comorbid PD. Therefore, the aim of this study was to evaluate RF in women presenting symptoms of PPD (n = 13), and women with PPD symptoms and comorbid PD (n = 14) compared with a nonclinical group (n = 52). Women were interviewed with the Adult Attachment Interview (AAI) before birth (nonclinical group), and 9–12 weeks after birth (clinical groups), and RF was assessed with the Reflective Functioning Scale applied to the AAI. ANCOVA results revealed no significant differences in mean RF abilities among the 3 groups. Possible reasons for the lack of differences in RF between the 3 diagnostic groups are discussed.

Parent report measures of infant and toddler social-emotional development: a systematic review

Background Identifying young children at risk for socio-emotional developmental problems at an early stage, to prevent serious problems later in life, is crucial. Therefore, we need high quality measures to identify those children at risk for social-emotional problems who require further evaluation and intervention. Objective To systematically identify parent report measures of infant and toddler (0-24 months) social-emotional development for use in primary care settings. Methods We conducted a systematic review applying a narrative synthesis approach. We searched Medline, PsychInfo, Embase and SocIndex for articles published from 2008 through September 2015 to identify parent-report measures of infant and toddler social-emotional development. Data on the characteristics of the measures, including psychometric data, were collected. Results Based on 3310 screened articles, we located 242 measures that were screened for eligibility. In all 18 measures of infant and toddler social-emotional development were included. Ten of the measures were developed specifically for measuring social-emotional development, and eight were measures including subscales of social-emotional development. The measures varied with respect to, e.g. the time of publication, number of items, age span, cost and amount of psychometric data available. Conclusions Several measures of infant and toddler social-emotional development have been developed within the last decade. The majority of psychometric data are available through manuals, not peer-reviewed journals. Although all measures show acceptable reliability, the most comprehensive and psychometrically sound measures are the Ages and Stages Questionnaires: Social-Emotional-2, Infant-Toddler Social and Emotional Assessment, Brief Infant-Toddler Social and Emotional Assessment and Child Behaviour Checklist 1½-5.

Fathers’ perceptions of caregiving in childhood and current mentalizing with their preschool children

Abstract We examined fathers’ capabilities to reflect on their children’s mental states (mind-mindedness) and their use of mental state language when interacting with their preschool child and how this related to fathers’ perceptions of caregiving in their childhood. Participants were 39 European (UK and Danish) fathers and their 3–5 year-old children. We assessed paternal mind-mindedness (offline) based on mentalistic descriptions of the child, and fathers’ use of mental state language (online) with a shared picture book task. The Danish Father Attachment Interview was used to assess fathers’ childhood caregiving perceptions of both their mother and their father. Length of paternity leave (LPL) was included as an indirect measure of paternal involvement. We found that greater paternal mind-mindedness was related to higher use of mental state language in the picture book task. Also, fathers’ positive model of caregiving of their mother (MCM) and LPL were related to paternal mind-mindedness: fathers with an MCM characterized by closeness, compassion and understanding were more mind-minded than fathers who lacked such a positive caregiving model. Longer paternity leave as an index of paternal involvement was related to greater mind-mindedness. Trimmed path models from multiple regression analyses showed that fathers’ positive MCM and LPL were directly related to mind-mindedness. There was also an indirect pathway from fathers’ positive MCM through mind-mindedness to the use of mental state language. Findings suggest that both past caregiving experiences and fathers’ involvement with the child play a role in fathers mentalizing capabilities and behaviour when interacting with their child.

A Psychometric Evaluation of the Danish Version of the Theory of Mind Storybook for 8–14 Year-Old Children

Background: Theory-of-Mind (ToM) keeps on developing in late childhood and early adolescence, and the study of ToM development later in childhood had to await the development of sufficiently sensitive tests challenging more mature children. The current study aimed to investigate the psychometric properties of the Danish version of the Theory-of-Mind Storybook Frederik (ToM-Frederik). Methods: We assessed whether ToM-Frederik scores differed between a group of 41 typically developing (TD) children and a group of 33 children with High Functioning Autism Spectrum Disorder (HFASD). A lower mean ToM-Frederik score was expected in the HFASD group. To determine the convergent validity of ToM-Frederik, potential associations with Strange Stories and Animated Triangles (AT) were analyzed. Furthermore, potential associations between ToM-Frederik and the Social Responsiveness Scale (SRS) and between ToM-Frederik and the Social Emotional Evaluation (SEE) Total score were analyzed. Results: A significantly higher ToM-Frederik score was observed in the TD group compared to the HFASD group. Furthermore, the convergent validity of ToM-Frederik as a measure of ToM was supported by significant and positive associations with the Strange Stories and the AT scores in the HFASD group, whereas ToM-Frederik was significantly correlated with Strange Stories, but not with AT in the TD group. ToM-Frederik was not significantly associated with SRS in neither the HFASD nor the TD group. Conclusion: The findings are supportive of ToM-Frederik as a valid indicator of deficits at the group level in children with HFASD between 7 and 14 years of age. Furthermore, the convergent validity is supported.