Rosanna Rooney

Evaluations and Stereotyping of Accented Speakers by Pre-Adolescent Children

An experiment was carried out to examine the effect of language accents on childrens evaluations and stereotyping. Forty 10-year-old and 40 12-year-old Australian children from monocultural and multicultural schools listened to the same passage read in English by boys with strong and mild Italo-Australian and Viet-Australian accents, and broad (i.e., strong) and general (i.e., mild) Australian accents. In addition, for half the children each accent was given its appropriate ethnic designation, whereas the remaining children listened to unlabeled accents. The children rated the accents on evaluative (status, solidarity) scales and on traits comprising the stereotype of each group. The findings indicated that their evaluations were influenced by accent ethnicity and accent strength. In addition, the older but not the younger childrens evaluations were affected by accent identification and ethnic contact. The data also suggested that the accents evoked ethnic stereotypes. The emerging complexity of the language attitude-stereotype relationship is discussed.

The efficacy of a group cognitive behavioral therapy for war-affected young migrants living in australia: A cluster randomized controlled trial

Background: Preventative and treatment programs for people at risk of developing psychological problems after exposure to war trauma have mushroomed in the last decade. However, there is still much contention about evidence-based and culturally sensitive interventions for children. The aim of this study was to examine the efficacy of the Teaching Recovery Techniques in improving the emotional and behavioral outcomes of war-affected children resettled in Australia. Methods and Findings: A cluster randomized controlled trial with pre-test, post-test, and 3-month follow-up design was employed. A total of 82 participants (aged 10–17 years) were randomized by school into the 8-week intervention (n = 45) or the waiting list (WL) control condition (n = 37). Study outcomes included symptoms of post-traumatic stress disorder, depression, internalizing and externalizing problems, as well as psychosocial functioning. A medium intervention effect was found for depression symptoms. Participants in the intervention condition experienced a greater symptom reduction than participants in the WL control condition, F(1, 155) = 5.20, p = 0.024, partial η2 = 0.07. This improvement was maintained at the 3-month follow-up, F(2, 122) = 7.24, p = 0.001, partial η2 = 0.20. Conclusions: These findings suggest the potential benefit of the school and group-based intervention on depression symptoms but not on other outcomes, when compared to a waiting list control group. Trial Registration: Australian New Zealand Clinical Trials Registry ACTRN12611000 948998.

Attention deficit – hyperactivity disorder in twins: A developmental genetic analysis

Although attention deficit – hyperactivity disorder (ADHD) has a distinct developmental progression and a substantial genetic component, very little is known about the genetic contribution to its development and the question of whether the same genes contribute to ADHD throughout childhood and into adolescence. Data from one of the most extensive twin databases, the Australian Twin ADHD Project (ATAP) have shown that ADHD is inherited as a behavioural dimension rather than as a discrete disorder. Behavioural genetic analysis is used in this study with both cross-sectional and longitudinal analyses of inattention and hyperactivity – impulsivity symptoms of ADHD to demonstrate that much of the consistency in behaviour during childhood and early adolescence is due to genetic influences. Genetic analyses help identify environmental influences that impact upon symptoms of inattention and hyperactivity – impulsivity. It is emphasised that the main function of genetic analysis does not lie in simply estimating t...

Does the Animal Fun program improve social-emotional and behavioural outcomes in children aged 4-6 years?

Animal Fun was designed to enhance motor and social development in young children. Its efficacy in improving motor skills was presented previously using a randomised controlled trial and a multivariate nested cohort design. Based on the Environmental Stress Hypothesis, it was argued that the program would also result in positive mental health outcomes, investigated in the current study. Pre-intervention scores were recorded for 511 children aged 4.83-6.17 years (M=5.42, SD=.30). Intervention and control groups were compared 6 months following intervention, and again in their first school year. Changes in teacher-rated prosocial behaviour and total difficulties were assessed using the Strengths and Difficulties Questionnaire, and data analysed using Generalised Linear Mixed Models. There was a significant improvement in prosocial behaviour of children in the intervention group six months after initial testing, which remained at 18-month follow-up. Total difficulties decreased at 6 months for the intervention group, with no change at 18 months. This effect was present only for the hyperactivity/inattention subscale. The only significant change for the control group was an increase in hyperactivity/inattention scores from pre-intervention to 18-month follow-up. The Animal Fun program appears to be effective in improving social and behavioural outcomes.

Prevention of depression and anxiety symptoms in adolescents: 42 and 54 months follow-up of the Aussie Optimism Program-Positive Thinking Skills

Anxiety and depression are the most commonly reported mental health problems amongst Australian children and adolescents. The Aussie Optimism: Program-Positive Thinking Skills (AOP-PTS) is a universal intervention program based on cognitive and behavioral strategies and aimed to prevent anxiety and depression in the middle primary school children aged 9–10 years old. 370 students randomly assigned to the intervention and control condition participated in the 42 and 54 months follow-up study. The intervention group received the AOP-PTS 10-week program and the control group received the regular health education curriculum. Students were assessed on anxiety, depression and attribution style at school whilst parents reported on their child’s externalizing and internalizing problems at home. Results showed there were no significant reductions across groups in the depressive and anxiety symptoms, and attribution style at either 42 or 54 months follow-up. These findings suggest that AOP-PTS has short and medium term effects but were not sustained in longer term period. Future strategies to achieve the desirable outcomes in a longitudinal study are discussed.

Does the Animal Fun program improve motor performance in children aged 4-6 years?

The Animal Fun program was designed to enhance the motor ability of young children by imitating the movements of animals in a fun, inclusive setting. The efficacy of this program was investigated through a randomized controlled trial using a multivariate nested cohort design. Pre-intervention scores were recorded for 511 children aged 4.83 years to 6.17 years (M=5.42 years, SD=3.58 months). Six control and six intervention schools were compared 6 months later following the intervention, and then again at 18 months after the initial testing when the children were in their first school year. Changes in motor performance were examined using the Bruininks-Oseretsky Test of Motor Proficiency short form. Data were analyzed using multi-level-mixed effects linear regression. A significant Condition×Time interaction was found, F(2,1219)=3.35, p=.035, demonstrating that only the intervention group showed an improvement in motor ability. A significant Sex×Time interaction was also found, F(2,1219)=3.84, p=.022, with boys improving over time, but not girls. These findings have important implications for the efficacy of early intervention of motor skills and understanding the differences in motor performance between boys and girls.

Rationale, design and methods for a randomised and controlled trial to evaluate "Animal Fun" - a program designed to enhance physical and mental health in young children

BackgroundChildren with poor motor ability have been found to engage less in physical activities than other children, and a lack of physical activity has been linked to problems such as obesity, lowered bone mineral density and cardiovascular risk factors. Furthermore, if children are confident with their fine and gross motor skills, they are more likely to engage in physical activities such as sports, crafts, dancing and other physical activity programs outside of the school curriculum which are important activities for psychosocial development. The primary objective of this project is to comprehensively evaluate a whole of class physical activity program called Animal Fun designed for Pre-Primary children. This program was designed to improve the childs movement skills, both fine and gross, and their perceptions of their movement ability, promote appropriate social skills and improve social-emotional development.MethodsThe proposed randomized and controlled trial uses a multivariate nested cohort design to examine the physical (motor coordination) and psychosocial (self perceptions, anxiety, social competence) outcomes of the program. The Animal Fun program is a teacher delivered universal program incorporating animal actions to facilitate motor skill and social skill acquisition and practice. Pre-intervention scores on motor and psychosocial variables for six control schools and six intervention schools will be compared with post-intervention scores (end of Pre-Primary year) and scores taken 12 months later after the childrens transition to primary school Year 1. 520 children aged 4.5 to 6 years will be recruited and it is anticipated that 360 children will be retained to the 1 year follow-up. There will be equal numbers of boys and girls.DiscussionIf this program is found to improve the childs motor and psychosocial skills, this will assist in the childs transition into the first year of school. As a result of these changes, it is anticipated that children will have greater enjoyment participating in physical activities which will further promote long term physical and mental health.Trial registrationThis trial is registered in the Australian and New Zealand Clinical trials Registry (ACTRN12609000869279).

The relationship between postnatal depression, sociodemographic factors, levels of partner support, and levels of physical activity

Background: postnatal depression (PND) is defined as a psychological mood disorder that occurs in a mother within 6 weeks of her giving birth. It refers to an episode that causes mood disturbance and it could begin in, or extend into, the postpartum period. It is thought to have a high impact upon the mothers health as well as the familys functioning and the childs development. Socio-demographic, psych-social, and physical activity factors may all contribute to postpartum mood and ability to cope with responsibilities. The primary aim of this study was to determine which of these factors predicted PND in postpartum women. A secondary aim was to identify the socio-demographic and psycho-social predictors of physical activity in postpartum women. Methods: The study used a cross-sectional correlational design. A sample of 150 postpartum women was sent a package of six standardized questionnaires. Results: There was no association between physical activity and PND; however, older mothers, mothers of younger children, mothers who are less reluctant to ask for help, and mothers who are more satisfied with the help they get experience lower levels of PND. Mothers of older babies, mothers with more children, and less educated mothers are more likely to engage in caregiving activities, whereas mothers with fewer children and higher levels of partner support are more likely to engage in occupational activities. None of the socio-demographic factors or any of the parenting factors predicted levels of sporting activity.

Prevention of internalizing disorders in 9–10 year old children: efficacy of the Aussie Optimism Positive Thinking Skills Program at 30-month follow-up

The Aussie Optimism: Positive Thinking Skills Program (AOPTP) is a school-based prevention program aimed at addressing anxious and depressive symptoms in children aged 9–10 years. Nine-hundred and ten students from 22 Australian primary schools situated in low socio-economic areas were randomly assigned to either an intervention or control group, and assessed at a 30-month follow up. Those in the intervention group received the AOPTP program, where the control group continued to receive the regular health education course. Students completed self-report measures regarding their levels of depression, anxiety, and attribution style. Parents also reported on their childrens externalizing and internalizing problems outside of school. There were no significant differences between groups in regard to anxiety or depression, as well as no significant differences in attributional styles. Parents reported significantly less hyperactive behaviors from children in the intervention group. This finding suggests that AOP-PTS has the capacity to treat externalizing problems at a medium term effect. The decrease in the externalizing problems provides evidence of a partial medium term intervention effect. Future studies should continue to evaluate the program at a long term follow up.

Unipolar depression across cultures: A Delphi analysis of the methodological and conceptual issues confronting the cross-cultural study of depression

Abstract The objective of the research is to investigate the epistemological and methodological discrepancies involved in the cross-cultural study of unipolar depression. These discrepancies include the methodological design and measurement of depression and culture, and the epistemological variation in researchers as to whether depression is a universal or socially constructed phenomenon. A Delphi procedure was utilised which enabled a group of eleven culture/depression experts from around the globe to respond to an open-ended questionnaire related to the methodological and epistemological problems confronting the understanding of depression across cultures. Endorsement of these issues and consensus between the Delphi participants to these issues was then assessed by two subsequent questionnaires. The results indicated that when studying depression across cultures, both universal and social constructionist approaches to depression need to be considered. Quantitative measures of depression should include only the universal aspects of depression so meaningful comparisons can be made across cultures. Quantitative information should be supplemented with qualitative descriptions from research collaborators who can provide an emic perspective of depression. Measuring culture should move beyond the scope of using Hofstede’s dimensions which, although measuring some aspects of culture, do not encompass the complexity of cultures. The impact of globalisation means that our knowledge of cultures needs to be regularly reviewed. Cross-cultural, comparative research of depression is much needed but there are many methodological and epistemological issues that need to be addressed.